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Artificial intelligence (AI) technology significantly impacted educational institutions, and AI application in education brought new perspectives to develop improved technology-enhanced learning systems. Recently, novel approaches in technology-enabled learning utilizing virtual reality (VR) instead of traditional multimedia materials, digital learning games, and educational software. The use of VR technologies in language education improves creativity, interactivity, collaboration, problem-solving, and active knowledge building. In addition, the benefits of using VR in language education extend to lower elementary grades. Young learners can greatly benefit from the immersive and engaging nature of VR technology when learning English. By incorporating VR into English education, students in these grades can experience a more interactive and stimulating learning environment. This study examined which constructs affect students' continuous use of VR by applying the Technology Acceptance Theory (TAM) theory and explored whether and how VR can improve students' abilities to learn English compared to voice-video-based oral communications. The results have academic and practical implications, as they provide guidance for a rigorous aspect of technology-enhanced learning and demonstrate strong evidence that VR is more effective than traditional education methods. This supports educators and researchers in developing VR materials and activities. This study emphasized the advantages and potentials of VR in language education. [ABSTRACT FROM AUTHOR]

First-year engineering students show difficulties in connecting basic vector algebra with manipulations using the graphical representation. Experiencing vectors in real applications can improve the process of learning vectors. Thus, we introduce a unique approach for using digital technologies, namely augmented reality. We utilized a video see-through head-mounted display to develop a vector manipulation tool enabling users to select and place virtual vectors in the real environment. The aim was to see how students react when experiencing vectors in augmented reality. After using the prototype, students answered a questionnaire about this experience. Results show that students experiences are positive and they are motivated to use the prototype in the course. Further, we investigated opinions about vector concepts from students in the trial group and other students attending the same course in vector algebra. The results indicate some differences in what students spontaneously associate with the concept vectors. Moreover, this study provides insights into how such investigations can be elaborated in the future. [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]

Recently, Virtual reality (VR) technologies have started to be used increasingly in the field of education, as in many other fields. With the widespread use of virtual reality applications, there is a need to investigate the effects of virtual reality applications in the field of education. The results obtained from these researches can contribute to the creation of effective and efficient virtual reality-supported learning environments. VR applications, one of the technology-supported learning environments, come to the forefront to help students learn concepts more easily and permanently. Since VR is very new and not a common practice in classrooms yet, it is necessary and important to investigate how VR can be used in science lessons and students' views on these practices. The main goals of this study were to develop the Virtual Reality Solar System Model (VRSSM) for the unit "Sun System and Eclipses" for the 6th grade students and to find out what the students think about using virtual reality applications in science classes. This is a qualitative study and 16 students participated in this study and used the VRSSM. The semi-structured interview form was used as a data collection tool. The data was analyzed using content and descriptive analysis. The results of this research revealed that the students want VR to be used not only in science lessons but also in other lessons, they think that the knowledge they have gained is permanent and that they believe that this application can increase their science achievement. Additionally, students think that the application increases their interest in science lessons and affects their learning positively. Therefore, it is expected that the results of this research will lead to the creation and implementation of three-dimensional virtual reality learning environments related to various subjects and levels of science teaching. [ABSTRACT FROM AUTHOR]

This study aims to analyze the research outputs of immersive technology in the field of education for the past two decades. To this end, we retrieved 2665 articles that contained 75674 valid references from the Scopus database for the period between 2001–2021. Several structural and temporal metrics were used to find out the emerging topics proposed by the literature of immersive technology in the field of education. Results recorded 869 clusters entailing 2561 nodes and 3372 links. The major clusters identified in our results were related to virtual reality, augmented reality, and virtual worlds. We found that immersion research was grounded on a robust theoretical framework such as constructivism, experiential learning, and cognitive load theory. We found diversified venues of publication in which the immersion literature appeared in 741 peer-reviewed journals. Our results indicate that seven educational technology journals were the most highly co-cited journals where Computers and Education and British Journal of Educational Technology were the most influential journals in terms of quantity and quality of the published articles, recording the highest h-index. Tips and suggestions for future research projects were also highlighted. [ABSTRACT FROM AUTHOR]

