A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications

While virtual reality has attracted educators' interest by providing new opportunities to the learning process and assessment in different science, technology, engineering and mathematics (STEM) subjects, the results from previous studies indicate that there is still much work to be done when large data collection and analysis is considered. At the same time, learning analytics emerged with the promise to revolutionise the traditional practices by introducing new ways to systematically assess and improve the effectiveness of instruction. However, the collection of 'big' educational data is mostly associated with web-based platforms (i.e., learning management systems) as they offer direct access to students' data with minimal effort. Thence, in the context of this work, we present a four-dimensional theoretical framework for virtual reality-supported instruction and propose a set of structural elements that can be utilised in conjunction with a learning analytics prototype system. The outcomes of this work are expected to support practitioners on how to maximise the potential of their interventions and provide further inspiration for the development of new ones

The Effects of Augmented Reality-supported Instruction in Tertiary-level Medical Education

A significant body of the literature has documented the potential of Augmented Reality (AR) in education, but little is known about the effects of AR-supported instruction in tertiary-level Medical Education (ME). This quasi-experimental study compares a traditional instructional approach with supplementary online lecture materials using digital handout notes with a control group (n = 30) and an educational AR application with an experimental group (n = 30) to investigate any possible added-value and gauge the impact of each approach on students' academic performance and training satisfaction. This study's findings indicate considerable differences in both academic performance and training satisfaction between the two groups. The participants in the experimental group performed significantly better than their counterparts, an outcome which is also reflected in their level of training satisfaction through interacting and viewing 3D multimedia content. This study contributes by providing guidelines on how an AR-supported intervention can be integrated into ME and provides empirical evidence on the benefits that such an approach can have on students' academic performance and knowledge acquisition

Using olfactory media cues in e-learning – perspectives from an empirical investigation

People interact with computers using their senses. Currently, in a digital context, traditional digital media like videos and images used to convey information to users, and these media can be used as a source of information. However, relatively few studies have been conducted on olfactory media as a source of information in a digital context. In this paper, we report on a study that examined the possibility of using olfactory media as a source of information and whether its usage as informational cues enhances learning performance and user Quality of Experience (QoE). To this end, an olfactory-enhanced quiz (web-based) was developed about four countries. The quiz contained different types of questions employing four types of digital media in their contents: text, image, audio and olfactory media. Four scents were used that were considered to be related to the respective countries. Sixty-four participants were invited to our experiment to evaluate this application. Our results revealed that usage of olfactory media synchronised with traditional digital media had a significant impact on learner performance compared to the case when no olfactory media was employed. In respect of user QoE, it was found that olfactory media influenced users positively; moreover, they were passionate about engaging with enhanced olfactory applications in the future

Computer-based technology and student engagement: a critical review of the literature

Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its association with a number of positive academic outcomes. The purpose of this article is to present a critical review of the literature from the past 5 years related to how web-conferencing software, blogs, wikis, social networking sites (Facebook and Twitter), and digital games influence student engagement. We prefaced the findings with a substantive overview of student engagement definitions and indicators, which revealed three types of engagement (behavioral, emotional, and cognitive) that informed how we classified articles. Our findings suggest that digital games provide the most far-reaching influence across different types of student engagement, followed by web-conferencing and Facebook. Findings regarding wikis, blogs, and Twitter are less conclusive and significantly limited in number of studies conducted within the past 5 years. Overall, the findings provide preliminary support that computer-based technology influences student engagement, however, additional research is needed to confirm and build on these findings. We conclude the article by providing a list of recommendations for practice, with the intent of increasing understanding of how computer-based technology may be purposefully implemented to achieve the greatest gains in student engagement. © 2017, The Author(s)

Multiple fall of Pribram meteorites photographed. XII - Pre-atmospheric size of the Pribram meteorite based on studies of fossil cosmic ray tracks and spallation products

Cosmic ray induced tracks have been studied in three Pribram stones, Luhy, Velka, and Hojsin. Track densities based on more than 500 tracks are in the range (1-8) × 10 to the 5th tracks/sq cm in the pyroxene grains. The intrinsic uranium concentrations of Pribram pyroxenes and olivines have been measured to determine fission contributions to track densities. These results clearly establish the primarily cosmic ray origin of the tracks. The pre-atmospheric radius of Pribram

Downregulation of 18F-FDG uptake in PET as an early pharmacodynamic effect in treatment of non-small cell lung cancer with the mTOR inhibitor everolimus

© 2009 by the Society of Nuclear Medicine, Inc