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1 – 10 of over 3000Thomas Riemann and Joachim Metternich
The purpose of this approach is to structure and facilitate the development of competency-oriented virtual training scenarios. This approach should help to develop reproducible…
Abstract
Purpose
The purpose of this approach is to structure and facilitate the development of competency-oriented virtual training scenarios. This approach should help to develop reproducible results.
Design/methodology/approach
This publication presents a procedure for the structured, competency-oriented design of virtual teaching–learning environments. The procedure is based on the competency-oriented design of learning factories according to Tisch and consists of a total of three phases with various substeps. The different steps of the method are presented by means of an application example and the generated scenario is evaluated by means of a competency measurement according to Glass regarding its suitability for teaching competencies.
Findings
In addition to an application example that introduces the approach, this publication presents concrete results from the research project. In addition to a review of the opportunities and limitations of virtual reality (VR) in continuing education, these also refer to possible, realizable requirements for the use of VR. In addition, results on the suitability of VR learning environments for competency development in the context of value streaming mapping training are presented.
Originality/value
This approach represents a substantial extension of existing concepts for the design of physical learning factory training for lean topics. It can help learning factory operators and other training providers to design competency- and user-oriented virtual training. VR offers a multitude of potentials in this context, but these can only be exploited through conscientious use of the technology.
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Mirza Rayana Sanzana, Mostafa Osama Mostafa Abdulrazic, Jing Ying Wong, Jaya Kumar Karunagharan and Jason Chia
This paper presents two educational gamified virtual labs and investigates different methods of including gamified elements in virtual labs used for teaching. The purpose of this…
Abstract
Purpose
This paper presents two educational gamified virtual labs and investigates different methods of including gamified elements in virtual labs used for teaching. The purpose of this study is to investigate if immersive gamified virtual labs can be used as effective pedagogical tools by properly incorporating them into higher education curricula to assist low-risk active learning and student engagement.
Design/methodology/approach
This research design comprises two gamified virtual labs including nine essential experiments of biology and chemistry integrated into the higher education curriculum of the Foundation of Science at an international University. Students filled in a survey after participating in the lab to shed light on appropriate ways of using gamification approaches in virtual labs.
Findings
From the predominant findings of the study, gamified virtual labs increase student involvement thereby enhancing knowledge development with active learning and may be a potentially suitable pedagogical tool for low-risk interactive learning.
Research limitations/implications
Limitations of the study include findings based on gamified virtual labs but not comparing the gamified virtual labs to simple virtual simulations to further investigate the pedagogical approach and understand the student perceptions in a simple virtual simulation and a gamified virtual lab.
Practical implications
The findings of this study will provide evidence that gamified virtual labs integrated into higher education curricula as supplementary tools for laboratory experimentation improve the educational delivery process.
Originality/value
This research highlights an appropriate way of integrating 3D virtual labs into practical curricula while discussing the benefits.
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Ayushi Jain, Poonam Sharma and Jamini Ranjan Meher
This research aims to examine the impact of virtual learning platforms and instructor presence (IP) on learner satisfaction (LS). Further, this study examines the role of learner…
Abstract
Purpose
This research aims to examine the impact of virtual learning platforms and instructor presence (IP) on learner satisfaction (LS). Further, this study examines the role of learner engagement (LE) in order to improve the LS.
Design/methodology/approach
This research uses both primary and secondary data sources to compile the research's findings. The primary source of data includes 610 responses from various higher education institutes in India. The collected data were analysed using the partial least square structural equation modelling (PLS-SEM) technique.
Findings
This research provides evidence that the theoretical model is accurate with the gathered data sample. In the model, online platform (OP) is an independent variable, whereas LS is a dependent variable, and IP and LE are the mediating variables. The outcomes demonstrated that OP has a positive impact on IP and LE. Also, the relationships between IP and LE, IP and LS and LE and LS are significantly positive. The mediation analysis validates the importance of the IP and LE for relationships.
Originality/value
This investigation presents a comprehensive model, which demonstrates the relationship between OP, IP, LE and LS. The study makes a unique reference to several theories in order to boost interaction and IP in virtual learning, the learner's learning experience can be enhanced. The model helps teachers and educational institutions formalise strategies to boost interaction and examine the institutions' pedagogy to enhance satisfaction.
