Pub Date : 2023-04-27DOI: 10.3991/ijep.v13i3.36109
A. Guraliuk, D. Zakatnov, Svitlana Lapaenko, I. Ahalets, N. Varaksina
To increase the efficiency of using ontologies in the educational process, we have developed the Ontos.xyz resource, which consists of an ontograph editor and a viewer that allows displaying both individual EERs and their collections. The editor allows creating an ontograph that describes the structure of the EER, as well as the ability to assign to each node a context of all types supported by the browser including html-pages, web 2.0 resources, etc. The EER built-in this way allows the integration of data from different sources with the ability to adapt to the conditions of any subject area, regardless of its specifics. Thus, the digital competencies of the EER creators remain relevant, since they do not need to learn new software resources to work with individual ontology concepts (“ontograph nodes”). As a result of our research, we have developed a technology for using the ontological approach to create an EER. For its implementation, the Ontos.xyz resource was developed, which is an ontological graph editor. The ontograph allows for the primary visualization of the EER structure, interpreting its structural elements as nodes (vertices) of the graph, and displaying the logic of transitions between structural elements in the form of directed links. With such an approach, the ontology is some kind of aggregator that ensures the integration of the semantic and technological approaches. Building an EER using the ontological approach requires appropriate technological support in terms of description languages, models, software tools, and systems. The software proposed solution, in contrast to its functional counterparts, focuses on use in the educational process.
{"title":"Integrative Technology for Creating Electronic Educational Resources","authors":"A. Guraliuk, D. Zakatnov, Svitlana Lapaenko, I. Ahalets, N. Varaksina","doi":"10.3991/ijep.v13i3.36109","DOIUrl":"https://doi.org/10.3991/ijep.v13i3.36109","url":null,"abstract":"To increase the efficiency of using ontologies in the educational process, we have developed the Ontos.xyz resource, which consists of an ontograph editor and a viewer that allows displaying both individual EERs and their collections. The editor allows creating an ontograph that describes the structure of the EER, as well as the ability to assign to each node a context of all types supported by the browser including html-pages, web 2.0 resources, etc. The EER built-in this way allows the integration of data from different sources with the ability to adapt to the conditions of any subject area, regardless of its specifics. \u0000Thus, the digital competencies of the EER creators remain relevant, since they do not need to learn new software resources to work with individual ontology concepts (“ontograph nodes”). \u0000As a result of our research, we have developed a technology for using the ontological approach to create an EER. For its implementation, the Ontos.xyz resource was developed, which is an ontological graph editor. The ontograph allows for the primary visualization of the EER structure, interpreting its structural elements as nodes (vertices) of the graph, and displaying the logic of transitions between structural elements in the form of directed links. With such an approach, the ontology is some kind of aggregator that ensures the integration of the semantic and technological approaches. Building an EER using the ontological approach requires appropriate technological support in terms of description languages, models, software tools, and systems. \u0000The software proposed solution, in contrast to its functional counterparts, focuses on use in the educational process.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114961220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.3991/ijep.v13i3.36521
Ikram Douelfiqar, Y. Madhi, A. Soulaymani, B. E. Wahbi, H. Faylali
Professional hazards, particularly psychosocial risks that are likely to affect teachers' physical and mental health, are a particular concern in the education sector. It is in this context that this research work lies to evaluate the psychosocial risks encountered by secondary school mathematics teachers in Safi city (Morocco). Indeed, it is a cross-sectional descriptive study based on a questionnaire that compiled socio-demographic and professional data as well as the psychometric variables of the French version of the KARASEK questionnaire. The latter has three components, namely psychological demand (PD), decision latitude (DL), and social support (SS). The sample consisted of 218 teachers, ranging from 22 to 61 years old, and the participation rate was 72.66%. The sex ratio was 1.5, out of which 61% were males surpassing that of women, 39%. The prevalence of stress risk variables was 98%, 79%, and 4% for high PD, low DL, and low SS, respectively. While Isostrain prevalence was detected only in 2% of instances, job strain was present in 77% of them. It is trusty to mention that men are proven to be more exposed to the lack of social support, “Job-strain” and isostrain than women. Indeed, they experience stress at work, thus demonstrating that psychosocial risks are significant occupational exposure for teachers. These results promote the development of prevention means to improve working conditions and protect the teachers’ well-being.
