January 21-22, 2023, Virtual Conference
Noel H. Vincent, Zhen Liang, and Yosuke Sasao, Graduate School of Human and Environmental Studies, Kyoto University, Japan
A small-scale investigation of 22 first-time VR users was conducted to determine the extent to which dif erent control methods (“Touch Mode” and “Point Mode”) influenced participants’ ability to memorize the educational content (Hebrew orthography) in an original VR game. In Touch Mode, participants selected user interface (UI) elements by physically moving their hands (and upper bodies) toward targets in virtual space, whereas in Point Mode, participants could manipulate a virtual laser pointer with their wrists to select UI targets from a stationary position. The Point Mode control method required less time to learn on average than the Touch Mode with high-medium ef ect size (Cohen’s d = 0.76). Ultimately, the dif erence in post-test scores between Touch Mode users and Point Mode users was not statistically significant (p = .294). Thus, the increased bodily motion necessitated by Touch Mode did not have a significant influence on memory function as initially hypothesized.
Virtual Reality (VR), Educational Software, Foreign Language Education, Neurophysiology, Interaction Design.
Shaymaa Hussein Kotb, Alazhar university, Faculty of Dental Medicine, Assuit branch, Egypt
Education is the tool used to stimulate sparking mind for innovation and creativity. “Education is a social process for growth and development of the nations.Teacher is the cornerstone in this organization. COVID19 pandemic crisis change vision to education, resultant learning loss is scary on the next generation. this article to highlight the effect on school closure during crisis and how to recover the educational system for willbing of our children future.
Education, learning, loss learning, Educational climate, teachers, learners, covid 19, pandemic crisis.
Felix Julca-Guerrero and Laura Nivin-Vargas, Department of Law and Political Science, Santiago Antunez de Mayolo National University, Huaraz, Peru
This study examines the perceptions of professors at the Santiago Antunez de Mayolo University in Peru about their usage and comprehension of digital resources for teaching. In instances of Covid-19, universities switched from in-person education to virtuality. The study's goal was to evaluate instructors' understanding of and usage of digital technology in the classroom. A descriptive cross-sectional study was carried out with a sample of 60 professors. A questionnaire with a Likert, and online surveys was made using Google Forms. Results show that all professors register similar digital skills, with knowledge and information handling as the most developed skill. However, these skills have not yet been developed in a way that makes them useful in educational processes. The training for innovation, the disposition for problem-solving, and the ability to produce digital content are still minimal. In conclusion, the professors' digital skills are still primarily at the beginner and intermediate levels.
Digital competencies, digital resources, digital tools, virtual education, Information and Communication Technology.
Dudziro Nhengu, College of business, peace, leadership and governance, Africa University, Mutare, Zimbabwe
The global education sector was one of the hardest hit by COVID-19. For economically and technologically advanced nations, virtual learning brought a multiplicity of benefits such as lowered costs of education, greater flexibility, easy access and reduced need for physical infrastructure. For economically challenged nations, especially in the Global South, online education brought challenges in accessing education. This study investigated the challenges faced by the Zimbabwe education sector in integrating effective virtual learning practice into the secondary school system in Harare Metropolitan province since the advent of Covid-19. A triangulation of research methods including an online survey and key informant interviews conducted with curriculum specialists, teachers and learners, and a review of available literature, aided the collection of primary and secondary data for the study. NVIVO and grounded theory were used to analyse and organise the compiled data into thematic data sets, which were in turn used to theorise befitting findings for the study. Study findings established an array of challenges including unavailability of legislated policy on technology usage, ignorance of technological know-how, technophobia and inadequate qualified technology teachers, shortage of resources for acquisition and maintenance of state of the art learning tools, electricity and internet challenges, poor parental involvement to have reinforced each other to hinder effective learning during the lockdown. Substantial academic and policy research has focused on health specific impacts of Covid-19, while a few studies that have explored the effect of Covid-19 on education have not zeroed in on the context specific geopolitical risks of the pandemic on countries with challenged economies such as Zimbabwe. This study addresses this theoretical, policy and epistemic gap. Study findings have potential to influence evidence based policies on virtual learning culture in Zimbabwe and beyond.
Virtual, education tools, Covid-19, education, curricula & Zimbabwe.
Nitish Kumar Ojha1 and Preetish Ranjan2, 1Dept. of Computing, University of Stirling, Ras Al Khaimah, UAE, 2Dept. of CSE, Amity University, Patna, Bihar, India.
As we know the Govt. of India took a big leap while announcing the new education policy in 2021. The new education policy is a giant step towards changing the education scenario in India at large by making changes to examination patterns too. As this new kind of decision-making process is certainly approaching making major benefits covering all elements which have not been covered keeping technology as a parameter, earlier in the previously ongoing education system however this new policy is also lacking a few major issues which may turn it into an example of ramifications. In this paper, the salient features have been discussed where new education policy is either silent or has touched superficially.
NEP, New Education Policy, Indian Education System, Technology in Education, Outcome Based Education.
Ines Boufahja, The Higher Institute of Languages of Tunis (ISLT), Cité El-Khadhra, Tunisia
The present study delves into the implementation of Information Communication Technology (ICT) for Blended Learning (BL)in the English as a Foreign Language (EFL)context in the Tunisian higher education system. The main thrust of the study is to address the question of whether BL is a valuable tool or a needless distraction in terms of linguistic performance. More specifically, the researcher attempts to explore the perceptions of 300 EFL students and 30 lecturers towards designing and integrating ICT for BL. Descriptive statistics, independent t-test, simple and multiple regression analysis are conducted. In light of the findings, suggestions are made as to the way forward in harnessing BL in the higher education curriculum in Tunisia.
Information Communication Technology, Blended Learning, EFL, Tunisian higher education system.
Wally T. Luckeydoo, Independent Researcher, Murfreesboro, Tennessee, USA
The research examined high school teachers' perceptions of communication with their students in a remote virtual school setting. There is minimal research on communication with teachers and students in the remote virtual environment. This case study provides perspectives of teachers who participated in at least one school year in virtual and face-to-face school settings.
Distance Education, Online Communication Tools, Remote Learning, Virtual Learning.
Nagy, Adam1, Fekete, Mariann2, Szabo, Andrea3 and Bocskei, Balazs4, 1PhD, sociologist, research professor at Obuda University, 2PhD, sociologist, senior lecturer of SZTE University, 3PhD, sociologist, political scientist, senior research fellow at the Institute of Political Science, Centre for Social Sciences; senior lecturer at ELTE University Faculty of Law, Institute of Political Sciences and 4Political scientist, senior lecturer of Milton Friedman University, assistant research fellow at the Institute of Political Science, Centre for Social Sciences, director of research at IDEA Institute
This paper we attempted to find an answer to the perceptions and experiences related to online education, with the help of the stories told, which can adequately indicate the epidemic's effects on the 15-29-year-old age group. We can reasonably assume that the global pandemic events of 2020, 2021 and partly 2022, which are associated with digital education, may have profound and long-lasting effects on young people as a social group. However, we so far have only a few scientific findings contributing to the assessment of the COVID-19 pandemic's long-term effects on young people.
Online education, COVID-19, youth research, age group 15-29, focus groups.