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The relevance of the research is due to the objective need to study the process of digital transformation and, as a result, to study pedagogical support as a phenomenon that has undergone signifi cant evolution in recent years due to the widespread integration of digital technology into educational contexts. Purpose: to generalize and analyze the research in the study fi eld, to present the experience, and to identify changes and trends in providing pedagogical support which is based on the use of digital technology in modern educati on. Methods (tools): comparative analysis of the data from scientifi c and bibliographic sources. Results. The modern scientifi c and pedagogical school is presented through the prism of research by E. A. Alexandrova, V. S. Basyuk, E. G. Vrublevskaya, E. O. Vorobchikova, N. D. V’yun, E. I. Kazakova, A. M. Moiseev, I. P. Tikhonovetskaya and others, which reveal strategic ideas for organizing pedagogical support in education. The study also analyzes the works by A. A. Andreev, V. P. Bespalko, V. V. Grinshkun, I. O. Petrishchev, and V. A. Pleshakov in the retrospective and perspective aspects. These works testify to the innovative potential of using digital resources in modern education. The present analysis reveals the challenges and limitations inherent in the digitalization process, including the digital gap, infrastructural and fi nancial limitations, as well as issues related to the data privacy and cybersecurity. Conclusion. The study presents a summary of research on providing pedagogical support in digital education. It off ers a comprehensive analysis of digital transformation in organizing pedagogical support. Practical signifi cance. Certain trends have been identifi ed that can contribute to making well-grounded decisions and strategic planning in order to improve the results of organizing the educational process.

Online collaborative learning for developing English writing skills has been widely recognised for decades as a key approach to enhancing students' learning achievement and experiences through technology. However, it is generally oneway learning. Therefore, the virtual team concept has recently been applied to online learning and teaching to raise the level of two-way interaction between a teacher and students. This research explored the experiences of a group of secondyear English majors collaborating online as a virtual team during writing instruction. Google Docs was the synchronous online platform deployed in this study. Data from six participants in semi-structured interviews were studied qualitatively using a phenomenological analysis method. The findings revealed the students' perceptions of opportunities in the online environment, the collaborative learning environment, knowledge construction, preference for group activities, collaborative activities, teacher feedback, and accessibility (including pressure and communication). Difficulties with grouping, monopolisation, time arrangement, free-rider effects, familiarisation and communication, emerged from the interviews. Factors related to social interaction, usability, prior experience with computermediated communication, technology, and support for learners were found in this study. We conclude with the disagreement of the students' voices regarding their experience and learning with the Google Docs application, suggesting the need for further development. [ABSTRACT FROM AUTHOR]

This paper examines the dynamic intersection of interactive learning approaches and technology integration within contemporary education. As technology rapidly evolves, it fundamentally reshapes pedagogical practices by introducing innovative tools and strategies that redefine the teaching and learning landscape. We investigated the pivotal roles of Extended Reality (XR) technologies, including Virtual Reality (VR) and Augmented Reality (AR), in crafting immersive educational experiences. Additionally, interactive learning methodologies, such as game-based learning and the Learning by Asking (LBA) system, are scrutinized for their potential to engage learners and foster their skill acquisition. Furthermore, the emergence of competency-based education (CBE) models is analyzed in response to evolving educational objectives, emphasizing the cultivation of practical skills, problem-solving abilities, and commitment to lifelong learning. Nevertheless, the successful integration of these advancements encounters formidable challenges, including institutional barriers and the imperative need for comprehensive teacher training. This review illuminates the transformative potential of technology in education and underscores educators’ pivotal role in equipping learners for an increasingly dynamic and uncertain future. [ABSTRACT FROM AUTHOR]

This paper presents a neutrosophic study on attitudes towards virtual technology, with a special focus on the "Experience Machine". Employing a methodology that incorporates the theory of indecision and neutrality into response analysis, the perceptions of 50 university students were investigated. Opinions and feelings were transformed into neutrosophic numbers to calculate contradiction and conduct a detailed analysis. The results indicate a predisposition towards agreement with virtual technology, although notable indecision and a significant presence of neutral attitudes were detected. The correlations and clustering methods applied reveal a complex dynamic of attitudes, challenging binary interpretations and highlighting the need for more nuanced strategies. This neutrosophic approach offers new perspectives for the development and marketing of innovative technologies, recognizing the diversity of emotions and opinions in user responses to emerging technologies. [ABSTRACT FROM AUTHOR]

