Virtual Reality in education: Attempting an epistemic justification (original) (raw)
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Virtual Reality (RV), is one of the technological tools of the 21st century applied in the field of education and has increased significantly the use of it, to achieve the expected learning in students, the present This article aimed to demonstrate that VR as an innovative tool in 21st-century education contributes significantly to the teaching-learning process of students and teachers. It has worked based on a descriptive methodology-documentary, applying the analysis and interpretation of content, was limited to the review of articles published in digital journals, located in different databases, among the results there is a challenge that education should Assume and actively incorporate virtual reality, such as the technology that is a fundamental part of the daily life of the new generations, as an educational paradigm focused on the student, where it is intended to be autonomous and independent in the generation of learning.
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The purpose of this article is to highlight the state of the art of virtual reality, augmented reality, mixed reality technologies and their applications in formal education. We also present a selected list of case studies that prove the utility of these technologies in the context of formal education. Furthermore, as byproduct, the mentioned case studies show also that, although the industry is able to develop very advanced virtual environment technologies, their pedagogical implications are strongly related to a well-designed theoretical framework.
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Since quite some time ago, research has been conducted on the potential benefits of employing virtual reality (VR) in educational settings. In the published research, there are descriptions of a great number of VR applications; nevertheless, there is no necessity for a comprehensive analysis of these goods. The usage of virtual reality (VR) in educational settings is becoming increasingly common. It is necessary for students to have experience in a virtual business environment in order to adequately prepare them for the obstacles that they will face in the real business world. Because students frequently grow fatigued when learning new information, we need to use virtual reality to assist students in becoming experts. The utilisation of virtual environments as a teaching tool in the fields of computer science, physical science, and biological science is becoming increasingly important. Numerous studies have been conducted to investigate the usefulness of virtual reality (VR) in the field of science education, with a special emphasis on how students' learning, motivation, and attitude change as a result of utilising VR. Although there is not a significant difference in learning results when comparing virtual reality (VR) to other active learning experiences, there have been favourable effects reported in some studies that compare VR to more conventional learning environments. [Citation needed] Studies on the application of virtual reality (VR) in the classroom have shown positive effects on students' academic performance as well as their levels of interest and their overall learning experiences. One example of a scientific talent that has been found to improve with the introduction of virtual reality is the user's capacity to conceptualise abstract ideas (VR). Virtual reality (VR) is becoming an increasingly popular topic of discussion among teachers of foreign languages. As a result of the rapid pace at which both the functionality of this technology and the potential advantages it could bring to educational settings are undergoing development, it can be challenging for educators to acquire a comprehensive understanding of both aspects. When it was brought up in the commercial sector vs when it was debated in academic settings during the 1990s, the phrase "virtual reality" appeared to have different implications in each context. Consumer literature from the same era, on the other hand, almost invariably refers to it as a headmounted display or headset that enables interaction via head and/or body rotation and/or motion. Under the general heading of "virtual reality," there are three distinct categories of interactive experiences that are based on these aspects(VR).
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