{"title":"Evaluation of Psychosocial Risks Among High School Teachers in Morocco","authors":"Ikram Douelfiqar, Y. Madhi, A. Soulaymani, B. E. Wahbi, H. Faylali","doi":"10.3991/ijep.v13i3.36521","DOIUrl":"https://doi.org/10.3991/ijep.v13i3.36521","url":null,"abstract":" \u0000 \u0000Professional hazards, particularly psychosocial risks that are likely to affect teachers' physical and mental health, are a particular concern in the education sector. It is in this context that this research work lies to evaluate the psychosocial risks encountered by secondary school mathematics teachers in Safi city (Morocco). Indeed, it is a cross-sectional descriptive study based on a questionnaire that compiled socio-demographic and professional data as well as the psychometric variables of the French version of the KARASEK questionnaire. The latter has three components, namely psychological demand (PD), decision latitude (DL), and social support (SS).\u0000The sample consisted of 218 teachers, ranging from 22 to 61 years old, and the participation rate was 72.66%. The sex ratio was 1.5, out of which 61% were males surpassing that of women, 39%. The prevalence of stress risk variables was 98%, 79%, and 4% for high PD, low DL, and low SS, respectively. While Isostrain prevalence was detected only in 2% of instances, job strain was present in 77% of them.\u0000It is trusty to mention that men are proven to be more exposed to the lack of social support, “Job-strain” and isostrain than women. Indeed, they experience stress at work, thus demonstrating that psychosocial risks are significant occupational exposure for teachers. These results promote the development of prevention means to improve working conditions and protect the teachers’ well-being.\u0000 \u0000 ","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127076891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.3991/ijep.v13i3.30147
M. Nujid, D. A. Tholibon
Panic due to COVID-19 has disrupted teaching and learning session all over the world—refraining teachers and students from primary, secondary and tertiary education levels from attending physical classes in the traditional way. However with emergency circumstance without proper planning and action in delivering their subject matter, has given huge impacts on academic performance to educators and learners in identifying teaching and learning methods during the time. This study evaluates the academic performance of learners for specific course at the school department of university XXXX during COVID-19 pandemic using open and distance learning. The impacts of delivering in teaching and learning of the course contents through preference approach and use of digital communication technologies on learners’ academic performance during the time were studied. Case study method was used to evaluate the learners’ academic performance. Quantitative data were analyzed using descriptive statistics and thematic analysis was used to evaluate the qualitative data. Results of the analysis revealed that during open and distance learning, the learners’ preferred asynchronous method with WhatsApp social media platform chosen as the medium for communication between educators and learners. The findings show the learners are able to perform well in the course assessments despite the pandemic.
{"title":"Evaluation of Learners' Academic Performance in Teaching and Learning Civil Engineering During the COVID-19 Pandemic","authors":"M. Nujid, D. A. Tholibon","doi":"10.3991/ijep.v13i3.30147","DOIUrl":"https://doi.org/10.3991/ijep.v13i3.30147","url":null,"abstract":"Panic due to COVID-19 has disrupted teaching and learning session all over the world—refraining teachers and students from primary, secondary and tertiary education levels from attending physical classes in the traditional way. However with emergency circumstance without proper planning and action in delivering their subject matter, has given huge impacts on academic performance to educators and learners in identifying teaching and learning methods during the time. This study evaluates the academic performance of learners for specific course at the school department of university XXXX during COVID-19 pandemic using open and distance learning. The impacts of delivering in teaching and learning of the course contents through preference approach and use of digital communication technologies on learners’ academic performance during the time were studied. Case study method was used to evaluate the learners’ academic performance. Quantitative data were analyzed using descriptive statistics and thematic analysis was used to evaluate the qualitative data. Results of the analysis revealed that during open and distance learning, the learners’ preferred asynchronous method with WhatsApp social media platform chosen as the medium for communication between educators and learners. The findings show the learners are able to perform well in the course assessments despite the pandemic.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123069789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.3991/ijep.v13i3.34819
Ashraf A. Zaher, G. Hussain, Hanan M. Altabbakh
Applying STEM-based education in engineering programs using various active learning approaches has been shown to improve the quality of the learning process. This paper investigates further enhancements to the existing techniques via adding more emphasis on the learning components that are specific to Art, entrepreneurship, and Design. Different opportunities to apply the STEAMeD-based education in various engineering programs, which are delivered by liberal arts institutions, will be explored. The integration of the new emphases is demonstrated to resonate very well with satisfying the seven students’ outcomes that are dictated by ABET accreditation. The specific role of the augmented art component in promoting creativity, aesthetic appreciation, and better reasoning skills, is illustrated via different examples of simulation-based experiments and virtual modeling techniques. The entrepreneurship component of the engineering curricula is shown to better prepare the students for the challenging future via empowering them with better analytical skills, practical ingenuity, business-oriented communications, and adaptability to technological innovation, in an efficient way. It also overlaps with the requirements of the graduation design project that all students consider as the capstone of their engineering curricula. Adopting a project-based learning approach in many courses, at different levels in the curricula, proved to be very efficient, as verified by the many case studies illustrated in this paper. Tying the attributes of the STEAMeD-based education to the courses’ contents, with clear description of the learning outcomes, will be demonstrated. Also, addressing novel pedagogical approaches to better equip the students for their careers is considered. Finally, a comprehensive discussion and a conclusion is given to highlight possible extensions to the proposed techniques.
