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Artykuły w czasopismach na temat „Virtual Reality in Learning”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Hindmarch, Sonali. "Virtual learning reality." Early Years Educator 10, no. 10 (2009): 20–22. http://dx.doi.org/10.12968/eyed.2009.10.10.37827.

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Jagdish, Deshmukh, Gavade Bhagvan, G. Tandale Prashant, and K. Nrip N. "Virtual Reality in Education." International Journal of Multidisciplinary Research Transactions 5, no. 3 (2023): 41–47. https://doi.org/10.5281/zenodo.7748468.

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This research paper explains what virtual reality is. What are two features driving virtual reality in food, medical, entertainment, education, industrial, military sectors and other major virtual reality applications? Examples of virtual reality in education - ease of management, device allocation Benefits of VR in education, including faster retrieving and deleting, better security, and better support for remote students. What are the benefits of virtual reality in education? What are the disadvantages of virtual reality in the education system? Virtual reality education frontier How is virt

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Pan, Zhigeng, Adrian David Cheok, Hongwei Yang, Jiejie Zhu, and Jiaoying Shi. "Virtual reality and mixed reality for virtual learning environments." Computers & Graphics 30, no. 1 (2006): 20–28. http://dx.doi.org/10.1016/j.cag.2005.10.004.

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Pekkola, Samuli, Mikko Jakala, and Kirsi Heiskanen. "Learning with virtual reality." International Journal of Continuing Engineering Education and Lifelong Learning 10, no. 1/2/3/4 (2000): 9. http://dx.doi.org/10.1504/ijceell.2000.000346.

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Hahn, Jim F. "Virtual reality learning environments." Information and Learning Science 119, no. 11 (2018): 652–61. http://dx.doi.org/10.1108/ils-07-2018-0069.

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Purpose The purpose of this paper is to report the results of a case study on virtual reality (VR) learning environments, focused on the development and integration of multi-user reference support. Design/methodology/approach This paper used a case study methodology to understand applied software development incorporating textual browsing experiences within the HTC Vive virtual reality headset. An open corpus of text from the HathiTrust Digital Library accessed via the API was used as a data source. Findings In collaboration with students from a senior undergraduate Computer Science project co

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van Berlo, Zeph M. C., Hande Sungur, and Fanni M. Gyarmati. "Learning in Virtual Reality." Journal of Media Psychology 37, no. 2 (2025): 77–88. https://doi.org/10.1027/1864-1105/a000460.

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Abstract: This study aimed to gain an understanding of what makes learning effective in educational virtual reality (VR) experiences. By integrating insights from cognitive load theory and the limited capacity model of motivated mediated message processing, we investigated the role of different dimensions of cognitive load as potential predictors (i.e., intrinsic and extraneous load) and outcomes (i.e., germane load) of interactivity and consequently learning. A one-group pretest-posttest laboratory experiment was conducted among young adults ( N = 102). The results show that intrinsic load hi

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Stone, Heather, Manyu Li, Kenneth A. Ritter III, and Terrence L. Chambers. "Virtual Reality." International Journal for Innovation Education and Research 8, no. 8 (2020): 101–11. http://dx.doi.org/10.31686/ijier.vol8.iss8.2498.

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The diversity of learners within education is neither linear nor constant. Educators are challenged to be responsive and understanding when encouraging learners to construct meaning while adhering to stringent standards. The objective of this study is to integrate science standards into authentic learning experiences, created in both a traditional teaching method and virtual reality (VR) platform, for 8th grade middle school students in Lafayette, Louisiana. The authentic experiences were based on oral histories of the residents of Isle de Jean Charles, Louisiana, who have lost 98% of their an

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Ansari, Asif Kareem, Samuel Sam KG, and Bibitha C. Baby. "Virtual Reality and Augmented Reality in Education." International Journal for Research in Applied Science and Engineering Technology 11, no. 3 (2023): 2014–18. http://dx.doi.org/10.22214/ijraset.2023.49825.

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Abstract: This paper’s objective is to show a framework for the VR and AR-based combined learning materials. VR and AR objects can stay incorporated into other educational material as by establishing effective education programmes, learning events, or other kinds of learning activities, learning objects can indeed be created. This essay reviews the study on both augmented and virtual reality and analyses holistic application techniques for the educational process. The proposed model supports the authors' findings and yields suggestions for its use.