It might be challenging for pre-service science teachers to apply their theoretical knowledge in the laboratory. Any attempt to shift the perspective in chemistry will necessitate the creation of novel techniques for elucidating theoretical themes. Examining how a virtual chemistry lab has affected the evolution and trend of scientific practice and digital competence throws insight into the far-reaching implications of technology's rapid expansion. For this reason, a total of 64 pre-service science teachers participated in the current study; 34 were assigned to the experimental group and 30 to the control group. The study included semi-structured interviews, a scale for assessing scientific practice, and a digital competence test both before and after the experiment. The results showed that the experimental group, who received their standard chemistry education alongside a VCHL, advanced significantly in their scientific practices and digital competence. The experimental group's time spent in the online chemistry lab was a fascinating learning opportunity. This study is valuable for those planning careers in education because it presents a wide range of tried-and-true approaches, current-events-based applications, and forward-thinking ideas for teaching chemistry via a virtual chemistry lab. The challenges of VCHL deployment have been highlighted, indicating potential for future research. [ABSTRACT FROM AUTHOR]

In virtual laboratories, various cognitive aids are used to improve students' performance and assist them while completing experimental tasks. However, excessive use of cognitive aids in virtual laboratories can lead to a cognitive load on students which affects their performance. In this paper, we proposed the concept of adaptive aids virtual reality chemistry laboratory. User expertise, quantitatively measured in terms of errors and time spent, is used as an adaptation criterion to dynamically update adaptive aids (arrows, text or animations). The system modifies the contents of such aids for good, average, and weak students to give them the opportunity to improve their performance. In this manner, adaptive aids assist the users to perform an experiment in the proposed system correctly according to the correct procedure with high performance. For evaluation, we conducted a comprehensive user study with 59 participants from various institutions. These students were selected randomly by their teachers and contained different levels of students (i.e., weak, average, and good students). We also conducted a written quiz and based on their scores we divided them into three groups (i.e., good, average, and weak). The participants (students) were classified into three groups G1, G2, and G3 based on their expertise levels (i.e., good, average and low). Then each group conducted an experiment four times. Evaluations revealed that the proposed system consistently improved students' performance in four trials. In particular, weak students' performance greatly improved as compared to that of good and average students in terms of a variety of factors, including time and errors during the performance of experiments. [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.

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

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.)

A barrier to teacher retainment is the lack of professional preparedness. Limitations with live, hands-on teacher training can contribute to inadequate preparedness, particularly in home-school collaboration. This pilot feasibility study explored using virtual reality simulation (VRS) technology with ninety-seven pre-service teachers in Norway, embedded within a flipped learning design session. Results from the qualitative post session interviews describe how the VRS training supported pre-service teachers in feeling better prepared with conducting parent-teacher consultations. This is supported by quantitative self-efficacy assessments. Thus, using VRS for supporting niche areas such as parent-teacher consultations can support better preparedness for teachers if it cannot be experienced first-hand. [ABSTRACT FROM AUTHOR]

Virtual Reality and Augmented Reality are immersive technologies that integrate virtual and real-world elements. These technologies have been used to help and improve human capabilities in many fields. The purpose of this article was the study of application of augmented reality technology in pedagogic perspective of elementary school education. The research methodology of this study presented a literature review on the application of Augmented Reality technology to students at the basic education level. Using qualitative content analysis, this study attempted to answer this question; how does the Pedagogic Perspective in elementary school education apply Augmented Reality? 9 Articles that were synthesized from 2013 to 2023 indexed by Google Scholar. The results showed that AR technology can empower four dimensions of pedagogic perspective of elementary school education: multiple senses involvement, retention and attention improvement, concentration and engagement increment and seamless interaction between real and virtual environments. Moreover, such technology application in pedagogic perspective of elementary school education demands three prerequisites for teachers or trainers: AR technology acquaintance, downloading and installing processes, and spatial-temporal flexibility. Hence, it is suggested to view the application of AR technology in pedagogic perspective of elementary school education in line with spatial and temporal atmospheres. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) is the latest type of technology being developed and rapidly integrated into training environments. This study investigated students' intentions to use VR for training. The Technology Acceptance Model (TAM) was expanded to include two factors that are relevant to using VR in a dynamic learning environment. A survey of 310 aviation students was conducted at ten institutions across the United States. Results indicated positive relationships between perceived ease of use (PEU) and perceived usefulness (PU), perceived enjoyment (PENJ) and PEU positively impacted attitude towards using VR for dynamic learning, and attitude positively impacted behavioral intention (BI). Two of the eight hypotheses were not supported despite support in the literature. The findings of the study can inform instructors and developers of VR for dynamic learning programs in a variety of environments and implementation thereof. [ABSTRACT FROM AUTHOR]