{"title":"An Active Learning Approach for Applying STEAMeD-based Education in Engineering Programs","authors":"Ashraf A. Zaher, G. Hussain, Hanan M. Altabbakh","doi":"10.3991/ijep.v13i3.34819","DOIUrl":"https://doi.org/10.3991/ijep.v13i3.34819","url":null,"abstract":"Applying STEM-based education in engineering programs using various active learning approaches has been shown to improve the quality of the learning process. This paper investigates further enhancements to the existing techniques via adding more emphasis on the learning components that are specific to Art, entrepreneurship, and Design. Different opportunities to apply the STEAMeD-based education in various engineering programs, which are delivered by liberal arts institutions, will be explored. The integration of the new emphases is demonstrated to resonate very well with satisfying the seven students’ outcomes that are dictated by ABET accreditation. The specific role of the augmented art component in promoting creativity, aesthetic appreciation, and better reasoning skills, is illustrated via different examples of simulation-based experiments and virtual modeling techniques. The entrepreneurship component of the engineering curricula is shown to better prepare the students for the challenging future via empowering them with better analytical skills, practical ingenuity, business-oriented communications, and adaptability to technological innovation, in an efficient way. It also overlaps with the requirements of the graduation design project that all students consider as the capstone of their engineering curricula. Adopting a project-based learning approach in many courses, at different levels in the curricula, proved to be very efficient, as verified by the many case studies illustrated in this paper. Tying the attributes of the STEAMeD-based education to the courses’ contents, with clear description of the learning outcomes, will be demonstrated. Also, addressing novel pedagogical approaches to better equip the students for their careers is considered. Finally, a comprehensive discussion and a conclusion is given to highlight possible extensions to the proposed techniques.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134331259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.3991/ijep.v13i3.36885
Marco Cruz-Sandoval, José Carlos Vázquez Parra, Martina Carlos-Arroyo, Marco Vinicio Del Angel-González
This article aims to present the results of an analysis of the level of perceived achievement of the complex thinking competency among a group of engineering students in their last semester at a university in Western Mexico. The intention is to identify whether this population has the necessary skills to meet challenges and solve problems related to the demands of their future professional environments. Specifically, we not only seek to know the level of perception of achievement of complex thinking but also to understand its behavior and the possible existence of differences between the male and female populations. Methodologically, exploratory and multivariate descriptive statistical analyses were carried out. The results showed that the participants felt a high level of perceived achievement of the complex thinking competency, which was more noticeable in the male population.
