Sustainability

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17 pages, 284 KiB

Open AccessArticle

Towards a More Socially Sustainable Advanced Pilot Training by Integrating Wearable Augmented Reality Devices

by Birgit Moesl, Harald Schaffernak, Wolfgang Vorraber, Michael Holy, Thomas Herrele, Reinhard Braunstingl and Ioana Victoria Koglbauer

Sustainability 2022, 14(4), 2220; https://doi.org/10.3390/su14042220 - 15 Feb 2022

Cited by 6 | Viewed by 2909

Abstract

For flying all types of turbine-engine airplanes, a pilot must undergo an intense type rating (TR) course. This study investigated the learning conditions and TR course content, and specifies the most difficult course elements that could be tackled by augmented reality (AR) applications. [...] Read more.

For flying all types of turbine-engine airplanes, a pilot must undergo an intense type rating (TR) course. This study investigated the learning conditions and TR course content, and specifies the most difficult course elements that could be tackled by augmented reality (AR) applications. Because women are underrepresented in the worldwide pilot population, it is important to address gender-specific preferences and needs in the development of AR-based wearable technologies for advanced pilot training. A gender-sensitive survey of the learning conditions and course contents was conducted with 31 pilots and 22 instructors. Despite many similarities, the results confirm that there are gender-specific needs and preferences for the development of future AR-based applications for TR training. In addition, the views of both pilots’ and instructors’ are required to obtain a comprehensive assessment of the learning contents and conditions related to TR. The results also show that time pressure increased the perceived difficulty of the course for some trainees. These results are important because they indicate the directions to be taken in developing future AR-based training applications for a more learner-centered and inclusive TR training. Future directions to foster a socially sustainable development of AR-based training means for TR with special focus on gender diversity are presented. Full article

(This article belongs to the Special Issue Virtual and Augmented Reality Learning Environments for Sustainable Development)

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22 pages, 4426 KiB

Open AccessArticle

Assessment of Virtual Reality as a Didactic Resource in Higher Education

by Diego Vergara, Álvaro Antón-Sancho, Jamil Extremera and Pablo Fernández-Arias

Sustainability 2021, 13(22), 12730; https://doi.org/10.3390/su132212730 - 17 Nov 2021

Cited by 32 | Viewed by 3903

Abstract

Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource [...] Read more.

Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource in their respective disciplines. The study uses a questionnaire that assesses the technical aspects and future projection of virtual reality, its drawbacks and the perception of the different dimensions of the participants’ knowledge about virtual reality and its didactic employability. The questionnaire was answered by a sample of 423 university teachers of different genders, ages, academic level and teaching experience, whose teaching activity is developed in various Latin American universities in the area of Health Sciences or in the area of Engineering/Architecture. Their answers have been analyzed descriptively and Spearman’s r statistics and the Multifactor ANOVA test have been used to verify the existence of significant differences in their evaluations for the different variables considered, cross-referencing them with the field of knowledge. Within the main results, gaps by area, years of teaching experience and academic level in the participants’ evaluations have been identified and discussed. Full article

(This article belongs to the Special Issue Virtual and Augmented Reality Learning Environments for Sustainable Development)

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17 pages, 8456 KiB

Open AccessArticle

Development of Virtual Reality Automotive Lab for Training in Engineering Students

by Macaria Hernández-Chávez, José M. Cortés-Caballero, Ángel A. Pérez-Martínez, Luis F. Hernández-Quintanar, Karen Roa-Tort, Josué D. Rivera-Fernández and Diego A. Fabila-Bustos

Sustainability 2021, 13(17), 9776; https://doi.org/10.3390/su13179776 - 31 Aug 2021

Cited by 33 | Viewed by 6419

Abstract

A Virtual Reality application was developed to be used as an immersive virtual learning strategy for Oculus Rift S Virtual Reality glasses and through Leap Motion Controller™ infrared sensors, focused on students of the Automotive Systems Engineering academic program, as a practical teaching-learning [...] Read more.

