Educational Technology - Augmented Reality
V. Javani; M. Alemi
Abstract
Background and Objectives: Virtual Reality (VR) technology is rapidly transforming our world, with its applications expanding across various fields including education, entertainment, and health. In the realm of sports, virtual reality offers unique opportunities for creating engaging and motivational ...
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Background and Objectives: Virtual Reality (VR) technology is rapidly transforming our world, with its applications expanding across various fields including education, entertainment, and health. In the realm of sports, virtual reality offers unique opportunities for creating engaging and motivational experiences. However, research on the impact of this technology on motivation and enjoyment in sports activities, especially in Iran, is still in its early stages. This study aims to investigate the effect of virtual reality on increasing motivation and enjoyment in sports activities. Its main objective is to evaluate the role of using virtual reality in improving the sports experience and increasing individuals' participation in sports activities from professional to beginner levels.Methods: This study employed a mixed-methods approach, incorporating both quantitative and qualitative methodologies. The statistical population comprised residents of Tabriz aged between 18 and 40 years, categorized into three groups: 1) professional athletes, 2) individuals who exercise irregularly, and 3) individuals who do not exercise at all. Purposive sampling was utilized to select a total of 60 participants (20 from each group). In the quantitative phase, participants were randomly assigned to either an experimental group (exercising with virtual reality) or a control group (exercising without virtual reality). Standard questionnaires measuring motivation, enjoyment, and athletic performance were completed by participants both before and after the intervention period. For the qualitative phase, semi-structured interviews were conducted with 30 participants (10 from each group). The interviews focused on experiences, attitudes, and challenges related to the use of virtual reality in physical activities. These interviews explored participants' perspectives on incorporating virtual reality technology into their exercise routines.Findings: The results of this study demonstrated that virtual reality technology had a significant impact on sports performance, motivation, and enjoyment derived from sports activities. In the quantitative section, the experimental group that used virtual reality showed significant improvement in sports performance, motivation, and sports enjoyment compared to the control group. Qualitative analysis also confirmed the positive experiences of using virtual reality. Participants reported that virtual reality increased focus and led to greater mental and physical engagement in sports activities. They also experienced more pleasure and excitement during exercise. However, challenges were also identified. Some participants complained of physical discomfort such as dizziness and nausea when using virtual reality. Additionally, resistance to change and unfamiliarity with this new technology were considered as significant barriers.Conclusion: Virtual reality technology possesses considerable potential for enhancing the sports experience. By creating attractive and entertaining virtual environments, this technology can increase motivation, enjoyment, and sports performance. Virtual reality has the capability to transform ordinary exercises into exciting experiences and encourage participation in sports activities. However, to fully harness this potential, it is essential to address technical and physiological challenges. Moreover, attention to the needs of professional athletes and gradual integration of virtual reality into training programs is of paramount importance. Ultimately, with continuous technological improvements, virtual reality can serve as an effective tool for promoting health and sports performance in society. The findings of this study underscore the promising role of virtual reality in revolutionizing sports activities and potentially increasing overall physical activity levels across different segments of the population. As the technology continues to evolve, further research and development in this field will be crucial to maximize the benefits and minimize the drawbacks of integrating virtual reality into sports and exercise routines.Methods: This study employed a mixed-method approach, utilizing both quantitative and qualitative research methods. The target population included residents of Tabriz city, divided into three groups: professional athletes, individuals with irregular sports activities, and those without any sports involvement. Purposive sampling was used, and 60 participants (20 from each group) were selected. In the quantitative part, participants were randomly assigned to either the experimental group (exercising with VR) or the control group (exercising without VR). Participants completed standardized questionnaires before and after the intervention period to assess their motivation, enjoyment, and sports performance. For the qualitative component, semi-structured interviews were conducted with 30 participants (10 from each group). These interviews focused on the participants' experiences, attitudes, and challenges related to the use of VR in sports activities.Findings: The results of this research indicated that VR technology has a significant impact on sports performance, motivation, and enjoyment in sports activities. In the quantitative phase, the experimental group that used VR showed significant improvements in sports performance, motivation, and sports enjoyment compared to the control group. The qualitative analysis also confirmed the positive experiences of using VR. Participants reported that VR increased their focus, and mental and physical engagement in sports activities. They also experienced greater enjoyment and excitement during their exercise. However, some challenges were also identified. Some participants complained of physical discomfort, such as dizziness and nausea, when using VR. Additionally, resistance to change and unfamiliarity with this new technology were considered important barriers.Conclusion: Virtual reality technology has significant potential for enhancing the sports experience. By creating immersive and engaging virtual environments, this technology can increase motivation, enjoyment, and sports performance. VR can transform ordinary training routines into exciting experiences, thereby encouraging greater participation in sports activities. However, to fully capitalize on this potential, addressing the technical and physiological challenges is essential. Additionally, considering the needs of professional athletes and gradually integrating VR into training programs is of importance. Ultimately, with continued improvements in the technology, VR can serve as an effective tool for improving overall health and sports performance in the community. Future research should focus on optimizing VR protocols for different sports and skill levels, as well as investigating the potential of VR in injury rehabilitation and para-sports. As the technology continues to evolve, VR has the potential to democratize access to high-quality sports training and contribute significantly to public health initiatives aimed at increasing physical activity.