{"title":"Complex Thinking and Its Relevance in Professional Training: An Approach to Engineering Students in a Mexican University","authors":"Marco Cruz-Sandoval, José Carlos Vázquez Parra, Martina Carlos-Arroyo, Marco Vinicio Del Angel-González","doi":"10.3991/ijep.v13i3.36885","DOIUrl":"https://doi.org/10.3991/ijep.v13i3.36885","url":null,"abstract":"This article aims to present the results of an analysis of the level of perceived achievement of the complex thinking competency among a group of engineering students in their last semester at a university in Western Mexico. The intention is to identify whether this population has the necessary skills to meet challenges and solve problems related to the demands of their future professional environments. Specifically, we not only seek to know the level of perception of achievement of complex thinking but also to understand its behavior and the possible existence of differences between the male and female populations. Methodologically, exploratory and multivariate descriptive statistical analyses were carried out. The results showed that the participants felt a high level of perceived achievement of the complex thinking competency, which was more noticeable in the male population.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126286383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.3991/ijep.v13i3.36227
Gülsüm Asiksoy
Metaverse is a digital space achieved through a virtual environment that allows people to enjoy immersive experiences and interactions. Metaverse is changing the world in different fields, from education to health. However, using the Metaverse for educational purposes has rarely been discussed. While there are only a few reviews summarizing the findings of studies on the Metaverse, no study has systematically analyzed empirical studies of the Metaverse in education. This study presents a systematic review of empirical studies on Metaverse-based education to fill this gap. The results revealed that Empirical studies were conducted with university students at most, and Additionally, no study focused on middle and primary school students. The results showed that virtual reality is the most common metaverse type used in empirical studies. However, there is a need for empirical work using Mixed reality technology in the educational Metaverse. As a result of examining the student engagement findings in the studies included in the review, it was seen that few experimental studies focused on students' behavioral engagement. It is expected that the findings of this study will guide empirical research on the Metaverse in education.
{"title":"Empirical Studies on the Metaverse-Based Education: A Systematic Review","authors":"Gülsüm Asiksoy","doi":"10.3991/ijep.v13i3.36227","DOIUrl":"https://doi.org/10.3991/ijep.v13i3.36227","url":null,"abstract":" Metaverse is a digital space achieved through a virtual environment that allows people to enjoy immersive experiences and interactions. Metaverse is changing the world in different fields, from education to health. However, using the Metaverse for educational purposes has rarely been discussed. While there are only a few reviews summarizing the findings of studies on the Metaverse, no study has systematically analyzed empirical studies of the Metaverse in education. This study presents a systematic review of empirical studies on Metaverse-based education to fill this gap. The results revealed that Empirical studies were conducted with university students at most, and Additionally, no study focused on middle and primary school students. The results showed that virtual reality is the most common metaverse type used in empirical studies. However, there is a need for empirical work using Mixed reality technology in the educational Metaverse. As a result of examining the student engagement findings in the studies included in the review, it was seen that few experimental studies focused on students' behavioral engagement. It is expected that the findings of this study will guide empirical research on the Metaverse in education.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132240950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.3991/ijep.v13i3.36923
F. J. Castillo-Ruiz, J. Arbizu-Milagro, Alajandro Varela, A. Tascón
Most of the fatalities in the agricultural sector in developed countries are related to machinery use, particularly tractor overturning. Despite its importance, a lack of practical teaching about this topic has been detected in the Agricultural Engineering curricula. For this reason, an active learning activity was planned within a teaching innovation project. The objective of this project was to design a structure as new teaching material to implement and use it to determine the tractor’s center of gravity coordinates. This teaching innovation project was organized in two stages: 1) The design of proposals by students following previously established requirements, and 2) A practical exercise to analyze tractor stability. Each stage involved students from two different Agricultural Engineering degree subjects. Before the second stage, the professor performed the final design of the structure based on previous proposals and later the structure was built. Five different ramp design proposals were received and graded in the first stage. A positive correlation between peer review and the professor’s grades was found. During the second stage, the ramps were used in another subject, in which the grades obtained in the related practical exercise were significantly higher in comparison with those got in the previous year. However, no improvement was found in the final exam grades. This activity involved students in the entire learning process and showed a positive influence on some of the evaluation activities.