A Virtual Reality application was developed to be used as an immersive virtual learning strategy for Oculus Rift S Virtual Reality glasses and through Leap Motion Controller™ infrared sensors, focused on students of the Automotive Systems Engineering academic program, as a practical teaching-learning tool in the context of Education 4.0 and the pandemic caused by COVID-19 that has kept schools closed since March 2020. The technological pillars of Industry 4.0 were used to profile students so that they can meet the demands of their professional performance at the industrial level. Virtual Reality (VR) plays a very important role for the production-engineering sector in areas such as design and autonomous cars, as well as in training and driving courses. The VR application provides the student with a more immersive and interactive experience, supported by 3D models of both the main parts that make up the four-stroke combustion engine and the mechanical workshop scenario; it allows the student to manipulate the main parts of the four-stroke combustion engine through the Oculus Rift S controls and the Leap Motion Controller™ infrared sensors, and relate them to the operation of the engine, through the animation of its operation and the additional information shown for each part that makes it up in the application. Full article

(This article belongs to the Special Issue Virtual and Augmented Reality Learning Environments for Sustainable Development)

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22 pages, 6737 KiB

Open AccessArticle

3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

by Martin Krajčovič, Gabriela Gabajová, Marián Matys, Patrik Grznár, Ľuboslav Dulina and Róbert Kohár

Sustainability 2021, 13(14), 7916; https://doi.org/10.3390/su13147916 - 15 Jul 2021

Cited by 23 | Viewed by 4862

Abstract

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the [...] Read more.

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses. Full article

(This article belongs to the Special Issue Virtual and Augmented Reality Learning Environments for Sustainable Development)

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20 pages, 8252 KiB

Open AccessArticle

Development of a Virtual Ecological Environment for Learning the Taipei Tree Frog

by Kuo-Liang Ou, Yao-Hui Liu and Wernhuar Tarng

Sustainability 2021, 13(11), 5911; https://doi.org/10.3390/su13115911 - 24 May 2021

Cited by 14 | Viewed by 3522

Abstract

The learning objectives of environmental education emphasize investigation in real life to enhance students’ skills and experiences in solving practical problems. This study used the virtual reality (VR) technology to develop a virtual ecological environment for learning about the Taipei tree frog, supported [...] Read more.

The learning objectives of environmental education emphasize investigation in real life to enhance students’ skills and experiences in solving practical problems. This study used the virtual reality (VR) technology to develop a virtual ecological environment for learning about the Taipei tree frog, supported by situated learning and game-based learning design to enhance students’ learning interest and motivation. Users can wear the head-mounted display (HMD) to explore the virtual environment for learning the Taipei tree frog’s ecological behavior, such as foraging and mating as well as its habitats and predators. A teaching experiment was conducted to investigate students’ learning effectiveness and the senses of presence and anxiety after using the virtual ecological environment. The experimental group (wearing the HMD) contained 40 students, the control group (using the desktop VR) contained 40 students, and both groups were used as samples to learn about the Taipei tree frog. The results indicated that using HMD VR and desktop VR could both enhance learning achievements, but the learning effectiveness of the former was significantly higher than that of the latter. The levels of anxiety for both groups were about the same, but the level of presence for the experimental group was higher than that of the control group because the HMD VR provided a more immersive experience than the desktop VR. The virtual ecological environment can save the time and effort of travelling to the natural habitat for observing the Taipei tree frog, and the design of role-playing game (RPG) can enhance learners’ interest and motivation. Therefore, it is a useful tool for promoting environmental education. Full article

(This article belongs to the Special Issue Virtual and Augmented Reality Learning Environments for Sustainable Development)

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30 pages, 865 KiB

Open AccessArticle

On the Synergy between Virtual Reality and Multi-Agent Systems

by Alejandra Ospina-Bohórquez, Sara Rodríguez-González and Diego Vergara-Rodríguez

Sustainability 2021, 13(8), 4326; https://doi.org/10.3390/su13084326 - 13 Apr 2021

Cited by 7 | Viewed by 3536

Abstract

Multi-agent systems integrate a great variety of artificial intelligence techniques from different fields, these systems have made it possible to create intelligent systems more efficiently. On the other hand, virtual reality applications are accepted as viable techniques in different areas such as visualization, [...] Read more.