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Bolaji David Oladokun, Dauda Oseni Yahaya and Rexwhite Tega Enakrire
As traditional physical spaces grapple with evolving reading habits and information consumption patterns, the notion of libraries within the metaverse poses intriguing questions…
Abstract
Purpose
As traditional physical spaces grapple with evolving reading habits and information consumption patterns, the notion of libraries within the metaverse poses intriguing questions about accessibility, knowledge dissemination and the evolving role of librarians. The purpose of this paper is to explore the role of metaverse in virtual libraries.
Design/methodology/approach
This paper analyzes various literature relating to libraries and the metaverse in the virtual worlds through a review of the literature.
Findings
In the ever-evolving landscape of information and technology, the emergence of libraries in virtual worlds presents a transformative paradigm that brings forth both tremendous advantages and intricate challenges. These advantages are underscored by enhanced accessibility for a global audience, interactive engagements that cater to diverse learning styles and the unprecedented scalability that digital environments provide. Virtual libraries hold the potential to reshape the way people access, share and engage with knowledge, while also fostering a sense of community that transcends geographical boundaries.
Originality/value
To the best of the authors’ knowledge, this paper is the original idea that highlights the importance of metaverse in virtual libraries.
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This study describes how two organisations transitioned to teaching Lean online during and post Covid-19. This study aims to establish how Lean teaching and training can be…
Abstract
Purpose
This study describes how two organisations transitioned to teaching Lean online during and post Covid-19. This study aims to establish how Lean teaching and training can be designed and delivered effectively online without adverse effects on the student’s learning experience of Lean concepts.
Design/methodology/approach
A case study approach was used to review the design, application and results of the transition to online Lean teaching and training. Qualitative and quantitative methods were deployed to assess the results.
Findings
Online Lean learning and application were assured via the design of practical problem-based teaching environments, aided by using the virtual classroom as an obeya room and as a kaizen environment where students worked in teams. Students were enabled to learn and apply Lean tools practically and reflect on their learnings.
Practical implications
This study demonstrates that effective online design can ensure. Lean methods are understood without affecting the student's learning, classroom experience and grasp of concepts.
Originality/value
To the best of the author’s knowledge, this is one of the first studies on implementing Lean training and education online during COVID-19 under the lens of both a training provider and university education viewpoint. The changes validated best practices for virtual Lean education and training in the organisations under study, maintained post-COVID.
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Thamaraiselvan Natarajan, P. Pragha, Krantiraditya Dhalmahapatra and Deepak Ramanan Veera Raghavan
The metaverse, which is now revolutionizing how brands strategize their business needs, necessitates understanding individual opinions. Sentiment analysis deciphers emotions and…
Abstract
Purpose
The metaverse, which is now revolutionizing how brands strategize their business needs, necessitates understanding individual opinions. Sentiment analysis deciphers emotions and uncovers a deeper understanding of user opinions and trends within this digital realm. Further, sentiments signify the underlying factor that triggers one’s intent to use technology like the metaverse. Positive sentiments often correlate with positive user experiences, while negative sentiments may signify issues or frustrations. Brands may consider these sentiments and implement them on their metaverse platforms for a seamless user experience.
Design/methodology/approach
The current study adopts machine learning sentiment analysis techniques using Support Vector Machine, Doc2Vec, RNN, and CNN to explore the sentiment of individuals toward metaverse in a user-generated context. The topics were discovered using the topic modeling method, and sentiment analysis was performed subsequently.
Findings
The results revealed that the users had a positive notion about the experience and orientation of the metaverse while having a negative attitude towards the economy, data, and cyber security. The accuracy of each model has been analyzed, and it has been concluded that CNN provides better accuracy on an average of 89% compared to the other models.
Research limitations/implications
Analyzing sentiment can reveal how the general public perceives the metaverse. Positive sentiment may suggest enthusiasm and readiness for adoption, while negative sentiment might indicate skepticism or concerns. Given the positive user notions about the metaverse’s experience and orientation, developers should continue to focus on creating innovative and immersive virtual environments. At the same time, users' concerns about data, cybersecurity and the economy are critical. The negative attitude toward the metaverse’s economy suggests a need for innovation in economic models within the metaverse. Also, developers and platform operators should prioritize robust data security measures. Implementing strong encryption and two-factor authentication and educating users about cybersecurity best practices can address these concerns and enhance user trust.