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Li, Chen, and Horace Ho Shing Ip. "Defining virtual reality enabled learning." International Journal of Innovation and Learning 31, no. 3 (2022): 291. http://dx.doi.org/10.1504/ijil.2022.122128.

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Ip, Horace Ho Shing, and Chen Li. "Defining Virtual Reality enabled Learning." International Journal of Innovation and Learning 31, no. 1 (2022): 1. http://dx.doi.org/10.1504/ijil.2022.10044241.

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muthu, K. Nachimuthu, and G. Vijayakumari. "Virtual Reality Enhanced Instructional Learning." i-manager's Journal of Educational Technology 6, no. 1 (2009): 1–5. http://dx.doi.org/10.26634/jet.6.1.201.

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Collette, Daniel. "Virtual Reality as Experiential Learning." Teaching Philosophy 42, no. 1 (2019): 29–39. http://dx.doi.org/10.5840/teachphil2019116100.

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While the pedagogical benefits of experiential learning are well known, classroom technology is a more contentious topic. In my experience, philosophy instructors are hesitant to embrace technology in their pedagogy. A great deal of this trepidation is justified: when technology serves only to replicate existing methods without contributing to course objectives, it unnecessarily adds extra work for the instructor and can even be a distraction from learning. However, I believe, if applied appropriately, technology can be used to positively enhance the philosophy classroom experience in ways tha

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Vladimirovna, Kodirova Yelena. "Training using virtual and augmented reality." International Journal of Pedagogics 5, no. 2 (2025): 161–63. https://doi.org/10.37547/ijp/volume05issue02-43.

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In the context of the rapid development of technologies and the digitalization of society, education faces new challenges. Traditional teaching methods often struggle to engage students and explain complex concepts. Virtual Reality (VR) and Augmented Reality (AR) represent innovative approaches that can significantly enhance the educational process. These technologies allow for the creation of interactive and engaging learning materials that promote a deeper understanding of the subject. In particular, in the field of informatics, where abstract concepts can be difficult to grasp, VR and AR op

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Crowe, Dale, and Martin E. LaPierre. "Virtual/Mixed Reality." International Journal of Conceptual Structures and Smart Applications 6, no. 1 (2018): 33–47. http://dx.doi.org/10.4018/ijcssa.2018010103.

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Use of classroom and online learning and administrative technologies in schools and higher education institutions has grown at an exponential pace. With growth comes expectations by students of using new and emerging technologies to support their learning. Such expectations are due in part to the generational shift from digital immigrant to more students being digital natives, and is particularly true for Gen z/iGen/Centennials (born in 1996 or later). The purpose of the critical review and exploratory case study was to gain insights from 18 instructional designers, information systems profess

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Sivakumar, R. D. Assistant Professor Department of Computer Science, and S. Former Assistant Professor of Business Administration Brindha. "AUGMENTED REALITY (AR) AND VIRTUAL REALITY (VR) TOOLS FOR FLIPPED LEARNING." Indian Journal of Research and Development Systems in Technologization 1, no. 4 (2024): 29–35. https://doi.org/10.5281/zenodo.12697720.

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<em>Recently the concepts of augmented reality (AR) and virtual reality (VR) became very popular as innovative technologies in learning processes especially in the framework of flipped learning. This paper aims to review the use of AR and VR technologies in the implementation of the flipped learning model that involves taking class content outside the classroom and coming to class to work through examples. AR enables learners to place virtual content on objects in the real world which can be beneficial in the demonstration of certain concepts through the use of virtual reality and models. Whil

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Aliyu, Faruku, and Corrienna Abdul Talib. "Virtual Reality Technology." Asia Proceedings of Social Sciences 4, no. 3 (2019): 66–68. http://dx.doi.org/10.31580/apss.v4i3.856.

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This study discussed the recent application of Virtual Reality Technology (VRT) in an educational setting and self-face learning of chemistry in specific considering the need for an effective strategy in learning chemical concepts among the pre-service chemistry teachers in Nigeria. It highlighted some benefits of VRT to pre-service chemistry teachers who are faced with difficulty in content knowledge of teaching abstract chemistry concepts such organic structure, molecular structure, chemical reactions and stoichiometry through scrutinizing existing literature on VRT in chemistry. The paper f

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Saravanan, Dr S. K., and Dr S. Parthasarathy. "Meaningful Learning through Virtual Reality and Augmented Reality Technological Environments." International Journal for Research in Applied Science and Engineering Technology 10, no. 6 (2022): 1594–600. http://dx.doi.org/10.22214/ijraset.2022.44015.

