Using simulation and virtual reality for distance education

The final publication is available at Springer via http://dx.doi.org/10.1007/0-306-47533-2_19This paper describes the construction of virtual reality simulations for distance education through the Internet. This is accomplished by means of an object oriented continuous simulation language, called OOCSMP, and a Java generating compiler for this language called C-OOL. This compiler is also able to create VRML worlds. The behaviour of the VRML world is specified in the OOCSMP models. Change of simulation parameters is possible at run time by means of a Java interface, generated by the compiler. An example of the simulation of the inner Solar System is presented.This paper has been sponsored by the Spanish Interdepartmental Commission of Science and Technology (CICYT), project number TEL1999-0181

Why people adopt VR English language learning systems: An extended perspective of task-technology fit

Virtual Reality (VR) techniques involving immersion, interaction, and imagination, not only can improve conventional teaching methods, but also can enhance the transmission of education training contents through the interaction and simulation characteristics of VR. Incorporating information technology (IT) with English teaching has become an important issue in the academic field. Emerging after computer-assisted teaching, interactive network learning, distance education, and mobile learning in the early days, virtual reality techniques have been regarded as a new trend of merging technology with education. To explore the factors affecting users’ adoption intention of VR English language learning systems (VRELLS), this study has sought to build a theoretical framework based on the task-technology fit theory (extrinsic motivation) combining users’ needs (internal and external needs) and satisfaction to put forward an integrated research model (perceived needs-technology fit model), which explicates people’s adoption behaviors of VRELLS. An online questionnaire was employed to collect empirical data. A total of 291 samples were analyzed using a structural equation modeling (SEM) approach. The results of the study showed that both perceived needs-technology fit and satisfaction play a significant role in the user’ adoption intention of VRELLS services. In addition, the utilitarian and hedonic needs have a positive impact on the user’s perceived needs-technology fit. Also, it was found that relative advantage, service compatibility and complexity are important factors in influencing individuals’ perceived needs-technology fit. The implications of these findings are discussed along with suggestions for future research

Piloting mobile mixed reality simulation in paramedic distance education

New pedagogical methods delivered through mobile mixed reality (via a user-supplied mobile phone incorporating 3d printing and augmented reality) are becoming possible in distance education, shifting pedagogy from 2D images, words and videos to interactive simulations and immersive mobile skill training environments. This paper presents insights from the implementation and testing of a mobile mixed reality intervention in an Australian distance paramedic science classroom. The context of this mobile simulation study is skills acquisition in airways management focusing on direct laryngoscopy with foreign body removal. The intervention aims to assist distance education learners in practicing skills prior to attending mandatory residential schools and helps build a baseline equality between those students that study face to face and those at a distance. Outcomes from the pilot study showed improvements in several key performance indicators in the distance learners, but also demonstrated problems to overcome in the pedagogical method

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom

VR-ТЕХНОЛОГІЇ ЯК МЕТОД І ЗАСІБ НАВЧАННЯ

The paper drawn attention to one of the most promising educational methods offered by modern information technologies - virtual reality, computer modeled and considered as a special information environment in which all objects are in three dimensions. The real research of virtual reality in teaching done very little. Authors of papers available technology reduces the use of virtual education to the use of electronic textbooks and test membranes, multimedia less, in some cases - computer simulation and virtual simulators. Therefore, the purpose of this article - summarizing experience exploring the possibilities of using VR technology in the educational process.Advantages (visibility, security, engagement, focus, virtual classes) and disadvantages (depth disciplines, the cost of devices for BP, clarity and understandability of context, the need to upgrade existing educational programs) use of VR technologies in education; VR formats in education (full-time, distance learning, blended education, self-education). An application of the best projects in the educational process BP (LABSTER, EXPEDITIONS PIONEER PROGRAM, VIRTUAL REALITY MEDICAL TRAINING SIMULATION, LECTURE VR).It was concluded that BP technology today - a further possibility of using something new, develop cognitive skills, increasing interest in the subject. However, there are certain conditions, compliance with which will promote the effective implementation of virtual education opportunities. This motivational readiness of students to pursue opportunities for virtual education as a means of intensifying; sophistication of information technology skills to implement virtual education opportunities; creative activity and independence of students in the implementation of virtual education opportunities.В статье обращено внимание на один из перспективных образовательных методов, предложенных современными информационными технологиями, - виртуальную реальность, моделируемую компьютером. Реальных исследований виртуальной реальности в педагогике осуществляется крайне мало. Авторы имеющихся работ сводят применение технологий виртуального образования к использованию электронных учебников и тестовых оболочек, реже мультимедийных материалов, в отдельных случаях - компьютерных виртуальных симуляторов и тренажеров. Таким образом, цель данной статьи - обобщение накопленного опыта изучения возможностей использования ВР-технологий в образовательном процессе.Приведены преимущества и недостатки применения ВР-технологий в образовании, форматы ВР в образовании, а также лучшие проекты применения ВР в учебном процессе. Определены перспективы дальнейших исследований.У статті звернено увагу на один з перспективних освітніх методів, запропонованих сучасними інформаційними технологіями, - віртуальну реальність, яка моделюється комп’ютером. Реальних досліджень віртуальної реальності в педагогіці здійснюється вкрай мало. Автори наявних праць зводять застосування технологій віртуальної освіти до використання електронних підручників і тестових оболонок, рідше мультимедійних матеріалів, в окремих випадках - комп’ютерних віртуальних симуляторів і тренажерів. Відтак, мета даної статті  - узагальнення накопиченого досвіду вивчення можливостей використання ВР-технологій в освітньому процесі.  Наведено переваги і недоліки застосування ВР-технологій  в освіті, формати ВР в освіті, а також кращі проекти застосування ВР в навчальному процесі.  Окреслено перспективи подальших досліджень