Educational Technology - Augmented Reality
N. Zanjani; F. Fathi; M. Ajdadi; M.J. Eslampoor
Abstract
Background and Objectives: The integration of technology in education has significantly transformed the teaching and learning processes. Among the new technologies, augmented reality stands out due to its ability to provide interactive and engaging educational experiences. This technology has been able ...
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Background and Objectives: The integration of technology in education has significantly transformed the teaching and learning processes. Among the new technologies, augmented reality stands out due to its ability to provide interactive and engaging educational experiences. This technology has been able to improve students' motivation, participation, and understanding of concepts. On the other hand, multiplication, as a fundamental mathematical operation, poses a challenge for students to learn because of its abstract nature. In math subjects, augmented reality has been used to teach geometry and rarely for other areas. Therefore, further exploring the use of this technology in other areas of teaching math, such as algebra, is worth examining. The objective of this research is to explore the usability of augmented reality applications to teach multiplication. Usability is critical to investigate, as it ensures that young users can easily engage with and benefit from educational content. The difficulty of using applications and the lack of attractiveness will negatively impact user engagement. Therefore, examining usability requirements is of great importance.Materials and Methods: The research method included an expert review and a user survey. A class of 17 third-grade students was selected from a private school, and the researchers implemented instructional plans in collaboration with teachers. The application used was designed by an Iranian group and included multiplication lessons, tests, and educational videos. Its augmented reality capability allowed students to interactively understand multiplication concepts using the phone's camera. The System Usability Scale questionnaire was used with a 5-point Likert scale that was localized for children and translated into Persian to evaluate the usability. This questionnaire included 13 questions about ease of use, interaction, and overall satisfaction with the program. The content validity of the questionnaire was checked using the CVR index, while Cronbach's alpha coefficient was used to check its reliability. The answers were analyzed using SPSS software, and the mean, standard deviation, and correlations were checked.Findings: This research showed that the augmented reality application for teaching multiplication to children is generally usable and attractive. The questionnaire's validity was confirmed with a CVR score of 0.99, and its reliability was evaluated with Cronbach's alpha of 0.704 at an almost acceptable level. Participants found the program easy to use and engaging, and required little help from adults. Correlation analysis showed that the need for more help was negatively related to decreased confidence in performance, while a better understanding of the program was positively related to willingness to continue working with it. According to an expert review, the design of the program was compatible with the cognitive needs of children and uses simple design, bright colors, and attractive characters; However, the use of a small font and the lack of in-app audio and visual guides were among its weaknesses. Physically, the app had large buttons, well-spaced components, and simple menus that made it easy to work with. In terms of social-emotional needs, it was possible to choose a male or female narrator and use the augmented reality feature, but there were no customization options such as changing the background or characters, and gamification elements such as scoring or creating a sense of progress.Conclusions: Incorporating augmented reality applications into math education can increase student engagement and motivation, but considerable attention to usability guidelines and improvements in app design are necessary. This research, in addition to highlighting the principles that are necessary in the design of the user interface of the augmented reality program for teaching multiplication, to make it attractive and easy to use for children, has taken an innovative step in the evaluation of educational programs by presenting the Persian version of the System Usability Scale questionnaire for children, using a systematic approach to translate and localize the questionnaire.
Educational Technology - Augmented Reality
A. Tavangar; H. Rezghi shirsavar; F. Ahmadi
Abstract
Background and Objectives: The world of tomorrow differs from today’s world. It belongs to those who hold the reins of policy-making and planning, capable individuals who understand the demands of their time and plan accordingly. The education system serves as a key to the future, being one of ...