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Abstract: Augmented reality (AR) overlies manually made materials directly over the real-world materials. Virtual and augmented reality industry committed innovative technologies that can be explored in the field of entertainment, education, training, medical and industrial innovation, and the development are explored. Augmented reality (AR) allows the physical world to be enhanced by incorporating digital knowledge in real time created by virtual machine. Few applications that have used augmented and virtual reality in real-world applications are discussed. VR will make it conceivable to educ

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Ibodullayev, Sardor Nasriddin o'g'li, and Yaxyobek Sobirjon o'g'li Sodiqjonov. "VIRTUAL LEARNING TECHNOLOGY METHODS AND LEADERS IN VIRTUAL EXISTENCE." "Yosh mutaxassislar" ilmiy-amaliy jurnali. 2023-06, no. 1 (2023): 88–92. https://doi.org/10.5281/zenodo.8065588.

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<strong>Abstract:</strong> Virtual learning technology has revolutionized the educational landscape by offering immersive and interactive learning experiences. This article explores the methods employed in virtual learning technology and identifies the leaders who are driving innovation in the realm of virtual existence. By examining the contributions of these leaders, we gain insights into their transformative impact on education and society as a whole. The article discusses virtual reality (VR), augmented reality (AR), and gamification as key methods in virtual learning technology. It also p

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Asad, Muhammad Mujtaba, Aisha Naz, Prathamesh Churi, and Mohammad Mehdi Tahanzadeh. "Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review." Education Research International 2021 (November 16, 2021): 1–17. http://dx.doi.org/10.1155/2021/7061623.

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Since half of the century, technology has dominated the modern era. The rapid advancement of technology has reached generating artificial intelligence and artificial realities. So, virtual reality is an emerging technology and is applicable in education as well. Virtual reality is a computer-generated simulation, where people can interact within an artificial environment. Moreover, in an educational setting, such an environment provides students with a chance to get experiential learning. This paper has a systematic literature review on emerging technologies, such as virtual reality as a pedag

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Wahid Maulana, Moh Rochman, and Supari Muslim. "ASSESSMENT OF MEDIA LEARNING BASED ON LEARNING VIRTUAL REALITY IN INDUSTRIAL WORK PRACTICES IN SMK." Humanities & Social Sciences Reviews 7, no. 3 (2019): 446–53. http://dx.doi.org/10.18510/hssr.2019.7365.

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Purpose of Study: The development of science and technology as it is today will greatly affect the learning process and the preparation of vocational school graduate workforce. Law Number 20 Year 2003 on National Education System explains that the purpose of vocational education is to prepare learners to be ready to work in certain fields. Virtual reality-based learning media can help grade XI SMK students to know the world of industrial work practices so that students of class XI SMK are better prepared in carrying out industrial work practices. Based on the above reasons, the research

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Hengyun Shen, Hengyun Shen, and Xiaochun Chen Hengyun Shen. "Virtual Reality-based Internet + Smart Classroom." 網際網路技術學刊 23, no. 2 (2022): 335–44. http://dx.doi.org/10.53106/160792642022032302013.

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<p>With the deep development of Internet +, it is necessary to actively explore the deep integration of Internet + and classroom teaching and build a smart classroom, especially in the courses that require thinking training. The urgency is mainly reflected in three aspects: First, the trend of the times; Second, the inevitable requirement of education reform; and third, the urgent need for practical teaching. This paper shows that VR-based experiments are effective through teaching experiments on fast sorting algorithms difficult for junior high school students to understand in informati

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Aniket, Jadhav, Patil Raviraj, and G. Tandale Prashant. "Prediction System for Hotel Prices using Ensemble Machine Learning Algorithm." International Journal of Multidisciplinary Research Transactions 5, no. 3 (2023): 48–59. https://doi.org/10.5281/zenodo.7750494.

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As domestic air travel is getting more and more popular these days in India with various air ticket booking channels coming up online, travellers are trying to understand how these airline companies make decisions regarding ticket prices over time. Also, knowing the best time to travel and the best place to stay in appropriate amount is necessary. Unfortunately, the dynamic pricing strategy is usually carried out programmatically and is based on certain hidden parameters (e.g., number of days left till flight departure, or number of seats left). The paper works on mining the previous airfare d

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Hite, Rebecca. "Virtual Reality." American Biology Teacher 84, no. 2 (2022): 106–8. http://dx.doi.org/10.1525/abt.2022.84.2.106.