{"title":"Tractor Stability for Agricultural Engineering Students: Learning Through a Project-Based Task","authors":"F. J. Castillo-Ruiz, J. Arbizu-Milagro, Alajandro Varela, A. Tascón","doi":"10.3991/ijep.v13i3.36923","DOIUrl":"https://doi.org/10.3991/ijep.v13i3.36923","url":null,"abstract":"Most of the fatalities in the agricultural sector in developed countries are related to machinery use, particularly tractor overturning. Despite its importance, a lack of practical teaching about this topic has been detected in the Agricultural Engineering curricula. For this reason, an active learning activity was planned within a teaching innovation project. The objective of this project was to design a structure as new teaching material to implement and use it to determine the tractor’s center of gravity coordinates. This teaching innovation project was organized in two stages: 1) The design of proposals by students following previously established requirements, and 2) A practical exercise to analyze tractor stability. Each stage involved students from two different Agricultural Engineering degree subjects. Before the second stage, the professor performed the final design of the structure based on previous proposals and later the structure was built. Five different ramp design proposals were received and graded in the first stage. A positive correlation between peer review and the professor’s grades was found. During the second stage, the ramps were used in another subject, in which the grades obtained in the related practical exercise were significantly higher in comparison with those got in the previous year. However, no improvement was found in the final exam grades. This activity involved students in the entire learning process and showed a positive influence on some of the evaluation activities.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126600969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.3991/ijep.v13i2.34499
Alonso Iraola-Arroyo, Ivan Iraola-Real
The purpose of this study was to analyze the influence between the research competences of the context, decision-making and planning in a sample of students of the Industrial Engineering career of a private university in Lima - Peru. In the sample there took part 150 students of the career of Industrial Engineering, 84 men (53.9%) and 66 women (42.8%). The sample were between the 16 to 31 years old (MeanAge = 19.77, SD = 4.50). The results showed, the three competencies are significantly related and at the same time, they are predicted. Nevertheless, it is identified that the decision-making competence mediates the predictive relationship between the investigations of the context with the planning; in this way, it is understood that future industrial engineers can plan well if they have previously developed the competence of contextual research and decision-making.
{"title":"Industrial Engineering Student Competency Mediation Model: Analysis from the Perspective of Educational Psychology","authors":"Alonso Iraola-Arroyo, Ivan Iraola-Real","doi":"10.3991/ijep.v13i2.34499","DOIUrl":"https://doi.org/10.3991/ijep.v13i2.34499","url":null,"abstract":"The purpose of this study was to analyze the influence between the research competences of the context, decision-making and planning in a sample of students of the Industrial Engineering career of a private university in Lima - Peru. In the sample there took part 150 students of the career of Industrial Engineering, 84 men (53.9%) and 66 women (42.8%). The sample were between the 16 to 31 years old (MeanAge = 19.77, SD = 4.50). The results showed, the three competencies are significantly related and at the same time, they are predicted. Nevertheless, it is identified that the decision-making competence mediates the predictive relationship between the investigations of the context with the planning; in this way, it is understood that future industrial engineers can plan well if they have previously developed the competence of contextual research and decision-making.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115756181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.3991/ijep.v13i2.35965
Agariadne Dwinggo Samala, Usmeldi, Taali, Y. Daineko, Yose Indarta, Yudi April Nando, Muhammad Anwar, Putra Jaya, Almasri
Augmented reality (AR) and virtual reality (VR) provide new experiences in the digital and simulation worlds. While they are intended to stimulate users’ perception and senses in general, the two differ significantly. This study aimed to seek and analyze international publications on the trends, similarities, differences, advantages, and disadvantages of AR and VR for learning over the period 2001-2021. In this study, bibliometric analysis using VOSViewer with the help of MS Excel was utilized to visualize metadata obtained from Scopus. Publish or Perish software supported the data collection of this study, which included retrieving and analyzing academic citations. The findings show that the AR/VR has trend continued to rise over the years. The results showed that Denmark and India (based on country bibliographic pairs), Journal of Physics Conference Series (based on journal bibliographic pairs), Y. Zhou publications (2018) (based on bibliographic pairs of publications), and Archana M. (India) with Lars K. (Denmark) (based on author bibliographic pairs) have become the most influential in the field of augmented reality and virtual reality for learning. AR and VR are two technologies changing how people use screens, thus creating new and exciting interactive experiences. In the future, it is expected that further research related to AR/VR and even Mixed Reality (MR) will continue to develop along with technological advancement. However, pedagogical competence remains an essential key to learning.