The article presents teaching trends in terms of preferences for teaching modalities for their subjects (face to face, blended or virtual) after having gone through the COVID-19 pandemic, during which it was forced to sustain teaching virtually. An exploratory, descriptive study was carried out, with a non-experimental design, supported by a mixed approach, so that data of a qualitative and quantitative nature were worked with. 169 Argentine university professors participated and responded to a questionnaire in which they were asked about their preferred subject teaching modality, as well as the reasons that justify said choice. The results show a majority choice of blended learning, understood by teachers as a modality that meets the needs of the student, who allows, by combining face-to-face and virtuality, to access certain advantages over pure pedagogical options and ensure higher levels of inclusion. [ABSTRACT FROM AUTHOR]

STEM-education has become an important phenomenon changing the paradigm of education system. Developing STEM-education, makes it possible to respond to the existing and future challenges. The aim of the research was to evaluate the role of innovative techniques in development of STEM-education and to present the effective organization of STEM-based curriculum within the Ukrainian educational institutions. To answer the research questions, we applied qualitative research methodology (face-to-face interviews, observations, close-ended survey, written reports analysis) and the experts' assessment to validate the quality and relevance of the findings. The results showed that a number of innovative techniques are applied, including project-based learning, inquiry-based learning, case-study, collaborative learning, peer learning, simulations, gamification, distance learning, blended learning, artificial intelligence supported teaching and Virtual Reality. Innovative techniques bring certain advantages for STEM-education and enhance the process of training of future STEM professionals. At the same time, it was found that the use of innovative techniques positively affects the development of STEM-education in Ukraine and helps to overcome the existing challenges such as improvement of STEM-based curriculum, reduction of costs and increasing the access to education, making the educational process more interactive, organization of professional development for instructors and prepare students to solve real-world tasks. [ABSTRACT FROM AUTHOR]

A detailed study of pre-service teachers at the Federal College of Education in Abeokuta examines their collaborative skills and virtual team teaching issues. The major goal is to determine how virtual team teaching affects pre-service teachers' ability to collaborate and navigate its complexities. The study aims to show how virtual team teaching affects pre-service teachers' problems and collaboration. The underlying hypothesis posits that participants engaged in virtual team teaching will exhibit heightened levels of collaboration and critical thinking skills compared to their counterparts employing conventional teaching methods. To accumulate robust empirical evidence, a meticulous 20-item Likert scale questionnaire was judiciously administered to a representative sample of pre-service teachers at the Federal College of Education Abeokuta. The questionnaire methodically gauged participants' perceptions regarding the influence of virtual team teaching on collaborative skills and the challenges encountered. In the subsequent analytical phase, the data underwent rigorous scrutiny using descriptive statistics, meticulously assessing the levels of agreement with each questionnaire item. This study's discerning discoveries make a substantial scientific contribution, propelling our knowledge of how virtual team teaching molds pre-service teachers' collaboration skills and navigates challenges. Rooted in scientific rigor, these insights bear potential significance for educational institutions and teacher education programs. They furnish a nuanced understanding of the efficacy of virtual team teaching as a transformative pedagogical approach, offering valuable guidance for the optimization of pre-service teachers' skills to meet the evolving demands of the modern educational landscape. [ABSTRACT FROM AUTHOR]

Virtual reality has emerged as a tool of interest in education, offering immersive and practical learning experiences that overcome the limitations of traditional methods. However, despite its potential, effective integration of virtual reality in education still faces significant challenges, such as the complexity of virtual reality environments and the need for intuitive user interfaces. This study addresses these issues by developing and implementing a virtual reality game to improve computer science education. The game includes levels with incremental algorithms, data structures, and problem-solving challenges supported by a dynamic feedback system. The results of our study are promising. Students who used the game significantly improved their theoretical understanding and practical skills. Average scores on theory tests increased significantly, and an improvement was observed in accuracy and speed in problem-solving. Additionally, student feedback underscored the game’s effectiveness in fostering teamwork and collaborative problem-solving. Despite these positive results, we identified critical areas for improvement, such as simplifying specific challenges and improving the clarity of instructions. These observations will guide future iterations of the game, ensuring it is accessible, intuitive, and effective.