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Background and Objectives: The world of tomorrow differs from today’s world. It belongs to those who hold the reins of policy-making and planning, capable individuals who understand the demands of their time and plan accordingly. The education system serves as a key to the future, being one of the most vital social institutions in any country’s development. Its aim is to nurture creativity and talent among students. In this context, emerging technologies like the Metaverse have the potential to revolutionize education, creating a new civilization where place, time, and territory no longer constrain learning. This research focuses on forecasting through future-oriented planning based on scenarios. It delves into uncertainties and changing conditions, painting a panorama of diverse futures for policymakers. Its goal is to envision the future of Metaverse technology in educationMethods: This research was applied in terms of purpose and descriptive-combined (synchronization-data transformation model) based on scientific resources, documents, observations, field surveys, and software analysis in terms of research method. The research population included experts in education and technology units of provincial departments who were active in smart schools, media literacy, and electronic content production. A purposeful sampling method (snowball) was used to select 17 participants. In the qualitative section, all statements from the expert panel (10 webinar sessions, totaling 20 hours) were reviewed several times, important points were extracted, and structured questionnaires with Likert scale questions were prepared. Afterwards, the problem definition and identification of components began, and through the analysis of driving forces and existing uncertainties, the development and description of scenarios and the recommendation of strategic options were concluded. Qualitative data identified five key factors affecting the future of metaverse technologies in cultural-social, managerial, structural, physical, and economic dimensions through the expert panel. Quantitative analysis was based on the use of SPSS software, and qualitative data analysis was done through Vensim, MICMAC, and Scenario Wizard software, and strategy presentation was done with the SWOT analytical model. The research tools in the quantitative section included structured interviews with 42 items, which were prepared through the expert panel, and the face validity of the questionnaire was confirmed by experts, with an alpha coefficient of 0.82 calculatedFindings: The structural analysis matrix of the drivers was calculated using the MicMac software and then through the Scenario Wizard software, the golden scenario (with 2 scenarios), the disaster scenario (19 scenarios), and the believable scenario (3 scenarios) were calculated. Also, through the SWOT table, the internal and external matrix was calculated, the coefficient and final score of internal factors were 1.94 and the score of external factors was 2.2, which indicates the internal weakness of the system and the average condition of the external system.Conclusion: Despite the relative progress in the field of quantitative growth of education and technology compared to developed countries, the educational system of Iran has not had much success and technology and the use of virtual reality in the classroom has no meaning and the practionters are only satisfied with the purchase of technological equipment in the school; it is necessary to create a suitable platform to reach the golden scenario. If the goal is
Educational Technology - Augmented Reality
S. Khazaie; R. Nejati; M. Karbasi
Abstract
Background and Objectives: Planning for the success of students in the world is one of the priorities of teaching English in the secondary schools in Asia. The improvement of the English reader's skills to understand the actual needs defined as the +language by representing the events of the world in ...
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Background and Objectives: Planning for the success of students in the world is one of the priorities of teaching English in the secondary schools in Asia. The improvement of the English reader's skills to understand the actual needs defined as the +language by representing the events of the world in language learning milieu based on educational technology is in progress. Although extending the sense in the scenes of serious games is done for easy language learning, the active visual and verbal working memory of students has not been considered as an effective factor in reading. This study endeavored to investigate the allocation of sensory weight in virtual reality games for teaching English reading to Asian students with different working memory abilities.Methods: This quasi-experimental study was conducted by selecting 916 male and female students from secondary schools. Using parallel-group design, students participated in the working memory tests. These Iranian (N = 612) and non-Iranian (Pakistani, N = 204; Iraqi, N= 40, and Kashmiri, N = 64) were studying in the 10th grade of the second year of high school and were enrolled in language institute to learn English in the fall semester of academic year 2022-2023. In order to ensure homogeneity of the participants according to the level of English proficiency, a junior TOEFL test was administered, and students whose English proficiency score was between one standard deviation higher and one standard deviation lower than the mean were selected to take part in the study. The scores of the participants' working memory test were converted into standard scores with a mean of zero and a standard deviation of one. Based on the working memory capacity, the participants were placed in one of the active memory quadrants. Then, they were randomly divided into intact and experimental groups to learn English reading online or through virtual reality games in 14 sessions. In each session, first, the main researcher taught English reading passages to the participants using Skyroom educational software for 30 minutes. Then, online or virtual reality-based activities were provided to students to practice reading skills for 20 minutes. Participants were assessed formatively each session and a score of 0-20 was recorded for each student. The participants expressed their experience of the senses in the course of reading in each session verbally.Findings: The results of the analysis of repeated measures ANCOVA showed that extending the sense in teaching English readers through virtual reality games significantly facilitated students' learning. Adding auditory sense to scenes of virtual reality game significantly improved the reading progress of students who had high verbal working memory capacity. Although psychological and real-life categories were emphasized in the interviews, students with high working memory underlined the sense extension as useful for learning English reading in relation to the surrounding world.Conclusion The findings of this study revealed that extending the sense in virtual reality games is beneficial for learning English reading when it is in line with students' working memory. The correct allocation of the sense in the scenes of virtual reality games results in the use of English reading in the world, namely + language.