Social implications
In terms of societal dynamics, the metaverse could revolutionize communication and relationships by altering traditional notions of proximity and the presence of its users. Further, virtual economies might emerge, with virtual assets having real-world value, presenting both opportunities and challenges for industries and regulators.
Originality/value
The current study contributes to research as it is the first of its kind to explore the sentiments of individuals toward the metaverse using deep learning techniques and evaluate the accuracy of these models.
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Ping He, Judson Carter Edwards and Ying Schwarte
This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on…
Abstract
Purpose
This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences.
Design/methodology/approach
This study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA.
Findings
This study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction.
Research limitations/implications
The small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings.
Practical implications
Videoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic.
Social implications
Videoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities.
Originality/value
This study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.
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The purpose of this study is to describe an educational virtual reality (VR) photo-based tour used in an online course and investigate the influence of immersive capability on the…
Abstract
Purpose
The purpose of this study is to describe an educational virtual reality (VR) photo-based tour used in an online course and investigate the influence of immersive capability on the dimensions of spatial presence and their relationship with learning-related variables.
Design/methodology/approach
The study employs a descriptive and an experimental methodological approach. The research objectives were achieved using a two-group (n1 = 29 and n2 = 30) experiment, employing descriptive statistics, t-test and correlation analysis.
Findings
The t-test revealed that the immersive capability had a significant effect on the sense of physical space (SP) , Engagement (EN) and negative effects (NE) dimensions. Correlations between the dimensions of spatial presence were found to confirm reports from the literature. Furthermore, some of the dimensions were found to be correlated with motivational and learning variables.
Research limitations/implications
The study reported the results of a one-off experiment among 59 participants. While the results were promising, a longitudinal qualitative study could confirm the results in an actual distance learning context.
Practical implications
The study confirmed that adding VR photo-based tours as learning activities may enhance the learning experience of distance learners.
Social implications
The study shared a case of a learning activity that can be employed for flexible education. Virtual tours can support the need for context-based learning that the geographical or political constraints may limit.
Originality/value
While the paper confirms previous reports on the benefits of using VR photo-based tours as learning activities, this paper has empirically shown the relationship between the dimensions of spatial presence and immersive capability in this specialized context.
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Adeyinka Tella, Yusuf Ayodeji Ajani and Ugonna Vivian Ailaku
As the metaverse gains popularity, libraries have the potential to play a vital role in this virtual world. However, digital librarians and digital age library users need to…
Abstract
Purpose
As the metaverse gains popularity, libraries have the potential to play a vital role in this virtual world. However, digital librarians and digital age library users need to develop metaliteracy skills to effectively navigate and evaluate digital information in the metaverse. The main purpose of this paper is to explore the link between libraries and the metaverse, define metaliteracy and highlight its importance for librarians and library users. The challenges of developing metaliteracy skills in the metaverse are discussed, as well as the need for ongoing training and support. This paper also explores the role of libraries and librarians in the metaverse and provides recommendations for enhancing metaliteracy skills.
Design/methodology/approach
Through a review of the literature, this paper analyzes various library websites and consulting literature relating to the link between libraries and the metaverse, metaliteracy and its importance for librarians and library users and the challenges of developing metaliteracy skills in the metaverse.
Findings
As the metaverse continues to evolve, libraries and librarians must adapt and develop the necessary skills to continue providing valuable resources and services to their communities in virtual environments.
Originality/value
To the best of authors’ knowledge, this paper is the original idea that highlights the importance of metaliteracy for librarians and library users. The challenges of developing metaliteracy skills in the metaverse.
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Xiaoshan Huang, Alejandra Ruiz-Segura, Chengyi Tan, Tingting Wang, Robin Sharma and Susanne P. Lajoie
Social presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning…
Abstract
Purpose
Social presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades.
Design/methodology/approach
Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes.
Findings
The study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments.
Originality/value
This research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.
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