Virtual Pedagogy: Scenarios for Future Learning with VR and AR Technologies
DOI:
https://doi.org/10.57125/FED.2023.12.25.06Keywords:
virtualisation, virtual educational content, immersive educational space, immersion, interactivity, scientific support, pedagogical scenario, transformation, cloud solutions, digital platformsAbstract
Modern education and science are at the stage of active practical implementation of digital technologies aimed at improving the efficiency of the educational process. The fourth wave of industrial development offers digital and technological solutions that enhance the practical learning experience through the use of immersive technologies such as augmented and virtual reality. The purpose of this study is to assess the possibilities of using currently available Virtual Reality / Augmented Reality (VR/AR) technologies and to develop specific recommendations for improving the quality of the educational process, as well as to explore promising areas for the development of immersive education. The study used methods of criterion-based selection of the optimal tool for creating educational virtual content. This selection was made among the research nomenclature of currently available relevant digital platforms based on the calculation of specialised metrics for assessing the focal technical and technological capabilities of the studied cloud resources. Based on the results of this study, the optimal and currently available means of creating educational content has been identified, which provides users with the opportunity to use VR/AR technologies without acquiring special skills and abilities. Pedagogical scenarios that have already been immersed and can be adapted to different sectors of education are proposed. Probable vectors for the further development of educational VR/AR technologies are considered, and a hypothesis is formed about the need to use real experience in implementing immersive and virtualised educational processes to adjust and moderate the future development of global education in the context of the and Education 4.0 paradigms. The results of this study indicate the dynamic development of the field of immersive and virtualised educational space, formulate practical recommendations for using currently available tools for creating virtual educational content, and also point to the problem of low scientific support for the development of the studied field, which requires a systematic approach and a generally accepted strategy in the transformational processes of civilisational evolution. According to the results of the study, it is recommended to actively introduce available cloud-based platforms for creating virtual educational content into educational processes, as well as to use a nomenclature of pedagogical scenarios that have already been adapted and transformed to the use of VR/AR technologies in educational processes. It is necessary to constantly monitor and moderate the processes of involving immersive and virtualisation tools in the educational space.
References
Aguayo, C., & Eames, C. (2023). Using mixed reality (XR) immersive learning to enhance environmental education. The Journal of Environmental Education, 54(1), 58–71. https://doi.org/10.1080/00958964.2022.2152410
Alam, A., & Mohanty, A. (2023). Discerning the application of virtual laboratory in curriculum transaction of software engineering lab course from the lens of critical pedagogy. In S. Shakya, K. L. Du, & K. Ntalianis (Eds.), Sentiment analysis and deep learning: Advances in intelligent systems and computing (vol. 1432, pp. 53–68). Springer. https://doi.org/10.1007/978-981-19-5443-6_5
Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences & Humanities Open, 8(1), Article 100532. https://doi.org/10.1016/j.ssaho.2023.100532
AlGerafi, M. A., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18), Article 3953. https://doi.org/10.3390/electronics12183953
Almurbati, N. (2021, November). Virtual exhibitions as an interactive educational tool. In 2021 Sustainable Leadership and Academic Excellence International Conference (SLAE) (pp. 1–6). IEEE. https://doi.org/10.1109/SLAE54202.2021.9788099
Alsop, T. (2023, August 31). Topic: Virtual reality (VR). Statista. https://www.statista.com/topics/2532/virtual-reality-vr/#topicOverview
Clegg, N. (2023, September 12). Metaverse technologies are creating new opportunities for teachers to inspire students. Meta. https://about.fb.com/news/2023/09/metaverse-technologies-education-opportunities/
de Moraes Rossetto, A. G., Martins, T. C., Silva, L. A., Leithardt, D. R., Bermejo‐Gil, B. M., & Leithardt, V. R. (2023). An analysis of the use of augmented reality and virtual reality as educational resources. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22671
Dengel, A., Buchner, J., Mulders, M., & Pirker, J. (2023). Levels of immersive teaching and learning: Influences of challenges in the everyday classroom. In P. MacDowell & J. Lock (Eds.), Immersive education: Designing for learning (pp. 107–122). Springer. https://doi.org/10.1007/978-3-031-18138-2_7
Fakih, M. (2023). Step into a new dimension with augmented reality. Can Augmented Reality (AR) replicate the tactile experience in a virtual mathematics classroom and what is the impact on engagement and deeper understanding?. Research in Post-Compulsory Education, 28(2), 226–240. https://doi.org/10.1080/13596748.2023.2206707