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Virtual Reality (VR) is an emerging technology that provides K–12 students with unique experiences for robust science learning by transporting them to a virtual world where they may engage directly with scientific phenomena. This is because VR creates lifelike three-dimensional spaces where students can manipulate objects; hear, see, and sometimes feel the environment; and explore places that mimic attributes of the real world. VR holds great utility in science education by engaging students in science topics that may be otherwise inaccessible to them in the real world. This inaccessibility ma

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Frolovičeva, Valērija. "Differentiated Learning in the Context of Immersive Technologies." International Journal of Smart Education and Urban Society 13, no. 1 (2022): 1–10. http://dx.doi.org/10.4018/ijseus.297069.

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This article includes a literature review about the impact of fully immersive virtual reality experiences on a students’ well-being, focusing on side effects such as cybersickness and depersonalization-derealization disorder. The purpose of this article is to emphasize the importance of some aspects of pedagogical work, in case of using virtual reality technology, such as the importance of educators being informed about the reasons why a student may not want to use virtual reality technology, significance of ability to understand student’s reactions during virtual reality experience, the possi

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Paramita, Paulina Erawati, Julanons Julanons, Ayyesha Dara Fayola, Fatmawati Sabur, and Desy Liliani Husain. "Utilization of Virtual Reality (VR) in Developing Interactive Learning Experiences." al-fikrah: Jurnal Manajemen Pendidikan 12, no. 1 (2024): 136. http://dx.doi.org/10.31958/jaf.v12i1.12501.

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The development of Virtual Reality (VR) technology has opened up new opportunities for creating more immersive and interactive learning experiences. With its ability to simulate realistic virtual environments, Virtual Reality has the potential to increase student engagement in the learning process, aid understanding of complex concepts, and promote active learning. This research aims to explore the use of Virtual Reality technology in developing interactive learning experiences. The main focus is evaluating the effectiveness of Virtual Reality in increasing student motivation, engagement and l

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Ernawati, Andi, Zulham Sitorus, Rian Farta Wijaya, Ananda Aulia, Andree Risky Yuliansyah Siregar, and Siti Nurhaliza Sofyan. "Pemanfaatan Teknologi Virtual Reality (VR) Dalam Pembelajaran Pada Lembaga Kursus Dan Pelatihan Rumah Tik Labuhanbatu." Jurnal Pengabdian Masyarakat Gemilang (JPMG) 4, no. 1 (2024): 5–9. http://dx.doi.org/10.58369/jpmg.v4i1.152.

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Learning using technology continues to develop along with developments in technology itself. One technology that is increasingly being used in learning is virtual reality (VR). Virtual Reality is a technology that produces a digital environment that resembles the real world and allows users to interact with that environment. Including in Labuhanbatu Regency, where virtual reality media has been used as a learning medium. However, if we observe that the use of virtual reality as a learning medium has not been distributed thoroughly to every level of student, only the student level can access le

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Ibodullayev, Sardor Nasriddin o'g'li, and Yaxyobek Sobirjon o'g'li Sodiqjonov. "VIRTUAL LEARNING TECHNOLOGY IN VIRTUAL EXISTENCE." "Yosh mutaxassislar" ilmiy-amaliy jurnali. 2023-06, no. 1 (2023): 72–76. https://doi.org/10.5281/zenodo.8043760.

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<strong>Annotation:</strong> "Virtual learning technology in virtual existence" explores the integration of digital tools, platforms, and simulations in education to create immersive and interactive learning experiences. The article highlights the benefits of virtual learning technology, such as immersive experiences, personalized learning, collaborative opportunities, and safe simulations. It emphasizes the concept of virtual existence, where learners can engage with educational content in augmented reality environments. The article also acknowledges challenges, including access to

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MARDIKI, SUPRIADI, MADE CANDIASA I, RASBEN DANTES GEDE, and YOTA ERNANDA ARYANTO KADEK. "DEVELOPMENT OF VIRTUAL REALITY-BASED LEARNING MEDIA TO IMPROVE STUDENT LEARNING OUTCOMES IN ELEMENTARY SCHOOL." Seybold Report Journal 18, no. 08 (2023): 677–82. https://doi.org/10.5281/zenodo.8285332.