The virtualization of substantive processes in universities is advancing by leaps and bounds, today it acquires particular relevance for an education that is approached as a social and dynamic system, emphasizing the use of new information technologies. The wide spectrum of careers that are offered have led to the appearance of new study modalities and the flexibility of access to continuous improvement from different ranges of opportunities. From the application of theoretical, empirical, statistical research methods, at the percentage level; that well-structured gave the possibility to compare the results. The objective was to present a proposal, supported in a virtual environment to support the development of methodological work in complex teaching disciplines carried out by professors at the University of Pinar del Río and generalized in the Municipal University Center of San Luis. [ABSTRACT FROM AUTHOR]

Copyright of Annales Academiae Medicae Silesiensis is the property of Medical University of Silesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Optical devices are a complex material, most of the concepts are related to abstraction and visualization such as the formation of shadows and light trails, so that a good visual representation is needed to achieve this material competence. Visual representation in physics learning is important, but some teachers still find it difficult to instill this ability due to media constraints. Therefore, this study uses PBL-based flip-book media assisted by virtual laboratory simulations to overcome this problem. This study aims to determine the effectiveness of PBL-based flip-books assisted by Virtual Laboratory Simulation in improving students' visual representation skills on optical instrument material. The method used is quantitative with quasi-experimental methods, pretest and posttest through instruments based on visual representation indicators. The experiment was conducted in grade 11 of senior high school's student. The results of this study indicate that the use of PBL-based flip-books assisted by Virtual Simulation has a positive effect on students' visual representation abilities. This is shown in the acquisition of the N-Gain value of 0.828 in the high category. This study concludes that the use of PBL-based flip-books assisted by virtual lab simulations improves students' visual representation abilities. [ABSTRACT FROM AUTHOR]

The demand for English language proficiency has developed significantly as the world gets interconnected nowadays. In the meantime, a variety of technological tools such as Virtual Reality (VR) have emerged to help increase the demand for learning and business experiences. This review study synthesized existing literature in the relevant field and examined the synergistic impact of implementing VR tools and cross-cultural communication (CCC) in developing the English language skills of young adult learners. This review paper explores the benefits, challenges, and limitations of VR and CCC intersection in the language learning context concentrated on young adults. It also showcased that young adult learners are highly engaged and motivated in expanding their English language skills when they are exposed to the world that counterparts the one real. However, alongside the positive impact of CCC and VR in the language teaching setting, some challenges and limitations such as accessibility, the need for pedagogical frameworks, and ethical implications have been highlighted. [ABSTRACT FROM AUTHOR]

The aim of this research was to explore the experiences of emergency remote teaching (ERT) during the covid-19 pandemic among students at a public university in the northwest region of Mexico. A descriptive correlational exploratory cross-sectional study was conducted with a nonprobabilistic sample of 1550 students. A survey was designed and validated by experts, and it was implemented online using the Microsoft Forms platform. Findings revealed that more than half of the students demonstrated very good or excellent proficiency in virtual platforms. Additionally, 28% of women experienced a difficult or very difficult adaptation process to the platforms, while this percentage was lower among men (20.9%). Students expressed that the academic performance of their instructors during ERT ranged from average to good, but the majority indicated that instructors were not adequately prepared to conduct classes in this modality, since teaching through virtual platforms requires planning and designing strategies. Despite both teachers and students became familiar with digital tools during the pandemic, it is recommended to encourage synchronous digital environments for teachers and explore didactic strategies for asynchronous ones. [ABSTRACT FROM AUTHOR]

This paper describes a study related to the learning of decision-making heuristics such as preference matrix, break-even point and decision tree from the perspective of using a computational tool. With their respective algorithms, a virtual learning environment through a mobile application (app) aimed at Engineering students was developed. To answer the research questions posed in this report, an empirical study was conducted to assess the effectiveness, efficiency and cost in solving decision-making problems with and without the use of the app. The results in this study suggest that the use of the app in learning decision-making skills facilitates the mathematical process for students, and that by using critical thinking competence, they can make assertive and accurate decisions considering different alternatives. [ABSTRACT FROM AUTHOR]

Tourism educational institutions have been pushed towards implementing virtual learning due to the changing educational landscape and the teaching environment after COVID-19. This paper seeks to discuss the future of tourism education in the digital transformation age in Namibia post-COVID-19. A qualitative approach was used to collect data using a key informant technique. Interviews were conducted till a saturation level was reached at 20 and the data was then analysed and categorized using themes. The results show that sustainable tourism education should focus on increasing the natural environment, and ecological and cultural sustainability. The development of virtual reality (VR) and augmented reality (AR) technology should enable students to engage in realistic simulations of sustainable tourism practices and learn about their effects on local communities and ecosystems. Online forums and international collaborations have fostered cooperation and knowledge-sharing, allowing Namibian educators and students to absorb global best practices and add their perspectives to the conversation around sustainable tourism. However, the future of tourism education in the digital transformational age requires stable internet connectivity, increased government support and the ability of academics to deal with new students' demands. The utilisation of digital technology to develop a more inclusive, immersive, data-driven, and globally linked learning experience is crucial for the future of sustainable tourism education in Namibia. The article concludes that sustainable tourism education will require academics to acquire new knowledge and expertise to cope with the new developments in the use of artificial intelligence and expand their area of scholarship. [ABSTRACT FROM AUTHOR]

