Applied Mathematics and Nonlinear Sciences,
Год журнала:
2024,
Номер
9(1)
Опубликована: Янв. 1, 2024
Abstract
To
cope
with
the
problems
existing
in
education
and
Management
of
students
traditional
colleges
universities,
improve
management
efficiency
realize
informatization
management,
this
study
proposes
a
set
optimization
paths
for
universities.
In
paper,
an
intelligent
diversified
platform
is
constructed,
aiming
to
strengthen
operation
team
By
introducing
fuzzy
evaluation
algorithm
judge
educational
college
normalizing
input
data,
empirical
results
are
derived.
Comparative
Analysis
data
showed
that
optimized
path
significantly
improved
students’
daily
behavior
mental
health
status.
Students’
average
online
time
was
effectively
controlled
between
5.6
10.5
hours,
period
more
line
healthy
work
rest,
rates
disciplinary
behaviors
Internet
fraud
victimization
decreased
respectively.
At
same
time,
learning
effects
were
also
improved.
summary,
proposed
paper
strengthens
system
comprehensively
cultivates
students.
It
provides
effective
strategy
Frontiers in Psychology,
Год журнала:
2023,
Номер
13
Опубликована: Янв. 6, 2023
Introduction
Interest
in
interactive
virtual
reality
(IVR)
is
increasing
due
to
its
potential
for
embodied
learning
and
group-led
teaching.
However,
few
studies
have
investigated
the
internal
mechanism
by
which
IVR
technology
features
experiences
affect
outcomes
terms
of
psychological
emotional
value.
Based
on
media
models
control
value
theory
achievement
emotions
(CVTAE),
this
study
uses
structural
equation
modeling
(SEM)
investigate
correlations
among
elements
features,
experiences,
outcomes.
It
also
emphasizes
role
played
experience
context.
Methods
The
sample
referenced
consisted
480
college
students
(193
males)
who
were
simultaneously
engaged
guided
inquiry
an
IVR-based
COVID-19
pandemic
science
museum
groups
10.
Results
findings
suggest
that
presence
perceived
enjoyment
a
key
mediating
effect
relationship
between
(VR)
simulation.
In
addition,
results
indicate
more
strongly
correlated
with
effects,
while
satisfaction.
Discussion
These
provide
intellectual
support
theoretical
backing
VR-based
instructional
design
environmental
development.
Moreover,
has
practical
regard
future
large-scale
application
experiential
teaching,
promotion
digital
transformation
intelligence
upgrading
education.
Journal of Computer Assisted Learning,
Год журнала:
2024,
Номер
40(3), С. 1276 - 1294
Опубликована: Фев. 1, 2024
Abstract
Background
Virtual
reality
(VR),
augmented
(AR)
and
mixed
(MR)
have
sparked
recently
in
improving
the
effectiveness
of
teacher
education.
However,
there
is
a
lack
review
regarding
utilisation
these
technologies
this
field.
These
three
technologies,
namely
VR,
AR
MR,
can
be
collectively
referred
to
as
extended
(XR)
(as
mentioned
reference
Tang
et
al.,
2022).
Objectives
Remarkably,
XR‐based
education
needs
explored.
Moreover,
research
questions
related
training
objectives,
methodological
features,
effects
remain
unanswered.
Methods
To
end,
present
study
conducted
systematic
analyse
52
articles
from
six
databases
(including
Web
Science,
Scopus,
IEEE
Xplore,
ERIC,
ScienceDirect,
ACM
Digital
Library).
Results
The
results
indicate
that
XR
been
primarily
used
train
teachers'
procedural
knowledge,
for
instance,
classroom
management.
Furthermore,
most
studies
focused
on
pre‐service
teachers
(PSTs)
rather
than
in‐service
utilised
small
sample
sizes,
with
VR
emerging
frequently
employed
tool.
Finally,
majority
reported
affected
positively.
Conclusions
It
urges
researchers
developers
consider
theory‐driven
design,
which
increases
potential
better
understand
what
features
promote
PSTs'
learning
how
they
do
so.
This
article
additionally
conducts
SWOT
(strengths,
weaknesses,
opportunities,
threats)
analysis
offer
more
insightful
recommendations
foster
further
discussion.
Edition ZfE,
Год журнала:
2023,
Номер
unknown, С. 399 - 441
Опубликована: Янв. 1, 2023
Virtual
reality
(VR)
is
a
technology
that
recreates
realistic
scenarios
in
controllable
virtual
environment.
VR
has
been
widely
adopted
professional
training
of
situational,
adaptive,
and
complex
skills
within
various
occupations,
yet
the
field
teacher
education
only
just
started
to
utilize
this
recent
decade.
In
order
advance
application
education,
current
review
presents
synopsis
state-of-the-art
literature
from
2010
2020.
We
conducted
regarding
details
program
implementation
(e.g.,
system
simulated
situations),
intended
outcomes
factual/conceptual
or
procedural
knowledge),
measures
used
evaluate
effectiveness
programs
implemented
systems.