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]

In design education, immersive virtual reality (VR) has grown as a visualization and interaction tool. Nonetheless, little research has been done on how individuals self-perception within VR affects their performance. This self-awareness is carried out using avatars that depict the virtual body through multiple points of view. This article assessed three different conditions of virtual body within a design exercise to better understand how these affected idea generations and spatial skills. To do so, an embodiment-cognition framework to evaluate the influence of the virtual body in immersive VR environments was developed. The designed theoretical framework relies on the concept of embodiment and its relevance to situated cognition. Research has supported how cognition connects the mind and body and the relevance of the individual's interaction with its surroundings to make it meaningful. Likewise, more immersive environments can increase the sensation of presence in VR, allowing individuals to behave more naturally. Also, through the connection with the surroundings, individuals liberate cognitive load, allowing them to relocate cognitive efforts in developing knowledge. General findings support how the use of a more embodied virtual body can elicit higher levels of presence but also increase cognitive load which can ultimately hinder cognition. However, VR interactions aided participants to develop spatial skills and allowed idea generation. Furthermore, the framework proposed can be applied to assess students' cognitive processes beyond the discipline's boundaries. [ABSTRACT FROM AUTHOR]

Facilitating decision making in authentic contexts is an important educational objective of professional training. To enable learners to have more opportunities to practice in authentic contexts under the guidance of instructors, the flipped learning mode of shifting the lectures to be the pre-class activity with the presentation of digital media has gradually been receiving attention. However, the conventional flipped learning mostly uses videos to present teaching content. In such a learning environment with one-way information and lack of experience, it is not easy for most learners to experience the actual situation encountered in the nursing procedure, which affects their judgment and performance when dealing with actual scenarios. To solve this problem, the present study adopted spherical video-based virtual reality (SVVR) to provide an experiential learning mode in flipped learning. To verify the effects of this teaching mode, this study conducted an experiment in a blood transfusion safety training course. The experimental group used the SVVR-based experiential flipped learning (SVVR-EFL) mode, while the control group used the conventional flipped learning mode. The results showed that using the SVVR-EFL mode not only enhanced new nursing staff's learning achievement, but also increased their decision-making performance, meta-cognition tendency, problem-solving tendency and classroom engagement. [ABSTRACT FROM AUTHOR]

Immersive virtual environments hold unexplored potential to scaffold and stimulate learning in multiple ways for the purpose of increasing potential learning gains. Yet, the number of implementations in educational settings remains very limited. One reason for limited implementation of immersive virtual environment applications may be a lack of recommendations for their effective design. Building on an extensive theoretical framework, this paper provides such recommendations, specific to immersive educational settings. The recommendations are divided into strategies to optimize cognitive load, foster collaborative learning, leverage platform-specific affordances, mitigate platform-specific limitations and to obtain additional benefits. We illustrate the implementation of these recommendations using a novel collaborative virtual reality environment shown to yield learning gains in two prior studies. Moreover, we detail how a non-invasive and cost-effective feature of automated performance analysis can monitor learning gains in collaborative virtual reality environments. The recommendations based on the example of a collaborative virtual reality environment pave the way for more such implementations to maximize benefits for learners and educators alike. [ABSTRACT FROM AUTHOR]