Emerging virtual reality and augmented reality (VR/AR) technologies in education have the potential to revolutionize the whole educational experience. Studies have shown that before introducing the technology to their pupils, educators should do a thorough assessment of the technology's viability and possible acceptance in the classroom. However, not much is synthesized from the body of knowledge about the leadership and coupling of VR and AR in education, including its trends and direction of research in other domains. In this article, the bibliometric and content analysis has shown that interest in virtual reality and augmented reality has increased from 2018 to 2022 in the Web of Science database. The patterns formed from Vosviewer in the bibliometric analysis have also portrayed that Virtual reality (VR) and Augmented Reality (AR) are used in many fields, including education, medicine, arts, engineering, business, and marketing. Other results from data mining showed the authors with the most publications in the field, their affiliated universities, and the source of publications. In the wake of the Covid-19 epidemic, these findings may also help improve educational opportunities for all students and the quality of instruction they receive. As implications, Virtual reality (VR) and augmented reality (AR) harness current technology to put digital content in the actual world, enabling consumers to have a more meaningful interaction with it on desktop or hand-held devices. This bibliometric research shows that animation, 3D graphics, and sound may replace more traditional ways of schooling in the future. [ABSTRACT FROM AUTHOR]

Objectives: Immersive virtual reality (IVR) provides opportunities to learn within a nonphysical, digital world. The purpose of this critical review was to examine published systematic reviews regarding the benefits and challenges of IVR in higher education to inform best practices. Method: We followed the Preferred Reporting Items for Overviews of Reviews (PRIOR) to ensure transparency and to afford an evidence-based approach for synthesizing insights from a broad range of research. We analyzed and synthesized 10 reviews that include 332 studies with over 9,878 participants, following an integrated synthesis design process using thematic analysis and emergent coding. Results: Results confirmed the various benefits and challenges of IVR. The benefits include improved student learning and behaviours, while challenges include technology issues, behaviours that inhibit learning, and learning how to use IVR. Conclusions: IVR holds considerable potential in disciplines requiring practical applications such as simulation-based training and testing. However, further research into contexts such as participant age, gender, instructional design or learning theory, and longitudinal study is required. Finally, higher education stakeholders will benefit from budgeting time and costs, aligning IVR use with real-world applications, maintaining an adaptive mindset, and developing scaffolded instructional design. Implications for Theory and/or Practice: The primary benefits of student learning through IVR include enhanced skill acquisition, experiences, and learning outcomes. In addition, while immersive platforms housed in static rooms may present financial challenges, the emergence of--and increased investment into--untethered headsets and haptic controllers can reduce operational costs and increase student access to highquality learning experiences. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research in E-Learning is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the field of education, virtual reality (VR) offers learners an immersive and interactive learning experience, allowing them to comprehend challenging concepts and ideas more efficiently and effectively. VR technology has enabled educators to develop a wide range of learning experiences, from virtual field trips to complex simulations, that may be utilized to engage students and help them learn. Learning theories and approaches are essential for understanding how students learn and how to design effective learning experiences. This study examines the most recent published findings in educational theories and approaches connected to the use of VR systems for educational and tutoring purposes. Seventeen research studies that meet the search criteria have been found in the database, and each of them focuses on at least one learning theory or learning approach related to educational systems using VR. These studies yielded five educational approaches, one methodology, five learning theories and one theoretical framework, which are presented in the context of virtual reality in education. These include constructivism learning, experiential learning, gamification of learning, John Dewey's theory of learning by doing, flow theory, Cognitive Theory of Multimedia Learning, design thinking, learning through problem solving, scientific discovery learning, social constructivism, cognitive load theory and the Technology Pedagogical Content Knowledge Framework (TPACK). A major finding of this study is that constructivism learning is the most often utilized learning theory/method, Experiential Learning is most appropriate for VR and the gamification of learning has the greatest future potential. [ABSTRACT FROM AUTHOR]