Educational Technology - Augmented Reality
M. Yousefei; H. Zangeneh
Abstract
Background and Objectives: Students' negative attitude toward teaching and learning, especially in elementary school, is a fundamental problem for parents and teachers, affecting the future of the individuals and society. One of the reasons for this attitude is the use of conventional methods. These ...
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Background and Objectives: Students' negative attitude toward teaching and learning, especially in elementary school, is a fundamental problem for parents and teachers, affecting the future of the individuals and society. One of the reasons for this attitude is the use of conventional methods. These types of classes hinder students' dynamism and make them tired and unmotivated. But today, technology can be used to enrich our classrooms. Virtual reality is a technology that has helped to change students' attitudes and made classroom environments more dynamic. In fact, it can be defined as the simulation of a situation, and the attitude consists of a person's beliefs, feelings, and behavior. In the early period, the first attitudes are achieved in a person, and this attitude plays an important role in the motivation and behavior of a person. On the other hand, technologies play an essential role in human life today, and it is necessary to use them in different areas of life with correct and purposeful planning. One of these critical fields is education. Regarding education and training, the choice of media is a fundamental issue. The selection of media should be made according to factors such as the characteristics of the learner in order to be effective. If the media are not selected and designed correctly, they will cause financial losses and waste of time. So how to design the media, which is the virtual reality here, is very important in influencing the attitude. On the other hand, according to Howland's message learning theory, the three factors of source, message, and audience characteristics are among the factors that should be taken into account to change the attitude. Therefore, the purpose of this research is to review the studies conducted in the field of using virtual reality in terms of attitude in the elementary course was in line with the answers to these questions: a) What factors play a role in choosing virtual reality technology for use in elementary classes in terms of students' attitudes? b) How is the design of virtual reality content to improve the attitude of elementary school students? And c) How are the educational activities in the classes based on virtual reality to improve the attitude of elementary school students?Methods: The study was conducted in a systematic review from August to November 2022. The search was carried out in the Wiley, Scopus, Springer link, and Web of Science databases with the keywords Virtual reality, Attitude, and Primary students, along with the relevant word groups. The criteria for the entry and acceptance of the research included these items: related to virtual reality and the use of this technology in teaching and learning, in relation to primary school students, in relation to attitude, research in English or Farsi, and field articles. Finally, according to the inclusion criteria, the data from 12 cases were extracted, described, analyzed, and inferred from 233 studies.Findings: According to the research questions, data were extracted, such as research countries, subjects, educational level, explanations of virtual reality, and activities from the cases (articles) that have been chosen for analysis. After analyzing and combining their findings, more studies have been taken in countries like Taiwan, China, and Korea and in fifth and sixth grades. Subjects have worked on science, social studies, English language, and physical education. In fact, according to these findings, the use of virtual reality in the fifth and sixth grades of elementary school and subjects such as sciences had the most significant impact on the students' attitudes. Also, after combining and putting together the data related to virtual reality content and features such as sense of presence, content, repetition, practice, problem-solving, animation mode, use of real images, and educational factor. These findings show that these elements in virtual reality may play a role in students' attitudes. The activities performed in the classes included viewing the content, examining and exploring the content, doing homework, working in groups, listening to the teacher's instructions, and questioning and answering. These characteristics and elements were gathered from putting together the information of previous research, but only mean the existence of all these factors in some of the studies.Conclusion: From the explanation and conclusion of the findings, it can be said that: 1) an important criterion in the use, selection, and application of technologies, including virtual reality, is to pay attention to the characteristics of learners, including their age and 2) the characteristics of the subject that must be paid attention to. When the learner is in the abstract stage, this technology can improve learning and attitude. In fact, from their findings and analysis, it was concluded that age is an important factor in paying attention to attitude, and the use of virtual reality when the learners are in the abstract stage is effective. Also, the use of virtual reality in subjects such as sciences, which has features such as spatial and temporal limitations and abstract content, can be effective. Designers of virtual reality content should design it in such a way that is possible to check and explore the content, interact, repeat the content, and practice and solve the problem. Based on the finding related to inferences of classroom activities, it can be concluded that teachers must group students before viewing virtual reality and add additional explanations after viewing it. In fact, the group is an essential factor that affects learners' attitudes. Also, they must provide tasks and assignments per the objectives and content and allow them to ask questions and answers. Finally, according to these factors, virtual reality technology can be used to create, change or improve the attitude of elementary school students.