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<strong>Abstract</strong> Educators use various methods to explain the material so that learning objectives can be achieved., one of the methods is by utilizing learning media. The purpose of using learning media in learning activities is to facilitate communication and learning. The use of media in learning activities aims to attract the attention of students and strengthen their concentration when receiving material from educators. The development of virtual reality media is an effort to realize educational goals. One of the successes of learning lies in the ability of student

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Lau, Kung Wong. "Organizational learning goes virtual?" Learning Organization 22, no. 5 (2015): 289–303. http://dx.doi.org/10.1108/tlo-11-2014-0063.

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Purpose – This study aims to deepen understanding of the use of stereoscopic 3D technology (stereo3D) in facilitating organizational learning. The emergence of advanced virtual technologies, in particular to the stereo3D virtual reality, has fundamentally changed the ways in which organizations train their employees. However, in academic or professional studies, there is hitherto, very limited research has been found in understanding the framework of distributed organizational learning in stereo3D virtual reality. Design/methodology/approach – The aim of this research is to investigate the emp

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Maulana, Moh Rochman Wahid, Supari Muslim, I. Gusti Putu Asto Buditjahjanto, and Bagus Dwi Cahyono. "Development of Learning Media Based on Virtual RealityIn the Subject Object-Oriented Programming Improving Learning Outcomes of RPL Students at SMK Negeri 2 Bangkalan." IJIEEB : International Journal of Integrated Education, Engineering and Business 2, no. 1 (2019): 58–78. http://dx.doi.org/10.29138/ijieeb.v2i1.812.

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AbstractThe research objectives are: (1) analyzing the validity of virtual reality-based learning media on the subjects of object-oriented programming; (2) analyze the implementation of object-oriented programming learning using virtual reality-based learning media; (3) analyze the learning activities of Bangkalan Vocational High School 2 students on object oriented programming subjects using virtual reality based learning media; (4) analyze learning outcomes in the cognitive, affective, and psychomotor domains on object oriented programming subjects; and (5) analyze the response of students o

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Moral-Sanchez, Silvia-Natividad, and Hans-Stefan Siller. "Learning Geometry by Using Virtual Reality." Proceedings of the Singapore National Academy of Science 16, no. 01 (2022): 61–70. http://dx.doi.org/10.1142/s2591722622400051.

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With the rapid change in the society, education must evolve to adapt to the digital native students of the 21st century. A change in the current educational paradigm is thus necessary. Information and Communication Technology (ICT) is a vehicle to achieve this objective of paradigm shift in education [ 2 ]. In this paper, we propose gamification approach [ 3 ] via a virtual reality (VR) through a report of a didactic experience. A mixed method research design was adopted for this study in which students’ classification of polyhedral will be reported for the two different learning experiences u

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Panagiotidis, Panagiotis. "Virtual Reality Applications and Language Learning." International Journal for Cross-Disciplinary Subjects in Education 12, no. 1 (2021): 4447–54. http://dx.doi.org/10.20533/ijcdse.2042.6364.2021.0543.

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Giannopoulos, Konstantinos, Kiriaki Chronopoulou, Stylianos Mystakidis, and Konstantinos Panagio Kostopoulos. "E-learning through Virtual Reality Applications." International Journal of Technologies in Learning 21, no. 1 (2014): 57–68. http://dx.doi.org/10.18848/2327-0144/cgp/v20i01/49125.

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Barry, Dana M., and Hideyuki Kanematsu. "Virtual reality enhances active student learning." Procedia Computer Science 207 (2022): 408–15. http://dx.doi.org/10.1016/j.procs.2022.09.075.

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Stephan, Jane, Ahmed Ahmed, and Alaa Omran. "Blended Learning Using Virtual Reality Environments." Iraqi Journal for Computers and Informatics 43, no. 1 (2017): 6–13. http://dx.doi.org/10.25195/ijci.v43i1.69.

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Immersive virtual reality isn’t just for gaming. It’s poised to have a big impact on education as well, giving students an opportunity to interact with content in three-dimensional learning environments. Blended learning, according to the Inn sight Institute is "a formal education program in which a student learns at least inpart through online delivery of content and instruction with some element of student' control over time, place, path and/orpace". On the other hand, there are many disadvantage found in blended learning such as the learners with low motivation or bad study habits may fall

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Refmidawati. "Virtual Reality Media for Fun Learning." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 2, no. 4 (2023): 544–47. http://dx.doi.org/10.56778/jdlde.v2i4.79.