With the rapid development of information technologies, virtual reality (VR) has caught much attention in education. However, scanty studies have been committed to a meta-analysis of its effect in education in terms of various components. This study, through a meta-analysis, systematically reviews the effect of VR technologies on educational outcomes in terms of various components. It concludes that VR technologies generally exert a strong and positive influence on educational outcomes despite some negative findings in their effect on anxiety, cognition, creativeness, gender differences, learning attitudes, learner satisfaction, and engagement. Future research could expand the research by including more publications and examine the effect of VR technologies on educational outcomes through interdisciplinary cooperation. [ABSTRACT FROM AUTHOR]

This paper examines the ethical implications of using avatars and virtual reality (VR) in education, focusing on issues such as privacy, identity representation, psychological impact, equity in access, and virtual bullying. Confucian ethics, emphasizing virtues like benevolence (ren), righteousness (yi), ritual propriety (li), wisdom (zhi), trustworthiness (xin), and loyalty (zhong), offers a valuable framework for addressing these challenges. Applying these principles, educators and policymakers can create environments that prioritize student well-being and moral development. By integrating Confucian ethics with contemporary ethical frameworks, including deontology, utilitarianism, and virtue ethics, this paper argues for more robust and comprehensive ethical guidelines. The holistic approach of Confucian ethics ensures respect for students’ identities, mental well-being, and equitable learning opportunities. Ultimately, fostering a culture of virtue, respect, and inclusivity can lead to a more ethical and harmonious educational landscape with the responsible use of educational technology.

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]

Although previous research on Virtual Reality (VR) demonstrated the effects of particular learning environment characteristics on learning, none of these studies constructed their virtual learning environment from a constructive alignment perspective. Therefore, this experimental study aims to investigate the impact of a constructively aligned virtual classroom setting, adopting an Artificial Intelligence (AI) training, on professionals’ knowledge on AI. This experimental condition was compared with a control condition, consisting of a similar constructively aligned AI-training within a traditional face-to-face setting. Learning outcomes were measured using a pre-test post-test validated multiplechoice test. Additionally, motivation and perceptions, which are considered as crucial intermediate variables, were assessed using questionnaires. Results revealed significant improvements in learning from pre-test to post-test with no statistical difference between the conditions. Following the principle of constructive alignment, professionals perceived the VR classroom environment as motivating as the traditional setting. As a result, professionals perceived the VR classroom setting to the same extent as the traditional learning environment. These findings reveal that improvements in learning outcomes of professionals can be realized if environments are designed based on the principle of constructive alignment irrespective of the VR or traditional settings. [ABSTRACT FROM AUTHOR]

These past few years society has experienced a worldwide pandemic that has affected every aspect of our lives. COVID-19 has forced institutions to integrate remote learning tools and techniques, even when most lack of resources to implement online methodologies. Education has been one of the areas greatly affected by these measures, making it compulsory to invest in new educational technologies to survive and succeed in a new normality scenario. The use of Virtual Reality has emerged as a great alternative thanks to the immersive aspects and practical experiences, but the question remains the same: What is the advantage of using virtual reality in the new normality we live in today? In this paper, a case study is presented to analyze the use of VR technologies to learn healthcare techniques recreating a preclinical VR scene that mimics a real life scenario for practices. This tool was used by students of the nursing degree at the University of Oviedo, who were able to take home the VR sets and carry out the practical assignments with the non-presence of an instructor. Several indicators are assessed and analysed using data gathered from the app, such as satisfaction, usability and learning factors, specifically designed for this study. With all results provided, this study shows that VR is a valid approach for online distance learning which does not have a negative effect in the acquisition of knowledge by the students, although an initial training on VR usage might be useful to consider in future research. [ABSTRACT FROM AUTHOR]