Multi-agent systems integrate a great variety of artificial intelligence techniques from different fields, these systems have made it possible to create intelligent systems more efficiently. On the other hand, virtual reality applications are accepted as viable techniques in different areas such as visualization, simulation, design, and research. The combined use of these two technologies has led to the development of realistic and interactive applications. This work aims to do a Systematic Mapping Study (SMS) relying on the guidelines of Kitchenham and Petersen to analyze the state of the art of VR applications using multi-agent systems. Inclusion and exclusion criteria have been applied to identify relevant papers, 82 articles were selected and categorized according to the publication type, the research type, the asset type, and the purpose of the work. A complete review of the 82 selected articles was performed, based on the research questions that were established. This review made it possible to clarify the open lines of research that exist and to know where research in this field can be directed. Full article

(This article belongs to the Special Issue Virtual and Augmented Reality Learning Environments for Sustainable Development)

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18 pages, 831 KiB

Open AccessArticle

Cognitive Modifiability in 3D-IVR and 2D Computerized Environments: The Effects of Rotation of Information Resources and Shift of Viewing Angles

by David Tzuriel, Ganit Eshel Kedmi and David Passig

Sustainability 2021, 13(6), 3520; https://doi.org/10.3390/su13063520 - 22 Mar 2021

Viewed by 2696

Abstract

Research findings indicate that cognitive achievements are significantly improved by practice of cognitive abilities in the 3D Immersive Virtual Reality (3D-IVR) environment. The current study focuses on the effects of two spatial characteristics of the computer environment, Rotation of Information Resources (RIR) and [...] Read more.

Research findings indicate that cognitive achievements are significantly improved by practice of cognitive abilities in the 3D Immersive Virtual Reality (3D-IVR) environment. The current study focuses on the effects of two spatial characteristics of the computer environment, Rotation of Information Resources (RIR) and Shift of Viewing Angles (SVA), on cognitive modifiability as measured in a dynamic assessment (DA) procedure. The DA was composed of modified versions of the Analogies Subtest (AN) from the Cognitive Modifiability Battery (CMB) adapted for the computerized environment and includes pre-teaching, teaching, and post-teaching phases. The analogies contain dimensions of color, number, height, and position. In the teaching phase, children mediated various problem-solving strategies. The sample was composed of children in Grades 1 and 2 (n = 73). They were randomly assigned to either 3D-IVR or 2D conditions. Higher frequency of use of SVA contributed significantly to pre- to post-teaching improvement of analogical thinking. Higher improvements were found in dimensions of height and position than in color and number. The dimensions of height and position are specifically connected to spatial perception, hence the higher improvement. The findings are explained in relation to the importance of the use of SVA and RIR as crucial spatial characteristics for developing cognitive maps formation, and cognitive performance. Full article

(This article belongs to the Special Issue Virtual and Augmented Reality Learning Environments for Sustainable Development)

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14 pages, 3478 KiB

Open AccessArticle

Socio-Educational Impact of Augmented Reality (AR) in Sustainable Learning Ecologies: A Semantic Modeling Approach

by José Gómez-Galán, Esteban Vázquez-Cano, Antonio Luque de la Rosa and Eloy López-Meneses

Sustainability 2020, 12(21), 9116; https://doi.org/10.3390/su12219116 - 2 Nov 2020

Cited by 18 | Viewed by 4301

Abstract

The current educational processes must be supported by sustainable learning ecologies, where the digitalization of training is enhanced. In this area, augmented reality (AR) plays an important role. It is a technology that for certain educational goals can facilitate the understanding of the [...] Read more.

The current educational processes must be supported by sustainable learning ecologies, where the digitalization of training is enhanced. In this area, augmented reality (AR) plays an important role. It is a technology that for certain educational goals can facilitate the understanding of the course contents and increase the motivation and interest of the student. This research aims to measure the socio-educational impact that AR presents in the teaching processes of university students of social education. These are professionals in training dedicated, precisely, to social and educational actions. In order to reach the pursued objective, an exploratory study of qualitative and descriptive nature was approached from a methodological conception based on the action-research. The study was carried out during three academic courses and consisted of an experience of integration of AR in the classroom in order to determine which applications, and advantages or limitations of a socio-educational nature, were perceived by the participants in that process. The documents generated were analyzed mainly using semantic methods. The main results were that AR is positive overall for its use in learning processes and, specifically in its field, optimal for the development of professional skills within the framework of social education. As to benefits, it highlighted the strengthening of learning dynamism, motivation, and interaction among students; as to limitations, these included the fact that it is not an accessible technology, the need for previous training and that it can reduce sociability. It was also stressed that it can be a useful resource in many areas of social education (childhood and adolescence, gerontology, drug addiction, etc.). In general, therefore, it can be concluded that the use of AR in university training, in this area of knowledge, allows content to be more dynamic and real in a sustainable way, thus achieving a highly transferable and motivating path to develop content and competencies. Full article

(This article belongs to the Special Issue Virtual and Augmented Reality Learning Environments for Sustainable Development)

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