Advancing virtual learning spaces in Ukraine's educational institutions

Iryna Batareina; Olena Samborska; Natalia Lysenko; Alla Berestova; Sergiy Bratushka

doi:10.31893/multirev.2024spe071

Keywords:

modernisation of education

immersive technologies

Abstract

In the era of innovative societal development, virtual reality technologies are becoming an integral tool in the educational process. This article aims to analyse the potential of immersive technologies in implementing virtual learning environments in educational institutions in Ukraine. It has been found that immersive technologies are rapidly evolving from being an innovation to a practical and widely used range of tools. The study established that their implementation into the educational policy paradigm is seen as a promising necessity and a factor in intensifying the quality of education. The essence of the phenomenon of immersive technologies has been specified, with their components distinguished, including objective reality, virtual reality, and augmented reality. The specifics of involving immersive technologies in the educational process in Ukrainian educational institutions have been highlighted. An experiment was conducted involving virtual reality technologies in the professional educational environment of future fire safety specialists through the VR programme FLAIM Systems. During the study of the peculiarities of virtual reality technologies in educational modelling, the priority advantages and associated risks of their integration were highlighted. It was found that the potential of immersive technologies stimulates the optimisation of understanding complex concepts and significantly expands the toolkit of future industry specialists. It was determined that engaging visualisations and the experience of using virtual reality technologies offer an intuitive approach to rather abstract concepts that are difficult to reproduce within the framework of classical pedagogical technologies. It has been substantiated that using virtual reality technologies in the educational and management process has significant advantages over the traditional methodology of educational processes, as it actively engages the sensory system and emotional sphere. It has been proven that virtual reality (VR programmes) has significant potential to positively impact the quality of education in educational institutions in Ukraine.
References
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10. Klingenberg, S., Jørgensen, M. L., Dandanell, G., Skriver, K., Mottelson, A., & Makransky, G. (2020). Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment. British Journal of Educational Technology, 51(6), 2115–2138. https://doi.org/10.1111/bjet.13029
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21. Perey, C., Engelke, T., & Reed, C. (2011). Current Status of Standards for Augmented Reality. Recent Trends of Mobile Collaborative Augmented Reality Systems. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-9845-3_2
22. Sanabria, J. C. (2017). Enhancing 21st Century Skills with AR: Using the Gradual Immersion Method to Develop Collaborative Creativity. EURASIA J Math Sci Tech Ed., 13 (2), 487–501. https://doi.org/10.12973/eurasia.2017.00627a
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26. Sikorska, I. (2023). Intercultural Dimension of Internationalisation of Higher Education and Intercultural Learning in Formal and Non-formal Education: The Experts’ Views from Italy and Ukraine. Acta Paedagogica Vilnensia, 51, 63–83. https://rep.dnuvs.ukr.education/handle/123456789/3222 Accessed on August 22, 2024.
27. Slater, M., & Sanchez-Vives, M.V. (2016). Enhancing our Lives with Immersive Virtual Reality. Frontiers in Robotics and AI, 3(74). https://doi.org/10.3389/frobt.2016.00074
28. Tang, Y. M., Chau, K. Y., Kwok, A. P. K., Zhu, T., & Ma, X. (2022). A systematic review of immersive technology applications for medical practice and education-trends, application areas, recipients, teaching contents, evaluation methods, and performance. Educational Research Review, 35. https://doi.org/10.1016/j.edurev.2021.100429
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Batareina, I., Samborska, O., Lysenko, N., Berestova, A., & Bratushka, S. (2024). Advancing virtual learning spaces in Ukraine’s educational institutions. Multidisciplinary Reviews, 8, 2024spe071. https://doi.org/10.31893/multirev.2024spe071

[1] Arifin, Y., Sastria, T.G., & Barlian, E. (2018). User experience metric for augmented reality application: a review. Procedia Computer Science, 135, 648−656. https://doi.org/10.1016/j.procs.2018.08.221

[2] Bakhmat, N., Sydoruk, L., Poberezhets, H. et al. (2023). Features of Using the Opportunities of the Digital Environment of the Higher Educational Institution for the Development of Future Economists' Professional Competence. Economic Affairs (New Delhi),68(1), 43-50.