Fernandes, F. A., Rodrigues, C. S. C., Teixeira, E. N., & Werner, C. (2023). Immersive learning frameworks: A systematic literature review. IEEE Transactions on Learning Technologies. https://doi.org/10.1109/TLT.2023.3242553
Fitria, T. N. (2023). Augmented reality (AR) and virtual reality (VR) technology in education: Media of teaching and learning: A review. International Journal of Computer and Information System (IJCIS), 4(1), 14–25. http://www.ijcis.net/index.php/ijcis/article/view/102
Garcia, M. B., Nadelson, L. S., & Yeh, A. (2023). “We're going on a virtual trip!”: A switching-replications experiment of 360-degree videos as a physical field trip alternative in primary education. International Journal of Child Care and Education Policy, 17(1), Article 4. https://doi.org/10.1186/s40723-023-00110-x
Gómez‐Rios, M. D., Paredes‐Velasco, M., Hernández‐Beleño, R. D., & Fuentes‐Pinargote, J. A. (2023). Analysis of emotions in the use of augmented reality technologies in education: A systematic review. Computer Applications in Engineering Education, 31(1), 216–234. https://doi.org/10.1002/cae.22593
Hwang, Y. (2023). When makers meet the metaverse: Effects of creating NFT metaverse exhibition in maker education. Computers & Education, 194, Article 104693. https://doi.org/10.1016/j.compedu.2022.104693
Ivanova, G., Ivanov, A., & Zdravkov, L. (2023, May). Virtual and augmented reality in mechanical engineering education. In C. Dragan et al. (Eds.), 2023 46th MIPRO ICT and electronics convention (MIPRO) (pp. 1612–1617). Croatian Society for Information, Communication and Electronic Technology. https://doi.org/10.23919/MIPRO57284.2023.10159965
Jia, Y., & Qi, R. (2023). Influence of an immersive virtual environment on learning effect and learning experience. International Journal of Emerging Technologies in Learning, 18(6), 83–95. https://doi.org/10.3991/ijet.v18i06.37815
Lion-Bailey, C., Lubinsky, J., & Shippee, M. (2023). The XR ABC framework: Fostering immersive learning through augmented and virtual realities. In P. MacDowell & J. Lock (Eds.), Immersive education: Designing for learning (pp. 123–134). Springer. https://doi.org/10.1007/978-3-031-18138-2_8
Lock, J., & MacDowell, P. (2023). Introduction: Meaningful immersive learning in education. In P. MacDowell & J. Lock (Eds.), Immersive education: Designing for learning (pp. 1–12). Springer. https://doi.org/10.1007/978-3-031-18138-2_1
MarketsandMarkets. (2023). Augmented and virtual reality in education market by offering type (software, hardware, services), device type, deployment (on-premise, cloud), application, end user (academic institution, corporates) and Region – Global Forecast to 2028. https://www.marketsandmarkets.com/Market-Reports/virtual-classroom-market-203811025.html
Mordor Intelligence. (n. d.). Virtual reality (VR) in education market – Size, share & industry analysis. https://www.mordorintelligence.com/industry-reports/virtual-reality-vr-market-in-education
Pathania, M., Mantri, A., Kaur, D. P., Singh, C. P., & Sharma, B. (2023). A chronological literature review of different augmented reality approaches in education. Technology, Knowledge and Learning, 28(1), 329–346. https://doi.org/10.1007/s10758-021-09558-7
Raja, M., & Priya, G.G.L. (2023). The role of augmented reality and virtual reality in smart health education: State of the art and perspectives. In P. Agarwal, K. Khanna, A. A. Elngar, A. J. Obaid, & Z. Polkowski (Eds.). Artificial intelligence for smart healthcare (pp. 311–325). Springer. https://doi.org/10.1007/978-3-031-23602-0_18
Raturi, G. (2023, January 30). Future of education: How AR/VR is transforming the classroom. Quytech. https://www.quytech.com/blog/ar-vr-in-education/
Rojas-Sánchez, M. A., Palos-Sánchez, P. R., & Folgado-Fernández, J. A. (2023). Systematic literature review and bibliometric analysis on virtual reality and education. Education and Information Technologies, 28(1), 155–192. https://doi.org/10.1007/s10639-022-11167-5
Sun, J. C. Y., Ye, S. L., Yu, S. J., & Chiu, T. K. (2023). Effects of wearable hybrid AR/VR learning material on high school students’ situational interest, engagement, and learning performance: The case of a physics laboratory learning environment. Journal of Science Education and Technology, 32(1), 1–12. https://doi.org/10.1007/s10956-022-10001-4
Technavio. (2022). Virtual reality market in education sector by product. End-user, and geography – Forecast and analysis 2022–2026. https://www.technavio.com/report/virtual-reality-market-in-education-sector-industry-analysis
van Dinther, R., de Putter, L., & Pepin, B. (2023). Features of immersive virtual reality to support meaningful chemistry education. Journal of Chemical Education, 100(4), 1537–1546. https://doi.org/10.1021/acs.jchemed.2c01069
VictoryXR. (n. d.). Survey says: Teachers want VR. https://www.victoryxr.com/survey-says-teachers-want-vr/
Verified Market Research. (2023). Global augmented and virtual reality in education market size by offering (solutions, services), by deployment model (cloud, on-premises), by application (k-12, higher education), by geographic scope and forecast. https://www.verifiedmarketresearch.com/product/augmented-and-virtual-reality-in-education-market/
Yenioglu, B. Y., Ergulec, F., & Yenioglu, S. (2023). Augmented reality for learning in special education: A systematic literature review. Interactive Learning Environments, 31(7), 4572–4588. https://doi.org/10.1080/10494820.2021.1976802
ZipDo. (2023, August 7). Essential VR in schools statistics in 2023. https://zipdo.co/statistics/vr-in-schools/
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