In the last ten years, means of a digital technology have been intensively penetrating in an education. Education is gradually moving into online space as 3D technology, virtual and augmented reality, and other digital technologies and digital tools have been developing. This trend is also referred to as connectivism in education by contemporary information sources. In technical vocational education and training (TVET), the trend is not sufficiently researched and elaborated so far. Thus, our theoretical study is aimed to analyse the current state of knowledge related to virtual reality and to define the main areas of virtual reality that can be used in the condition of TVET. In the first part, we have focused on the evaluation of previous studies devoted to technology development, especially virtual reality useable in education. In other parts, we have then focused on the possibilities of using specific elements of virtual reality in condition of TVET, together with the development of necessary competencies of TVET teachers through further education. [ABSTRACT FROM AUTHOR]

This article provides a systematic view of the published research topics relevant to an understanding of using virtual reality (VR) in hospitality education. The structure of the literature review is based on the PRISMA reporting guidance and reviews two main elements: the status of VR embedded in hospitality education and the learning frameworks best fitting VR in education. Using the Google Scholar, Science Direct, and EBSCO databases, the present review found relevant articles. The included papers were classified with the following dimensions: year of publication, hospitality industry domain and search keywords. A total of 51 articles were deemed relevant and were reviewed. These articles focused on different aspects of the hospitality education, including virtual reality technologies (VRTs), applied learning frameworks, design and evaluation of VR. The results highlight among others that VRT can be integrated in (design-based) teaching and is seen as a valuable addition. Also, VR has a strong effect on student learning, especially the technology itself and classroom design. Fundamentally, a social constructivist learning framework fosters a good basis for including VRT in education. These results provide potential directions for hospitality educators, researchers and practitioners in future research efforts to enhance the correct use of the virtual learning environment in education and training of practical aspects in the hospitality industry. Key implications of this study include the call for determining the appropriate level of VRT most suitable for the development of virtual learning environments (VLE), the online learning programmes and how to motivate the students the most. [ABSTRACT FROM AUTHOR]

This case study is qualitative, exploratory and descriptive. Its objective is to describe and analyse institutional suggestions and requirements about the use of digital technologies present in institutional documents of a local University. Content analysis of twelve documentary sources and four interviews was carried out. Eight keywords were selected from specific bibliography. Their presence was recorded in relation to some suggestion or requirement. Compliance with teaching working day on the virtual campus, approval and modifications of the SIED, virtualization of education due to the pandemic, and guidelines for the return to face-to-face activities was highlighted. In the interviews, positive expectations were expressed about the use of digital technologies and their potential in education. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effectiveness of 360-degree panorama-based Virtual Reality (360VR) as a tool to simulate real-world site visit experiences in interior design education. In the first stage of evaluation, the online survey was implemented to ask students about their learning experience of using 360VR. The second stage of 360 VR effectiveness evaluation focused on the objective comparison of students learning outcomes between the 360VR method and the traditional approach. The students' experience survey results indicated that 360VR and virtual walkthrough experiences benefited students' understanding of the site during the design process. Students reflected positive 360 VR experiences on their engagement in learning, special layout, visualization, and educational effectiveness. The result of the student learning outcome evaluation showed no significant difference between 360 VR compared to no site visit. However, there was a significant improvement in students' spatial planning, finish selection, and total scores when using the 360 VR method compared to an on-site visit. [ABSTRACT FROM AUTHOR]

Digital technology has increasingly influenced all areas of education, including higher education, with subject-specific technologies developed for professional contexts alongside general communication and collaboration tools. This article draws on a case study conducted in a bachelor programme within building construction design in Denmark, tracking how teachers converted technical knowledge about virtual reality into teaching practice. This transformation process has crystallised different pedagogies, even within the same course. One pedagogical aim was for students to learn to use virtual reality (VR) as a professional competence, while another was to use VR as a tool for learning subject content (building design). This case study raises general issues regarding teachers' use of technology for teaching, addressed in the research tradition of technological, pedagogical and content knowledge (TPACK). However, to delve deeper into the educational transformation processes, this article adds an educational sociological perspective, including concepts from Legitimation Code Theory (LCT). With this background, this article raises new questions about the TPACK concept and discusses how the technological knowledge domains in the TPACK model can be differentiated to reflect various digital technologies and their functions, particularly in professional education.