[3] Chen, C. Y. (2022). Immersive virtual reality to train preservice teachers in managing students' challenging behaviours: A pilot study. British Journal of Educational Technology, 53(4), 998–1024. https://doi.org/10.1111/bjet.13181

[4] Cheng, K. H. (2022). Teachers’ perceptions of exploiting immersive virtual field trips for learning in primary education. Journal of Research on Technology in Education, 54(3), 438–455. https://doi.org/10.1080/15391523.2021.1876576

[5] Coban, M., Bolat, Y. I., & Goksu, I. (2022). The potential of immersive virtual reality to enhance learning: A meta-analysis. Educational Research Review, 36. https://doi.org/10.1016/j.edurev.2022.100452

[6] Enyedy, N., & Yoon, S. (2021). Immersive environments: Learning in augmented+ virtual reality. In: U. Cress, C. Rosé, A. Wise, J. Oshima (Eds.), International Handbook of Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning Series, 19. Springer, Cham. . https://doi.org/10.1007/978-3-030-65291-3_21

[7] Erturk, E., & Reynolds, G. B. (2020). The expanding role of immersive media in education. International Conference on E-learning, pp. 191–194. https://files.eric.ed.gov/fulltext/ED621620.pdf#page=208. Accessed on August 22, 2024.

[8] Hamilton, D., McKechnie, J., Edgerton, E., Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1–32. https://doi.org/10.1007/s40692-020-00169-2

[9] Han, I. (2020). Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning. British Journal of Educational Technology, 51(2), 420–435. https://doi.org/10.1111/bjet.12842

[10] Klingenberg, S., Jørgensen, M. L., Dandanell, G., Skriver, K., Mottelson, A., & Makransky, G. (2020). Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment. British Journal of Educational Technology, 51(6), 2115–2138. https://doi.org/10.1111/bjet.13029

[11] Kubitskyi, S., Saienko, V., Demianiuk, V., & Mykhasiuk, K. (2022). Management of pedagogical and sports educational institutions in Ukraine. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 11(Sup3), 19. https://doi.org/10.6018/sportk.538991

[12] Kuhail, M. A., ElSayary, A., Farooq, S., Alghamdi, A. (2022). Exploring immersive learning experiences: A survey. Informatics, 9(4). https://doi.org/10.3390/informatics9040075

[13] Lee, V. W., Hodgson, P., Chan, C. S., Fong, A., Cheung, S. W. (2020). Optimising the learning process with immersive virtual reality and non-immersive virtual reality in an educational environment. International Journal of Mobile Learning and Organisation, 14(1), 21–35. https://doi.org/10.1504/IJMLO.2020.103908

[14] Li, W., Zhu, J., Dang, P., Wu, J., Zhang, J., Fu, L., Zhu, Q. (2023). Immersive virtual reality as a tool to improve bridge teaching communication. Expert Systems with Applications, 217. https://doi.org/10.1016/j.eswa.2023.119502

[15] Liu, R., Wang, L., Koszalka, T. A., Wan, K. (2022). Effects of immersive virtual reality classrooms on students' academic achievement, motivation and cognitive load in science lessons. Journal of Computer Assisted Learning, 38(5), 1422–1433. https://doi.org/10.1111/jcal.12688

[16] Liu, R., Wang, L., Lei, J., Wang, Q., & Ren, Y. (2020). Effects of an immersive virtual reality‐based classroom on students’ learning performance in science lessons. British Journal of Educational Technology, 51(6), 2034–2049. https://doi.org/10.1111/bjet.13028

[17] Makransky, G., Petersen, G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937–958. https://doi.org/10.1007/s10648-020-09586-2

[18] Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2024). How personalised and effective is immersive virtual reality in education? A systematic literature review for the last decade. Multimedia Tools and Applications, 83(6), 18185–18233. https://doi.org/10.1007/s11042-023-15986-7

[19] Papanastasiou, G., Drigas, A., & Skianis, C. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23, 425–436. https://doi.org/10.1007/s10055-018-0363-2.