The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi‐experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the 'Life and Evolution' module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low‐end mobile‐VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice. Practitioner notesWhat is already known about this topicResearchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently.An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context.Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction.What this paper addsThis quasi‐experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications‐VR, Video Learning Recourses‐VLR).The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance.The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long‐term memory retention.Implications for practice and policyEducators are advised to consider the systematic adoption of "immersive" multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry.Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context.Educational researchers are advised to integrate stereoscopic 360°‐VR solutions in the conventional classroom settings. [ABSTRACT FROM AUTHOR]

The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e‐learning (the general extended technology acceptance model for e‐learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e‐lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision‐makers and educators on whether students will use a technology before investing in it. Practitioner notesWhat is already known about this topicThe technology acceptance model helps decision‐makers to determine whether students and teachers will adopt a new technology.Technology acceptance is typically measured after users have used the technology for three to twelve months.Perceived usefulness is a strong predictor of intention to use the technology.The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.What this paper addsFor the four digital learning technologies (classroom chat, classroom response system, e‐lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.We replicate these findings with a second study using the general extended technology acceptance model.Implications for practice and/or policyShort video demonstrations can provide information for educators to predict whether students will use a technology.Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology. [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 Journal University Management / Revista Gestio´n Universitaria is the property of ECORFAN-Mexico S.C. 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.)

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]

Emerging evidence has demonstrated that Virtual Reality (VR) supported lessons are able to enhance positive emotions and engagement as well as more memorable experiences, when compared to more traditional instructional tools such as readings from textbooks and videos. However, teachers' self-efficacy while teaching with VR technologies, VR safety in the classroom, the need for technical support and costs have been identified as potential obstacles for Pre-Service Teachers (PSTs) who are interested in the effective use of VR in the classroom. This study aims to explore how we may begin to address these obstacles by integrating VR supported lessons in Initial Teacher Education (ITE) courses. The originality of this study lies in the implementation of a short intervention in an already crowded Post graduate Diploma in Education (PGDE) curriculum and in analysing the impact on PSTs' self-confidence as a factor to initiate sustainable development. Participants were 198 PGDE Primary School student-teachers, who attended two-hour VRsupported sessions a week apart in February 2020. Findings suggest that engagement with VR lessons have encouraged participanting PSTs to explore this technology for their future practice across different subjects, impacting positively on their self-confidence. [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]

Virtual Reality (VR) is an emerging technology with an increasing number of studies assessing its benefits in educational settings. However, there is a shortage of empirical studies aimed at evaluating the acceptance of this technology in primary education. The authors propose an extended version of the Technological Acceptance Model to examine students' intention to use immersive VR. To this end, 111 fourth-graders completed a history teaching unit using immersive VR. Structural equation modelling was employed to assess causal relationships between six variables: prior knowledge, perceived attention, perceived utility, perceived ease of use, perceived enjoyment and attitude towards the use of immersive VR. The results indicate that students' prior knowledge was not significant in explaining their intention to use immersive VR. However, perceived attention had a significant effect on this variable mediated through perceived utility. These results have important implications regarding the design and use of VR tools for educational purposes. [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 contributes to the extant literature on instructional technology by investigating the relationships between the social and personal factors and behavioral intention to use virtual reality. Moreover, the current study examined the links between perceived characteristics of virtual reality and attitude and the moderating role that can be played by perceived skills readiness between those links. Inspired by the Theory of Planned Behaviour and Diffusion of Innovation Theory, a set of hypotheses was formed to test the proposed relationships using structural equation modeling partial least square to a sample of 171 science teachers in Oman. The results showed that attitude, social norms and perceived behavioral control can predict behavioral Intention to use virtual reality with attitude as the strongest predictor. Furthermore, the results indicated that relative advantage could predict attitude towards using virtual reality while compatibility and observability cannot. Finally, perceived skills readiness can strengthen the relationship between the perceived characteristics of virtual reality applications (relative advantage, compatibility and observability) and attitude towards using the virtual reality in the science classroom. Thus, this study highlights the importance of focussing on science teachers' skills readiness to use virtual reality so that they can use it confidently. Implications and future research studies are discussed. [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]