The aim of this study is to characterize the graduate student perspectives on a virtual dialogic teaching initiative oriented to the revision of dissertation chapters written by the students themselves. Within an exploratory qualitative study in-depth interviews are taken with 12 students from three seminar editions. The analysis shows three relevant categories regarding online dialogic teaching of writing: time management, synchronous exchange and digital technologies. There are three senses of the temporal dimension: times relative to the seminar schedule, to the student daily life, and to the intellectual process of writing practices. Furthermore, a combination of heavy asynchronous load with synchronous encounters is valued. Regarding the technologies, the students generate environments that take advantages of devices' technological potential based on the physical environment possibilities and also value the pedagogical relevance of the applications. The category properties show some changes of graduate writing, and its dialogic teaching in the digital world. [ABSTRACT FROM AUTHOR]

As a result of the confinement due to the global pandemic of covid-19, teachers and students found themselves in the inevitable situation of suddenly moving from the traditional face-to- face model to virtual environments, with the demand for new digital skills and computer resources. The purpose of this scientific article was to describe the digital teaching competence, the main problems that the educational community faced to join virtual environments, as well as the proposals that originated to perform expeditiously in this new modality. The research was based on a systematic review of scientific articles on digital teaching competence in virtual environments in the context of the pandemic, in the Scopus database, with the support of Redalyc, Scielo, Dialnet, Elsevier and Google Scholar. The results show that the digital teaching competence still does not present an optimal level, so the most recurring solution proposal is the training and development of the digital teaching competence. Since to date the direction followed by the actors involved in virtual learning is uncertain, this investigation culminates by proposing an alternative solution. [ABSTRACT FROM AUTHOR]

The article explores the perception of undergraduate students at a public state university in Mexico, regarding their experience after completing the Multimodal Transversal Learning Unit Information and Digital Literacy. The research explores two aspects: self-perception of students regarding their level of achievement in specific digital competencies and main learning outcomes after completing the course. It also reports their assessment in five aspects: syllabus, educational resources, learning activities, coverage of the cross-cutting themes throughout the course, as well as operation of the Learning Management System and technical support. The research was quantitative, through a survey applied to 16 students in the first group that completed the curricular unit. Among the results, the following are reported: perceived levels of achievement in different competency indicators, best valued competencies, and overall assessment of the course by the students. The highest levels of achievement reported are in indicators associated with the students' daily practices interests. The lowest levels of achievement are in the areas of algorithmic understanding and the generation of original contributions and digital content. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the impact of using multimedia resources on the English vocabulary learning as a foreign language in a sample of university students. Following a quantitative approach, a quasi-experimental, longitudinal-prospective study was conducted with 62 university students (42.6% women with mean age of 20.9 and 57.4% man with mean age of 20.6); previously divided into three different groups. For pre and post-training measurements, two instruments were used in their forms A and B, validated in previous studies. As a secondary goal, the influence of the cognates present in both tests on the score and the way of asking them was verified, in consequence an instrument of own design was applied. During the training, the use of lessons from a virtual platform made it possible to present multimedia resources and evaluate autonomous learning in formative manner. In the post-test, only one type of test was applied to each group, detecting significant improvement in three out of the four original instruments. However, the results should be treated with reservations due to the limitation represented by sample size and conduct of the study, in distance mode. [ABSTRACT FROM AUTHOR]

This study compares the effects of Spherical Video-Based Virtual Reality (SVVR) and Conventional Video (CV) on students' writing achievement and motivation. A quasi-experimental method was used in a primary school's Chinese Descriptive Article Writing courses. Twenty-eight fourth-grade students were randomly divided into two groups. In the SVVR group, students observed the writing scenes using SVVR devices. In the CV group, students watched the writing scenes through conventional video. SPSS software was used for the statistical analysis of the data. The results show that: (1) there is no significant difference (U = 714, p = .061) in the overall writing achievement between SVVR and CV groups. However, students in the SVVR group performed significantly better in Organization (U=693, p = .029) and Content (U = 609, p = .003) than those in the CV group. (2) Overall writing motivation improved in both SVVR and CV groups. The improvement of writing expectations in the CV group was significantly higher than that of the SVVR group (t =22.119, p = .044). Therefore, we suggest that schools: (1) design the integration method of SVVR and writing learning to solve the problem of the gap between students' immersive situational experience and completing their writing goals. (2) use the immersive and interactive features of SVVR technology to create virtual experience scenes to improve students' observation and description abilities. (3) add activity clues to guide students to experience SVVR scenes purposefully and plan and transform situational interest into learning ability. (4) further optimize SVVR devices to improve their usability during learning. [ABSTRACT FROM AUTHOR]

