International Journal in Information Technology in Governance, Education and Business

Exploring Engagement and Perceived Learning Outcomes in an Immersive Flipped Learning Context

Mehrasa Alizadeh — Wed, 18 Sep 2024 13:42:12 +0700

The flipped classroom model has been widely acknowledged as a practical pedagogical approach to enhancing student engagement and learning. However, it faces challenges such as improving student interaction with learning content and peers, particularly in Japanese universities where digital technologies are not always fully utilized. To address these challenges and identify potential solutions, a case study was conducted in which an online flipped course on academic skills was developed and implemented in an immersive virtual environment. The primary objective during this initial phase was not to establish a causal relationship between the use of immersive flipped learning and students' engagement and perceived learning outcomes. Instead, this initiative aimed to explore the benefits and challenges of the immersive flipped learning approach in relation to students' online engagement and their perceived learning outcomes. Following a mixed-methods research approach, quantitative and qualitative data were collected through a survey (N=50) and students' reflective reports (N=80). The study revealed high levels of student engagement and perceived learning outcomes, although it also identified areas needing improvement, particularly in supporting student interactions in the target language. Despite the exploratory nature of this study, the findings suggest that a well-designed flipped learning approach, set in an engaging immersive environment, can significantly enhance student engagement, thereby supporting the learning process. When creating an immersive flipped learning course, educators should incorporate best practices from the literature on both flipped learning and immersive learning design to ensure optimal learning outcomes. The findings of this study can serve as a valuable resource for educators seeking to design engaging and effective remote learning experiences. Further research is needed to explore the scalability and sustainability of the immersive flipped learning approach and its impact on different student populations and in other delivery formats.

Received Date: May 4, 2024
Revised Date: August 17, 2024
Accepted Date: September 7, 2024

Iconicity in VR: Experiences of Language Learning with Commercial VR Apps

Robert A Olexa, Jeffrey S Cross — Sun, 15 Dec 2024 00:00:00 +0700

Abstract: Iconicity, the perceived relationship between form and meaning, is essential for language learning but remains underexplored in VR. While accurate form representation in VR apps is common in scale-specific fields like telemedicine, it is less prevalent in apps designed for language learning, leading to various graphical representations. This study employs iconicity as an analytical framework to examine how representations influence immersion and learning approaches. This mixed-method study integrates quantitative data from 61 online survey responses with qualitative data from nine semi-structured interviews to investigate the role of iconicity in VR language learning. The survey and interview questions were based on a novel assessment tool for measuring iconicity in dynamic virtual environments. Additional sections on immersion and language learning approaches were also included. Participant iconicity ratings of both language-learning-specific and non-specific apps show that varying degrees of iconicity, based on design, amplify or attenuate immersion and learning. The findings extend previous research on the importance of iconicity in VR and show the potential for enhancing immersive language learning experiences. The work serves as a foundation for future investigations into the role of iconicity and its impact across different apps and platforms.

Received Date: September 26, 2024
Revised Date: November 2, 2024
Accepted Date: December 10, 2024

Expanding Campus Engagement: A Study on the User Acceptance of a Virtual Reality-Enhanced Campus Tour in an Open University

Mon, 30 Dec 2024 00:00:00 +0700

The increasing popularity of immersive technologies, such as virtual reality (VR), is gaining recognition among online learning advocates and practitioners for its potential to enhance educational experiences. Online universities leverage VR-enhanced campus tours to broaden their reach and engage a wider audience. Recognizing the potential of VR, UP Open University (UPOU) has embarked on the learning innovation of developing the UPOU Virtual Campus Tour as part of the university’s contribution to the sustainable development goal for inclusive and equitable education and the promotion of lifelong learning opportunities for all.

This study evaluates the experiences and user acceptance of UPOU staff and students who have experienced the UPOU VR campus tour. The outcomes of this study aim to provide valuable insights and enhance the understanding of users' experiences during an immersive virtual reality campus tour within an open university setting. Additionally, the findings seek to contribute to the growing body of knowledge by exploring the experiences of diverse user groups and incorporating objective measures, especially in the context of Asian environments, for future research endeavors.

Learning Algebra via self-study using Mixed Reality and the Microsoft HoloLens 2 Headset

Fabiano de Almeida, Jeffrey Cross — Tue, 31 Dec 2024 10:03:39 +0700

This study explores the use of mixed reality (MR) glasses, speciﬁcally the HoloLens 2, for Algebra learning. Students initially took a paper-based algebra test, followed by group-speciﬁc interventions for addressing incorrect answers. The experimental group used HoloLens 2 with step- by-step equation-solving software, while the control groups utilized paper-based or conventional study tools. Post-intervention, all groups retook the test. Despite no clear distinctions in improvement between groups through statistical analysis, qualitative feedback and comparisons showed promising trends. While ANOVA and t-tests didn’t reveal signiﬁcant diﬀerences, students with higher initial scores faced greater challenges in improvement. Despite starting with the highest mean scores, the experimental group demonstrated better improvement than the paper-based control group and simi lar improvement to the group with freely chosen tools. Conducting a future experiment with a larger sample set, focusing on students with identical initial scores, may unveil signiﬁcant diﬀerences. In summary, the study suggests that the HoloLens 2 intervention, despite initial advantages, yielded com- parable improvements to conventional tools. Further investigations, especially with a reﬁned experimental design, could provide deeper insights into the eﬀectiveness of MR tools for Algebra learning.

Education Students' Experiences, Learnings, and Views on the Production and Use of Metaverse-Based Educational Material for Teaching and Learning

Luisa A Gelisan, Lexter J Mangubat — Tue, 31 Dec 2024 10:21:23 +0700

Metaverse is a computing platform that makes it possible for people separated by time and space to connect/engage/interact with each other in real time. In 2023, metaverse-based learning was introduced to elearners in a teaching course offered to both undergraduate and teaching certification students. The final requirement for which was the production of an educational multimedia material (EMM) of students choosing. This study looked into the student's experiences, learnings, and views on producing and using metaverse-based educational material (MEM) for teaching and learning. A focus group discussion (FGD) was conducted after the school term had ended with those who volunteered to participate in the study. The recorded FGD was transcribed and analyzed using thematic analysis. Three key themes were identified: MEM's potential as a teaching and learning tool; the requirements for production -- human and non-human resource; and considerations for MEM users.