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Organizations can support and enhance knowledge management methods with the use of technologies. To begin with, it will be simpler to define the terms augmented and virtual reality to comprehend them better. Knowledge management processes can be enhanced and supported by enterprises through the use of artificial intelligence technologies. The study aims to elucidate the present trend in science education involving artificial intelligence and augmented reality. A review of the most recent techniques is carried out by following the recommended reporting items for reviews and meta-analyses (PRISM

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Parong, Jocelyn, and Richard E. Mayer. "Learning science in immersive virtual reality." Journal of Educational Psychology 110, no. 6 (2018): 785–97. http://dx.doi.org/10.1037/edu0000241.

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Ruddle, Roy A., Ekaterina Volkova, and Heinrich H. Bülthoff. "Learning to walk in virtual reality." ACM Transactions on Applied Perception 10, no. 2 (2013): 1–17. http://dx.doi.org/10.1145/2465780.2465785.

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Monahan, Teresa, Gavin McArdle, and Michela Bertolotto. "Virtual reality for collaborative e-learning." Computers & Education 50, no. 4 (2008): 1339–53. http://dx.doi.org/10.1016/j.compedu.2006.12.008.

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Schmidt, Bonnie, and Stephanie Stewart. "Implementing the Virtual Reality Learning Environment." Nurse Educator 34, no. 4 (2009): 152–55. http://dx.doi.org/10.1097/nne.0b013e3181aabbe8.

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Vivek, Parashar. "AUGMENTED REALITY A NEW ERA IN EDUCATION." INTERNATIONAL JOURNAL OF ENGINEERING TECHNOLOGIES AND MANAGEMENT RESEARCH 5, no. 2:SE (2018): 19–29. https://doi.org/10.5281/zenodo.1195842.

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Augmented Reality is the technology using which we can integrate 3D virtual objects in our physical environment in real time. Augmented Reality helps us in bring the virtual world closer to our physical worlds and gives us the ability to interact with the surrounding. This paper will give you an idea that how Augmented Reality can transform Education Industry. In this paper we have used Augmented Reality to simplify the learning process and allow people to interact with 3D models with the help of gestures. This advancement in the technology is changing the way we interact with our surrounding,

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Chiou, Guey-Fa. "Learning Rationales and Virtual Reality Technology in Education." Journal of Educational Technology Systems 23, no. 4 (1995): 327–36. http://dx.doi.org/10.2190/4j65-a2al-p58b-5nw6.

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Virtual reality technology has many potentials to be applied to help learning. Learning rationales are required to guide the design of virtual reality technology-based learning (VR-Based Learning). Constructionism, case-based learning, problem-based learning, and situated learning are considered as appropriate rationales. An integrated learning rationale and design models based on the integrated learning rationale for VR-based learning are needed. Beliefs about information technology in education were used as guidelines to discuss the application of virtual reality technology to design virtual

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Kollár, János. "Inclusive society – Reality and virtual reality." Gyermeknevelés 10, no. 2–3 (2022): 61–71. http://dx.doi.org/10.31074/gyntf.2022.3.61.71.

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After clarifying the concept of inclusivity, the chapter lists the factors that need to be borne in mind by a society that treats people with disabilities as equal citizens. Possible means to achieve this goal are properly applied virtual reality methods. The chapter highlights some of the methods that can be applied to people with autism, learning disabilities, cerebral palsy, and wheelchairs, and to help these people with disabilities live as independent life as possible for them. The tools of virtual reality can also play an important role in sensitizing and shaping attitudes in an inclusiv

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Pragya Nigam Apoorva Asthana. "Virtual Reality in Education." International Journal of Scientific Research in Science, Engineering and Technology 12, no. 3 (2025): 132–38. https://doi.org/10.32628/ijsrset251237.

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The rapid development of Virtual Reality (VR) and Augmented Reality (AR) technologies has significantly impacted the education sector, offering highly engaging and interactive learning experiences across a variety of fields As VR technology continues to evolve, it has proven to be a powerful tool in addressing traditional challenges in education. By implementing VR, students can engage more deeply with their subjects, leading to enhanced understanding, improved academic performance, and increased student involvement. The existing literature emphasizes VR's expanding role in improving learning

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Kim, Young-Ju, and Sung-Yun Ahn. "Factors Influencing Nursing Students’ Immersive Virtual Reality Media Technology-Based Learning." Sensors 21, no. 23 (2021): 8088. http://dx.doi.org/10.3390/s21238088.