Based
on
46
empirical
studies,
we
found
(1)
VR-based
mostly
targeted
pre-service
teachers,
they
most
frequently
instructional
situations;
(2)
often
for
fostering
knowledge;
(3)
majority
studies
reported
positive
results
measured
by
teachers'
self-reports.
also
identified
areas
improvement
future
directions
research.
European Journal of Psychology of Education,
Год журнала:
2024,
Номер
39(4), С. 3277 - 3299
Опубликована: Май 9, 2024
Abstract
To
support
professional
competence
development
in
teacher
education,
learning
environments
should
allow
learners
to
engage
with
tasks.
It
is
crucial
for
knowledge
and
skill
transfer
such
real-life
context
that
preservice
teachers
perceive
the
task
as
authentic.
However,
due
a
lack
of
prior
knowledge,
novices
may
have
difficulties
recognizing
relevant
elements
practice.
thus
assumed
different
factors
guide
their
perception
authenticity
independently
has
be
mastered.
Such
could
be,
example,
overt
design
features
on
physical
level
or
familiarity
prerequisites,
which
act
important
links
acquisition.
In
this
study,
teachers’
contrasted
between
two
implementation
types
(video
vs.
role-play)
same
simulation
aiming
foster
diagnostic
competence.
The
differ
approximating
practice
concerning
an
experimental,
longitudinal
N
=
119
mathematics
participated
online
one
type
four
times
during
semester
(
n
66
video,
53
role-play).
Perceived
was
higher
video
increased
repeated
participation
type.
Further,
utility
value
positively
influenced
authenticity.
results
illustrate
role
prerequisites
well
novices’
perception.
Also,
they
initial
indication
that,
depending
learners’
development,
way
simulations
might
influence
Education Sciences,
Год журнала:
2024,
Номер
14(4), С. 347 - 347
Опубликована: Март 26, 2024
Background:
Mixed-reality
simulations
(MRS)
have
been
available
for
some
time.
However,
teacher
education
programs
in
the
United
States
are
now
introducing
MRS
as
part
of
training.
Therefore,
this
study
sought
to
determine
candidates’
perceptions
and
their
possible
benefits
education.
Objectives:
The
purpose
case
was
factors
associated
with
a
positive
simulation
experience,
improvements
or
concerns,
what
candidates
learned
from
live
session.
Methods:
A
qualitative
methodological
approach
employed.
Feedback
results
were
collected
57
who
participated
session,
which
analyzed
using
an
Excel
document
identify
emergent
themes.
Results
Conclusions:
data
revealed
three
themes:
real-life
experiences
beneficial
acquiring
pedagogical
skills;
effective
training
resource;
there
need
improve
technology
ensure
more
realistic
experiences.
enables
pre-service
teachers
engage,
think
critically,
apply
teaching
skills
small
group
students.
Conducting
only
one
not
enough
acquire
knowledge
on
best
practices.
is
implement
additional
scenarios
at
university
level,
so
that
can
practice
feel
confident
students
safe
environment.
International Journal of Human-Computer Interaction,
Год журнала:
2024,
Номер
unknown, С. 1 - 12
Опубликована: Фев. 13, 2024
Reflecting
the
trend
of
virtual
reality
(VR)
studies
in
crisis
and
disaster
communication,
this
study
designed
VR
content
on
fire
evacuation
aimed
to
investigate
effects
for
educational
purposes
perceptual
cognitive
factors.
Using
a
2
(viewing
condition:
video
vs.
VR)
×
(quiz:
presence
absence)
between-subjects
design,
an
experiment
was
conducted
with
176
university
students
South
Korea.
Findings
revealed
that
participants
who
were
exposed
(compared
video)
experienced
greater
spatial
and,
turn,
had
higher
response
efficacy
self-efficacy.
The
inclusion
pop
quizzes
material
hindered
evaluation
direct
indirect
VR.
findings
can
contribute
expanding
theoretical
framework
research
identifying
learning-related
factors
develop
more
effective
materials
related
evacuation.
Abstract
Immersive
virtual
reality
(IVR)
offers
novel
and
promising
ways
of
continuously
adapting
training
content
difficulty
to
the
individual
trainee,
thus
paving
way
for
an
improved
fit
between
trainee
needs.
The
objective
present
study
was
investigate
efficiency
utilising
self-efficacy
performance
measures
adapt
trainee.
Using
a
preregistered,
between-subjects
experiment,
130
participants
were
randomly
assigned
receive
that
either
based
on
behavioural
at
beginning
(fixed
training)
or
adapted
behaviour
(adaptive
training).
results
revealed
no
significant
difference
groups
self-efficacy,
suggesting
additional
development
required
fully
adaptive
may
be
unwarranted
in
some
cases.
Further
research
should
when
complexity
is
outweighed
by
enhanced
efficiency.
That
said,
overall
beneficial
effect
IVR-based
training.
However,
while
IVR
had
positive
performance,
transfer
only
observed
limited
extent.
Specifically,
both
accuracy
(
d
=
−0.41)
speed
−0.43)
test,
real
equivalent
(i.e.,
skill)
showed
−0.25)
but
reduced
0.17).
In
other
words,
demonstrates
not
necessarily
expected
similar
tasks
outside
without
potential
loss
emphasising
need
future
studies
include
skill
investigating
