Search

Besimokantieji jiems pateikiamą informaciją priima įvairiais būdais. Kiekvienas jų turi sau priimtiną mokymosi būdą, kuriuo geriausiai įsisavina informaciją, žinias, įgudžius. Nuotoliniame mokymesi dažniausiai informacija yra pateikiama tekstine arba kokia nors vaizdine forma, pavyzdžiui paveikslais ar vaizdo įrašais. Tačiau toks informacijos pateikimas gali būti netinkamas besimokantiesiems, kuriems yra priimtinas kinestetinis mokymosi būdas, kuris pasireiškia per įvairias fizines veiklas, asmeninę patirtį, tikrų reiškinių stebėjimą. Šiame darbe iškeltas tikslas pasiųslyti, sukurti ir ištirti virtualiosios realybės mokomąją programą, kuri įgalintų kinestetinį nuotolinį mokymasi. Sukurta virtualiosios realybės mokomoji programa, kurioje besimokantieji gali pasirinkti ir atlikti paruoštus scenarijus virtualiojoje aplinkoje. Programoje sąveikavimas yra paremtas kinestetinio mokymosi požymiais. Su virtualiosios realybės valdikliais besimokantiesiems scenarijuose yra imituojamas fizinis sąveikavimas su virtualiojoje aplinkoje esančiais objektais. Objektus besimokantieji gali sugriebti ir pakelti, panaudoti juos scenarijaus užduotims atlikti. Taip pat, virtualiojoje aplinkoje yra imituojami įrenginiai, kuriuos besimokantieji irgi gali panaudoti įvairiems veikmams atlikti. Tyrime buvo siekiama palyginti sukurtos virtualiosios realybės mokomosios programos efektyvumą su kitomis formomis pateikiama mokomąja medžiaga. Išanalizavus tyrimo rezultatus buvo pateiktos trys įžvalgos. Pirma – paruošta virtualiosios realybės mokomoji programa buvo mažiau efektyvi, nei vaizdine ar tekstine forma pateikiama medžiaga. Antra – pastebėta, kad testo, kuris buvo paruoštas pagal virtualiosios aplinkos medžiagą, rezultatai priklausė nuo respondentų turimos patirties su virtualiąja realybe. Trečia – virtualiosios realybės mokomoji programa bendrai buvo vertinama teigiamai. Tačiau pagal apklausų rezultatus pastebėta, kad programoje reikia tobulinti mokymosi medžiagos pateikimą., Students learn the topics that are taught to them in different ways. Each one of them has a learning preference, which helps them process new information, learn skills, and gain knowledge the best [6]. In distance learning, most of the learning material is presented in a text or visual format, in forms of documents, pictures or videos. Such type of material could be insufficient for learners who prefers kinesthetic learning. Students who prefer such learning type learn through various physical activities, observation of real concepts and they value their own experiences. The goal of this work is to propose, develop and examine the virtual reality learning application, which would enable kinesthetic distance learning. The developed virtual reality application allows its users to choose and complete their preferred virtual environment scenarios. The interactions within the application are based on kinesthetic learning properties. Using the virtual reality system’s controllers, students can interact with various simulated objects within the virtual environments. They can pick up, lift, and use these objects to complete tasks of the given scenarios. The virtual environments also contain various devices, that are being simulated based on the performed actions of the students. The study was conducted to determine the effectiveness of the developed virtual reality learning application compared to other forms of learning material. Three insights are presented based on the results of the study. Firstly, the developed virtual reality application proved to be less effective than the material that was presented in a visual and text form. Secondly, there seemed to be a correlation between the participants experience with virtual reality and the results of the test that was based on the material that was presented in it. Thirdly, the virtual reality application generally was assessed positively. Although, judging by the questionnaire results, the learning material should be improved within the environment.

The purpose of this bachelor’s thesis – to find out whether the repeated non-participation in Lithuanian parliamentary elections by its citizens is a problem or a form of protest. To achieve this it is necessary to accomplish several tasks – find several broader groups of reasons, into which several simpler reasons can be assigned, then, using post-election surveys from the 2012 and 2016 parliamentary elections and statistical analysis, find which groups are relevant and to what degree. Using said results, make conclusions and answer the main question: problem or protest? The paper is comprised of two main sections – Theory and Analysis, both of which are further subdivided into smaller sections. In Theory, first is the overview of main literature, in which the literature that was read to form the theory that is the basis of the whole thesis is laid out and explained. In Reason Groups, using the previously mentioned literature and the theory that comes from it four reason groups are formed: rational reasons, reasons of social environment, reasons stemming from a lack of political education and reasons related to age. In the last part of Theory, hypotheses are raised, the proving or disproving of which will help answer the main question of the thesis. Analysis is the main and longest part of the paper, in which a simple data analysis and statistical data analysis is carried out, as well as comparative analysis. In simple data analysis select questions are picked from the surveys, based on Theory literature, and each one of those questions is analysed by frequencies, to understand what the difference between every participant of the survey and the participants, who repeatedly did not participate in parliamentary elections. These separate data sets are also assigned to reason groups. In the statistical data analysis section, using the Chi-square criteria a secondary quantitative data analysis is carried out and by using the subsequent results and comparing them together it was found that when ordered by importance and significance the reason groups look like this: reasons stemming from a lack of political education, reasons related to age, reasons of social environment and rational reasons. Even though the degree of correlation was not very large, very small in some cases, at the end of the analysis it was still found how much the reason groups correlate with repeated non-participation in Lithuanian parliamentary elections. Using all those partial conclusions one final conclusion can be made: since the main reason group is the reasons stemming from lack of political education group, it seems evident, that repeated non-participation is not a form of protest, but an electorate problem that can repeat itself in the 2020 parliamentary elections, if they are not cancelled.