[20] Pellas, N., Dengel, A., Christopoulos, A. (2020). A scoping review of immersive virtual reality in STEM education. IEEE Transactions on Learning Technologies, 13(4), 748–761. doi: 10.1109/TLT.2020.3019405

[21] Perey, C., Engelke, T., & Reed, C. (2011). Current Status of Standards for Augmented Reality. Recent Trends of Mobile Collaborative Augmented Reality Systems. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-9845-3_2

[22] Sanabria, J. C. (2017). Enhancing 21st Century Skills with AR: Using the Gradual Immersion Method to Develop Collaborative Creativity. EURASIA J Math Sci Tech Ed., 13 (2), 487–501. https://doi.org/10.12973/eurasia.2017.00627a

[23] Semerikov, S. O., Vakaliuk, T. A., Mintii, I. S., Hamaniuk, V. A., Soloviev, V. N., Bondarenko, O. V., & Shepiliev, D. S. (2021). Immersive e-learning resources: Design methods. Digital humanities workshop, 37-47. https://doi.org/10.1145/3526242.3526264

[24] Seufert, C., Oberdörfer, S., Roth, A., Grafe, S., Lugrin, J. L., & Latoschik, M. E. (2022). Classroom management competency enhancement for student teachers using a fully immersive virtual classroom. Computers & Education, 179. https://doi.org/10.1016/j.compedu.2021.104410

[25] Shkola, O. M., Otravenko, O. V., Donchenko, V. I., Zhamardiy, V. O., Saienko, V. G., & Tolchieva, H. V. (2022). The influence of tae-bo on the development of motor potential of students of medical and pedagogical specialties and its efficiency in the process of extracurricular activities. Wiadomości Lekarskie, 75(4 p1), 865-870. https://doi.org/10.36740/WLek202204121

[26] Sikorska, I. (2023). Intercultural Dimension of Internationalisation of Higher Education and Intercultural Learning in Formal and Non-formal Education: The Experts’ Views from Italy and Ukraine. Acta Paedagogica Vilnensia, 51, 63–83. https://rep.dnuvs.ukr.education/handle/123456789/3222 Accessed on August 22, 2024.

[27] Slater, M., & Sanchez-Vives, M.V. (2016). Enhancing our Lives with Immersive Virtual Reality. Frontiers in Robotics and AI, 3(74). https://doi.org/10.3389/frobt.2016.00074

[28] Tang, Y. M., Chau, K. Y., Kwok, A. P. K., Zhu, T., & Ma, X. (2022). A systematic review of immersive technology applications for medical practice and education-trends, application areas, recipients, teaching contents, evaluation methods, and performance. Educational Research Review, 35. https://doi.org/10.1016/j.edurev.2021.100429

[29] Yatsyshyn, A.V. (2022). The role of online encyclopaedias in preserving the cultural heritage of Ukraine. Intangible cultural heritage as a modern tourist resource: experience, practices, innovations: abstracts of the V International scientific and practical conference and festival, Kyiv, 19-20 May 2022. Kyiv: Publishing centre of the Kyiv National University of Culture and Arts. https://fgritb.knukim.edu.ua/home/konferencii.html. Accessed on August 22, 2024.

[30] Zhu, E., Lilienthal A., Shluzas, L., Masiello, I., & Zary, N. (2015). Design of Mobile Augmented Reality in Health Care Education: A Theory-Driven Framework. JMIR Med Educ., 1(2). https://mededu.jmir.org/2015/2/e10/ Accessed on August 22, 2024.

Abstract

References

How to cite