增强现实(AR)和虚拟现实(VR)为数字和模拟世界提供了新的体验。虽然它们的目的是刺激用户的感知和感官，但两者有很大的不同。本研究旨在寻找和分析2001-2021年期间关于AR和VR的趋势、异同、优势和劣势的国际出版物。本研究采用文献计量学分析软件VOSViewer和MS Excel对Scopus中获得的元数据进行可视化处理。Publish or Perish软件支持本研究的数据收集，包括检索和分析学术引文。研究结果表明，AR/VR在过去几年中有持续上升的趋势。结果表明，丹麦和印度(基于国家书目对)、Journal of Physics Conference Series(基于期刊书目对)、Y. Zhou出版物(2018年)(基于出版物书目对)、Archana M.(印度)和Lars K.(丹麦)(基于作者书目对)已成为增强现实和虚拟现实学习领域最具影响力的研究对象。AR和VR这两种技术改变了人们使用屏幕的方式，从而创造了新的、令人兴奋的互动体验。在未来，随着技术的进步，预计AR/VR甚至混合现实(MR)的进一步研究将继续发展。然而，教学能力仍然是学习的关键。
{"title":"Global Publication Trends in Augmented Reality and Virtual Reality for Learning: The Last Twenty-One Years","authors":"Agariadne Dwinggo Samala, Usmeldi, Taali, Y. Daineko, Yose Indarta, Yudi April Nando, Muhammad Anwar, Putra Jaya, Almasri","doi":"10.3991/ijep.v13i2.35965","DOIUrl":"https://doi.org/10.3991/ijep.v13i2.35965","url":null,"abstract":"Augmented reality (AR) and virtual reality (VR) provide new experiences in the digital and simulation worlds. While they are intended to stimulate users’ perception and senses in general, the two differ significantly. This study aimed to seek and analyze international publications on the trends, similarities, differences, advantages, and disadvantages of AR and VR for learning over the period 2001-2021. In this study, bibliometric analysis using VOSViewer with the help of MS Excel was utilized to visualize metadata obtained from Scopus. Publish or Perish software supported the data collection of this study, which included retrieving and analyzing academic citations. The findings show that the AR/VR has trend continued to rise over the years. The results showed that Denmark and India (based on country bibliographic pairs), Journal of Physics Conference Series (based on journal bibliographic pairs), Y. Zhou publications (2018) (based on bibliographic pairs of publications), and Archana M. (India) with Lars K. (Denmark) (based on author bibliographic pairs) have become the most influential in the field of augmented reality and virtual reality for learning. AR and VR are two technologies changing how people use screens, thus creating new and exciting interactive experiences. In the future, it is expected that further research related to AR/VR and even Mixed Reality (MR) will continue to develop along with technological advancement. However, pedagogical competence remains an essential key to learning.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122897408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.3991/ijep.v13i2.34799
Gabriela Gabrhelová, Marta Matulčíková, E. Dolinská, Silvia Barnová, Daniela Breveníková
The purpose of this paper is to characterize the types and forms of continuing vocational education applied in selected Slovak companies and their benefits for employee performance. The basic concepts, i.e. compulsory and voluntary vocational training of employees, obligations of the employer and the employee related to these forms of education are defined in the paper in accordance with the law. Most of the mandatory trainings are intended for all employees of a given employer entity and concern occupational safety and health, first aid, fire protection, as well as trainings focused on regular verification and renewal of employees' skills. Voluntary educational activities are based on the interests and needs of employees. Questionnaire and interview methods were applied in the empirical research. The target number of respondents selected from two divisions of the statistical classification of economic activities in the Slovak Republic was 120. The research results presented in the tables show the types and forms of education/training applied in the analyzed companies, classified by the number of participants, duration and repetitiveness of the training. The research results confirm that mandatory training courses are organized in all the companies surveyed, while voluntary continuing education in these companies is most often conducted as a one-time educational activity of short duration.
{"title":"Professional Corporate Employee Education from the Point of View of the Types of Education and the Applied Forms of Education","authors":"Gabriela Gabrhelová, Marta Matulčíková, E. Dolinská, Silvia Barnová, Daniela Breveníková","doi":"10.3991/ijep.v13i2.34799","DOIUrl":"https://doi.org/10.3991/ijep.v13i2.34799","url":null,"abstract":"The purpose of this paper is to characterize the types and forms of continuing vocational education applied in selected Slovak companies and their benefits for employee performance. The basic concepts, i.e. compulsory and voluntary vocational training of employees, obligations of the employer and the employee related to these forms of education are defined in the paper in accordance with the law. Most of the mandatory trainings are intended for all employees of a given employer entity and concern occupational safety and health, first aid, fire protection, as well as trainings focused on regular verification and renewal of employees' skills. Voluntary educational activities are based on the interests and needs of employees. Questionnaire and interview methods were applied in the empirical research. The target number of respondents selected from two divisions of the statistical classification of economic activities in the Slovak Republic was 120. The research results presented in the tables show the types and forms of education/training applied in the analyzed companies, classified by the number of participants, duration and repetitiveness of the training. The research results confirm that mandatory training courses are organized in all the companies surveyed, while voluntary continuing education in these companies is most often conducted as a one-time educational activity of short duration.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127099693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：