Toward a Semiotic Framework for Using Technology in Mathematics Education: The Case of Learning 3D Geometry

This paper proposes and examines a semiotic framework to inform the use of technology in mathematics education. Semiotics asserts that all cognition is irreducibly triadic, of the nature of a sign, fallible, and thoroughly immersed in a continuing process of interpretation (Halton, 1992). Mathematical meaning-making or meaningful knowledge construction is a continuing process of interpretation within multiple semiotic resources including typological, topological, and social-actional resources. Based on this semiotic framework, an application named VRMath has been developed to facilitate the learning of 3D geometry. VRMath utilises innovative virtual reality (VR) technology and integrates many semiotic resources to form a virtual reality learning environment (VRLE) as well as a mathematical microworld (Edwards, 1995) for learning 3D geometry. The semiotic framework and VRMath are both now being evaluated and will be re-examined continuously

Research Opportunities for Application of Gamification Models with VR for Crop Cultivation: A Systematic Literature Review

The learning delivery model in the increasingly developing information technology era and the era of teaching and learning between students and lecturers during the Covid-19 pandemic requires lecturers' creativity. The application of gamification using virtual reality is an alternative solution that can be applied to fill the saturation of online learning using Google Meeting or Zoom meeting. This review of the literature aims to see how many gamification applications using virtual reality are specifically applied to plant cultivation. The process of obtaining this literature review is based on the systematic literature review (SLR) method. The assessment process is carried out through four online databases based on the keywords gamification and virtual reality. The results obtained are 32 relevant literature on gamification using virtual reality although gamification using virtual reality for plant cultivation is not found and only one paper on forestry only discusses the concept. However, the results of this process become the basic literature for further research on the application of virtual reality gamification in plant cultivation. &nbsp

Research Opportunities for Application of Gamification Models with VR for Crop Cultivation: A Systematic Literature Review

The learning delivery model in the increasingly developing information technology era and the era of teaching and learning between students and lecturers during the Covid-19 pandemic requires lecturers' creativity. The application of gamification using virtual reality is an alternative solution that can be applied to fill the saturation of online learning using Google Meeting or Zoom meeting. This review of the literature aims to see how many gamification applications using virtual reality are specifically applied to plant cultivation. The process of obtaining this literature review is based on the systematic literature review (SLR) method. The assessment process is carried out through four online databases based on the keywords gamification and virtual reality. The results obtained are 32 relevant literature on gamification using virtual reality although gamification using virtual reality for plant cultivation is not found and only one paper on forestry only discusses the concept. However, the results of this process become the basic literature for further research on the application of virtual reality gamification in plant cultivation. &nbsp

Применение технологий виртуальной реальности в учебном процессе

Virtual reality is a partial or complete illusion of the physical world, created by technical devices and transmitted to man by his sensations. Virtual reality imitates impacts and response to the impacts. To create a convincing feeling of reality computer synthesises complex reactions and properties of a virtual reality in real time. Today virtual reality technology can be used in the learning process by drivers, doctors, engineers. It may become an effective educational instrument for any profession