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Background/objectives: This study aims to identify the effects of cognitive and emotional variables related to immersive virtual reality media technology on learning for nursing students. Methods/Statistical analysis: The subjects of this study were 121 nursing students from a university in area D. After experiential learning with virtual reality from 6–8 June 2019, data was collected through questionnaires. For virtual reality learning, VIVE’s hTC VIVE ECO CE model was used. The collected data was analyzed using the IBM SPSS 26.0 program. Multiple Regression Analysis was used to analyze the f

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Abdullah, Raja Nazim, Mohamed Nor Azhari Azman, Mohd Firdaus Mustaffa Kamal, Tang Jing Riu, and Raja Ahmad Iskandar Raja Yaacob. "Experiential Learning: The Effective Application of Virtual Reality in Teaching and Learning." Journal of Social Sciences Research, SPI6 (December 30, 2018): 1208–12. http://dx.doi.org/10.32861/jssr.spi6.1208.1212.

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Virtual reality education is a computer interface with specific characteristics transforming an immersive and interactive experience in to an education evolution. The purpose of this paper is to look into different approaches to study on emergence of the application of virtual reality in teaching and learning in classroom. Academic literatures indicate artificial intelligence is an evolution of the technology that taking the education to new ways. The pilot questionnaire was administered to a group of 45 subjects. A group was primed to complete the questionnaire before engagement of virtual re

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Purnama, Iwan, Arie Wahyu Prananta, and Tiok Wijanarko. "Recent Trends in Virtual Reality for Meaningful and Fun Science Learning: A Systematic Literature Review." Jurnal Penelitian Pendidikan IPA 10, no. 5 (2024): 207–13. http://dx.doi.org/10.29303/jppipa.v10i5.7159.

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The use of Virtual Reality in education can revolutionize the learning experience of students through immersive and captivating encounters that can enhance their understanding of the subject can provide a meaningful and enjoyable Virtual Reality experience. Where the research objective is to examine the latest trends in Virtual Reality for meaningful and enjoyable science learning: Systematic Literature Review. The review was conducted based on state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. The results of this research explain th

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Baralt, Melissa, Stephanie Doscher, Lakhdar Boukerrou, et al. "Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality." Journal of International Students 12, S3 (2022): 168–88. http://dx.doi.org/10.32674/jis.v12is3.4638.

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This article presents on a multi-institution project that explains the development of Virtual Tabadul, which is an exchange program in virtual reality for English and Arabic foreign language and culture learning and community building amongst 1,200 US and the Middle East, and North Africa (MENA) college-aged youth. The program involves faculty, staff, and students at four institutions: Florida International University (U.S.), University of Michigan-Dearborn (U.S.), Oum El-Bouaghi University (Algeria), and Ibn Tofail University (Morocco). The project has been developed with generous funding fro

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Pandey, Rajiv Kumar. "Learning with Augmented Reality." International Journal for Research in Applied Science and Engineering Technology 11, no. 12 (2023): 811–20. http://dx.doi.org/10.22214/ijraset.2023.57463.

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Abstract: Modern society is increasingly permeated by realities parallel to the real one. The so-called virtual reality is now part of both current habits and many activities carried out during the day. Virtual reality (VR) is, in turn, related to the concept of augmented reality (AR). It represents a technology still in solid expansion but which was created and imagined several decades ago. This paper presents an overview of augmented reality, starting from its conception, passing through its main applications, and providing essential information. Part of the article will be devoted to hardwa

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Wang, Yuying. "The Influence of Virtual Reality Technology on the Cultivation of Agricultural Students." Mobile Information Systems 2021 (August 10, 2021): 1–8. http://dx.doi.org/10.1155/2021/7699106.

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Virtual reality learning environment is a virtual learning environment created by the use of virtual reality technology, which expands the physical learning environment and provides learners with richer learning experience and learning resources. It has the characteristics of immersion, interaction, and imagination. From these three characteristics, this paper studies the virtual reality learning environment to promote the deeper learning of agricultural students, immersion teaching provides experience support for agricultural students' deeper learning, interaction provides emotional support f

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