The "metaverse," which bridges augmented and virtual reality as mixed reality and includes technological phenomena such as artificial intelligence, continues to be an agenda topic. It is foreseen that the concept in question will accelerate the changes in education and teaching activities, as in many other fields. In this research, a measurement tool was developed to determine pre-service teachers' and teachers' beliefs about education in the metaverse (meta-education), especially considering the concept of the "metaverse" that entered our lives with the information age. During the development process of the measurement tool, an item pool consisting of 59 items was created by scanning the relevant literature. The opinions of five experts were received for the draft scale. Two items were added to the draft scale, and ten items were removed based on expert feedback. The scale was arranged as 41 items before the application. During the pilot application process, 203 were collected. Exploratory factor analysis (EFA) was used for the scale's construct validity. The EFA result shows that the scale consists of 22 items and a single factor, and 44% of the total variance is explained. The item-rest correlations on the scale ranged from .64 to .77. The Cronbach alpha coefficient of the scale was found to be .90. Based on these findings, the scale can be used to determine adults' beliefs about meta-education. [ABSTRACT FROM AUTHOR]

Emerging virtual reality and augmented reality (VR/AR) technologies in education have the potential to revolutionize the whole educational experience. Studies have shown that before introducing the technology to their pupils, educators should do a thorough assessment of the technology's viability and possible acceptance in the classroom. However, not much is synthesized from the body of knowledge about the leadership and coupling of VR and AR in education, including its trends and direction of research in other domains. In this article, the bibliometric and content analysis has shown that interest in virtual reality and augmented reality has increased from 2018 to 2022 in the Web of Science database. The patterns formed from Vosviewer in the bibliometric analysis have also portrayed that Virtual reality (VR) and Augmented Reality (AR) are used in many fields, including education, medicine, arts, engineering, business, and marketing. Other results from data mining showed the authors with the most publications in the field, their affiliated universities, and the source of publications. In the wake of the Covid-19 epidemic, these findings may also help improve educational opportunities for all students and the quality of instruction they receive. As implications, Virtual reality (VR) and augmented reality (AR) harness current technology to put digital content in the actual world, enabling consumers to have a more meaningful interaction with it on desktop or hand-held devices. This bibliometric research shows that animation, 3D graphics, and sound may replace more traditional ways of schooling in the future. [ABSTRACT FROM AUTHOR]

Training first-year students in the Teacher Training Program and Bachelor's Degree in Geography, through the resources of virtual classrooms, favors their academic literacy because it promotes significant learning in their educational trajectory. From this perspective, it is essential to focus attention on teaching strategies in digital scenarios and this fact questions us: how to be a teacher in a digital classroom? How to redesign virtual classrooms just not to be not a mere repository of documents and become a place of exchanges and debates? This work explores and redefines the use of the virtual campus in relation to the didactic dimension. Its relevance lies in offering a proposal for pedagogical intervention in digital scenarios, as a contribution, to rethink our teaching decisions and, therefore, consider other ways of teaching and learning before the new generations of students who are protagonists of a techno cultural context. [ABSTRACT FROM AUTHOR]

This article presents dimensions of analysis that became the object of reflection of the teaching practices developed, in the context of pandemic during the years 2020 and 2021, by the students of the career of Teacher training on biological science at UNC. For this purpose, a documentary study was carried out, taking as objects of analysis the reports that the students wrote about their residencies carried out at the higher level and in high school. In the study, categories derived from theoretical references together with new emerging aspects were identified, new dimensions were constructed and, finally, a re-analysis and coding was made taking as reference the new constructed categories. The main results indicate that the students were able to question and challenge their own decisions applying the new meanings that were built from the challenges posed during the practices. [ABSTRACT FROM AUTHOR]

In 2020 and 2021, the international spread of the SARS-COV-2 virus caused academic activities at universities to be carried out virtually. Due to this situation, the face-to-face mobility of the national postgraduate programs affiliated to the National Postgraduate System (SNP) of the National Council of Science and Technology (CONACyT) were affected, so that mobility had to be developed virtually. A questionnaire was designed and applied to graduate students in language and linguistics (n=46), with the purpose of collecting their experiences about the implementation of virtual mobility in their programs. The results showed that virtual mobility is considered as a good alternative, since for the participants this modality allowed them to continue developing their academic activities. Additionally, they consider that virtual mobility can help to avoid costs of transportation, rent housing, and transportation time. Furthermore, virtual mobility gives them the opportunity to be present virtually anywhere to participate and develop academic activities. Based on this, we propose this modality as different way to carry out mobility in postgraduate programs attached to the SNP, which would heed to the diversity of life conditions, and family and working conditions of students who study quality graduate programs in Mexico, thus contributing to a better construction of disciplinary and scientific knowledge. [ABSTRACT FROM AUTHOR]