ASSESSMENT OF MEDIA LEARNING BASED ON LEARNING VIRTUAL REALITY IN INDUSTRIAL WORK PRACTICES IN SMK

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 problem can be formulated as follows: (Baroughi & Zarei, 2013) what is the definition of virtual reality-based learning ?; (Chao liu. 2012) how are the procedures and steps to create virtual reality ?; (Citra parameswari. 2008) what are the advantages and disadvantages of virtual reality-based learning media ?; and (Matandare, m. A. 2018) how is the tendency of utilization of virtual reality-based learning media to industry practice in SMK? This study aims to: (Baroughi & Zarei, 2013) know the meaning of virtual reality; (Chao liu. 2012) know the procedures and steps to create virtual reality; (Citra parameswari. 2008) analyzing the advantages and disadvantages of virtual reality-based learning media; and (Matandare, 2018) to analyze the tendency of utilization of virtual reality-based learning media on industry practice in SMK. Methodology: Research carried out through this literature study yields the following conclusions: (Baroughi & Zarei, 2013) virtual reality is a technology that allows users to interact with a computer-simulated environment; (Chao liu. 2012) procedures and steps to create virtual reality is to record the atmosphere and activities of industrial workplaces and processed into virtual reality-based learning media; (Citra parameswari. 2008) the advantages of virtual reality-based learning media can provide more interesting and interactive learning, while the weakness of virtual reality-based learning media is costly and requires a long time to create; and (Matandare, 2018) the use of virtual reality-based learning media shows an increasing trend in the implementation of industrial work practices. Results: To make a video into a VR Box, prepare a camera with a minimum quality of 8 megapixels. Record the location that will be the object. The location we want to take is the location where the world of work. Implications/Applications: The advantages of using VR to teach educational purposes are similar in many ways with the advantages of using computers or interactive simulations, especially three-dimensional computer simulations. Computer-based simulations have been used for many years in computer-assisted instruction (CAI)

Development of Learning Media "Solar System" Multiplayer Virtual Reality Using Samsung Gear VR

The lack of student participation in the learning process results in the decrease of their learning interest and comprehension. In addition, in the interactive learning process, two-way communication takes place between instructors and learners. Teachers deliver learning material and learners provide responses to the learning material they receive. This can be realized by using a Multiplayer Virtual Reality to display the visualization of learning material. Virtual reality can be used to increase the effectiveness of delivering material with an immersive environment so students can develop intuition to perceive the abstract knowledge that is difficult for teachers to describe. The multiplayer system allows teacher-student interaction, which supports the ongoing learning activities in the virtual world. The test results show the mechanism of object interaction in a virtual environment is easy to use with 50% of respondents agreeing and 50% of respondents saying the interaction feels natural. Furthermore, solar system multiplayer virtual reality can be an interesting learning media with 50% of respondents strongly agree and this learning media is effective to be used in the delivery of solar and eclipse material in sixth-grade of elementary school with 67% of respondents expressing their agreement strongly

Virtual Reality for Future Education: Systematic Literature Review

The development of information and communication technology is very rapid at this time contributed greatly to the development process of various kinds of learning media based on the application of technology as one of the innovations in education, Virtual Reality (VR) technology itself is a way in a way perform the appearance of learning pictures in the form of media three-dimensional or what is usually better known as 3D. Where the purpose of research is to explain Virtual Reality for Future Education. A review is conducted on the state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. Virtual Reality (VR) has the potential to enhance education by enabling greater learning potential than ever before, in addition to luring us into new realms. Learning can reach students' emotional core in novel and fascinating ways thanks to virtual reality. This study also states that learning subjects that can benefit the most from implementing Virtual Reality as learning media are science, social studies, and history. However, the potential is much greater.    &nbsp

Learning generalization in virtual environments: a revision of the theoretical principles from a cognitive perspective

Virtual environments have proven useful (have shown their utility) for process of the optimization academic learning. Equally, it is proved that in these virtual reality environments, the apprentice uses learned processes at physical reality. This Generalization Learning Process is explained by the cognitive learning theories. The goal of this work is to review these theories, articulating them in an ordered and organised way. Thus an overview of the learning processes in real and virtual environments is provided, and how these learning are widespread in one environment or another, and the theoretical reasons that support this fact. As conclusion it set out that this learning transfer is due to the presence of common contextual elements in both environments. This phenomenon is possible thanks to the existence of a symbolic language

Learning generalization in virtual environments: a revision of the theoretical principles from a cognitive perspective

Virtual environments have proven useful (have shown their utility) for process of the optimization academic learning. Equally, it is proved that in these virtual reality environments, the apprentice uses learned processes at physical reality. This Generalization Learning Process is explained by the cognitive learning theories. The goal of this work is to review these theories, articulating them in an ordered and organised way. Thus an overview of the learning processes in real and virtual environments is provided, and how these learning are widespread in one environment or another, and the theoretical reasons that support this fact. As conclusion it set out that this learning transfer is due to the presence of common contextual elements in both environments. This phenomenon is possible thanks to the existence of a symbolic language