This theoretical review aims to explore the considerable potential of Virtual Reality (VR) in primary education, with a specific focus on its transformative impact on early learning. The aim is to conduct an in-depth analysis of the challenges faced in primary education and the role of VR technology in addressing these challenges. By examining the educational landscape, this paper seeks to elucidate how VR technology can substantially enhance the learning experience for young students. Through a meticulous evaluation of the theoretical framework and existing literature, it underscores the promising opportunities and complexities that arise from the integration of VR in primary education. This review primarily serves as a foundational resource for educators, researchers, and policymakers interested in leveraging VR's capabilities to enhance the educational journey of digital-native primary school students. [ABSTRACT FROM AUTHOR]

Simulation-based education is a critical component of Intelligent Transportation Systems (ITS) education. This study discusses the experimental success of using Virtual Reality (VR) technology in simulation-based ITS education, which was found to improve the quality of education while increasing immersion and motivation. The study documents the application of VR technology to a microscopic simulation model within the ITS curriculum. Furthermore, the study also proposes using a standardized methodology to capture and evaluate students' subjective experiences. The findings of the study are discussed, along with potential ways to improve the planned VR technology implementation in the ITS laboratory. [ABSTRACT FROM AUTHOR]

Background: Shortages in qualified supervision and other resources prevent education personnel from rehearsing effective practices. Interactive simulations, although increasingly used in education, frequently require instructor management. Automated simulations rarely engage trainees in skills related to practice (eg, speech). Objective: We evaluated the capability of delivering behavioral skills training through an automated virtual reality (VR) simulation using artificial intelligence to improve the implementation of a nondirective mathematical questioning strategy. Methods: We recruited and randomly assigned 30 college-aged participants to equivalent treatment (ie, lecture, modeling, and VR; 15/30, 50%) and control groups (ie, lecture and modeling only; 15/30, 50%). The participants were blind to treatment conditions. Sessions and assessments were conducted face to face and involved the use of VR for assessment regardless of the condition. Lessons concerned the use of a nondirective mathematical questioning strategy in instances where a simulated student provided correct or incorrect answers to word problems. The measures included observed and automated assessments of participant performance and subjective assessments of participant confidence. The participants completed the pretest, posttest, and maintenance probes each week over the course of 3 weeks. Results: A mixed ANOVA revealed significant main effects of time (F2,27=124.154; P<.001; ηp 2=0.816) and treatment (F1,28=19.281; P<.001; ηp 2=0.408) as well as an interaction effect (F2,28=8.429; P<.001; ηp 2=0.231) for the average percentage of steps in the questioning procedure. Posttest scores for the intervention group (mean 88%, SD 22.62%) exceeded those of the control group (mean 63.33%, SD 22.64%), with t28=3.653, P<.001, and Cohen d=1.334. Maintenance scores indicated a positive effect of the intervention (mean 83.33%, SD 24.40%) relative to the control (mean 54.67%, SD 15.98%), t28=3.807, P<.001, Cohen d=1.39. A Mann-Whitney U test indicated that the treatment groups' self-ratings of confidence (mean 2.41, SD 0.51) were higher than those of the control group (mean 2.04, SD 0.52), U=64, P=.04, r=0.137. Conclusions: The results demonstrate the potential of artificial intelligence-augmented VR to deliver effective, evidence-based training with limited instructor management. Additional work is needed to demonstrate the cascading effect of training on authentic practice and to encompass a wider range of skills. [ABSTRACT FROM AUTHOR]

Digital competence and the systematization of experiences applied in the exercise, characterize the teacher's practice. Because of the pandemic, virtuality has demanded the use of technological resources or tools, substantially modifying pedagogical practice, making it necessary to identify systematization processes carried out by the teacher. This is a review article whose objective is to identify the development of digital teaching competences in the experience systematization process. For this purpose, the analysis and synthesis method was applied, with the selection of articles from different databases, applying inclusion and exclusion criteria. From the results of the systematic review of articles, it is concluded that the interaction of pedagogical and digital skills improve professional practice and this contributes to the systematization of experiences. [ABSTRACT FROM AUTHOR]