Pub Date : 2023-09-25DOI: 10.57125/fed.2023.09.25.03
The introduction of VR and AR into the higher education is a particularly interesting phenomenon for the education of the future. Thus, the aim of the study was to determine the impact of using VR and AR as a possible strategy to enhance teaching in higher education institutions and as a replacement for outdated teaching methods. Virtual and augmented realities are tools that enable dynamic training in a virtual environment by facilitating the management of its components. Virtual immersion in the process of the information comprehension allows students exploring complex environments and situations by manipulating the elements that make up the environment. The purpose of this study is to analyse the introduction of VR and AR in the learning process as a favourable area of the development of higher education. The analysis of the relevance and effectiveness of virtual artefacts in higher education was obtained using the following methods: a literature review was used in the research to systematically gather, analyse, and synthesize existing published literature on the topic. The next stage was the observation, data analysis and interpretation. The results of the work were obtained through a double analysis. First, the state of the art of the related literature was investigated, and second, the impact on students was assessed, offering an innovative alternative to traditional teaching methods at the pedagogical faculties where the observation was conducted. Search engines revealed 2300 articles on the use of VR and AR in higher education. As a result of the selection and verification process, only 50 state-of-the-art sources from 2018-2023 were selected (taking into account the scientific novelty of the topic). An observation of students obtained data to evaluate the implementation of resources in higher education by key elements: motivation, design, and collaboration. The question of whether the use of educational artefacts in VR and AR is applicable in the perspective of higher education and the values that should guide their strategy is revealed. Conclusions present the scientific and students’ opinion in terms of the implementation of VR and AR in higher education. This research questions are revealed, the advantages and disadvantages, concepts and paradigms in this area are identified. The position on the significance of VR and AR as a pedagogical instrument is presented.
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Pub Date : 2023-09-25DOI: 10.57125/fed.2023.09.25.07
The study aimed at ascertaining the validity and reliability of business studies achievement test for senior secondary schools in Nigeria. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consisted of all the 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Multi-stage sampling techniques involving two stages were adopted for this study. Thus proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. This was used to determine the sample size of the study, which was 630 made up of 393 students in senior secondary school one and 238 business studies teachers in Anambra State. The instrument Business Studies Acheivement Test (BSAT) was face validated by five experts, while the content validation was carried out by using a table of specifications which consisted of content areas and behavioral objectives structured after Bloom's taxonomy of cognitive domain. To generate items for Business Studies Achievement Test, the instruments were distributed to 238 business studies teachers by the researcher and his assistants in their respective schools during the 2021/2022 session. Business Studies Acheivement Test (BSAT) was used for data collection, the BSAT was a single multiple-choice objective test with an expected response of either pass (1) or fail. This helped in determining the construct validity of the instrument as well generating items for the business studies achievement test. The generated instrument was pilot tested in six secondary schools in the six educational zones in Anambra state. The developed instrument was found to be valid and reliable with an estimate of 0.96 obtained for placing students in business studies in senior secondary schools in Nigeria. Based on the findings of the study it was recommended that teachers, researchers, and relevant agencies should Relevant educational agencies, teachers, researchers should endeavor to establish the validity of any instrument they develop for any educational purpose to ensure the items are valid and relevant to the subject objective also instrument for educational purposes should be reliable, this will facilitate the better decision for students’ placement and achievement.
{"title":"Determining the Validity and Reliability of Business Studies Achievement Test for Senior Secondary Schools in Nigeria","authors":"","doi":"10.57125/fed.2023.09.25.07","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.07","url":null,"abstract":"The study aimed at ascertaining the validity and reliability of business studies achievement test for senior secondary schools in Nigeria. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consisted of all the 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Multi-stage sampling techniques involving two stages were adopted for this study. Thus proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. This was used to determine the sample size of the study, which was 630 made up of 393 students in senior secondary school one and 238 business studies teachers in Anambra State. The instrument Business Studies Acheivement Test (BSAT) was face validated by five experts, while the content validation was carried out by using a table of specifications which consisted of content areas and behavioral objectives structured after Bloom's taxonomy of cognitive domain. To generate items for Business Studies Achievement Test, the instruments were distributed to 238 business studies teachers by the researcher and his assistants in their respective schools during the 2021/2022 session. Business Studies Acheivement Test (BSAT) was used for data collection, the BSAT was a single multiple-choice objective test with an expected response of either pass (1) or fail. This helped in determining the construct validity of the instrument as well generating items for the business studies achievement test. The generated instrument was pilot tested in six secondary schools in the six educational zones in Anambra state. The developed instrument was found to be valid and reliable with an estimate of 0.96 obtained for placing students in business studies in senior secondary schools in Nigeria. Based on the findings of the study it was recommended that teachers, researchers, and relevant agencies should Relevant educational agencies, teachers, researchers should endeavor to establish the validity of any instrument they develop for any educational purpose to ensure the items are valid and relevant to the subject objective also instrument for educational purposes should be reliable, this will facilitate the better decision for students’ placement and achievement.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864845","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.14
The purpose of the article was to study the role of virtual platforms in modern astronomy teaching by identifying and using innovative approaches as well as conducting an empirical study on this topic. To achieve this goal, the scientific methods of descriptive statistics and comparative analysis were used. Subsequently, qualitative interviews were transcribed, and the thematic analysis was used in order to identify recurring themes and patterns in the data. At the same time, a content analysis of the professional literature (41 items) on the integration of virtual platforms into the educational process (including the use of its achievements for teaching astronomy) was carried out. The results showed that the use of virtual platforms in the process of teaching astronomy is one of the promising innovative technological trends that requires further study. The study found that almost all the surveyed specialists used digital tools in their teaching and learning process at least once a week, which is in line with international standards. The interest in the latest technologies, such as artificial intelligence, indicates the relevance of global trends in education in Ukraine, especially in the context of astronomy. In this regard, it is important considering the issues of corporate ethics, the introduction of new approaches to the organisation of the educational process, structural and managerial changes, and pedagogical strategies aimed at adapting to new realities. The scientific novelty of the paper is the use of empirical data to determine the role of virtual platforms in teaching astronomy in Ukraine. The conclusions indicated that these innovative approaches contribute to the improvement of the level of astronomy understanding and to the increase of students' interest in learning about the universe. They allow creating more dynamic and interactive lessons for the learning process.
{"title":"The role of virtual platforms in modern astronomy education: analysis of innovative approaches","authors":"","doi":"10.57125/fed.2023.09.25.14","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.14","url":null,"abstract":"The purpose of the article was to study the role of virtual platforms in modern astronomy teaching by identifying and using innovative approaches as well as conducting an empirical study on this topic. To achieve this goal, the scientific methods of descriptive statistics and comparative analysis were used. Subsequently, qualitative interviews were transcribed, and the thematic analysis was used in order to identify recurring themes and patterns in the data. At the same time, a content analysis of the professional literature (41 items) on the integration of virtual platforms into the educational process (including the use of its achievements for teaching astronomy) was carried out. The results showed that the use of virtual platforms in the process of teaching astronomy is one of the promising innovative technological trends that requires further study. The study found that almost all the surveyed specialists used digital tools in their teaching and learning process at least once a week, which is in line with international standards. The interest in the latest technologies, such as artificial intelligence, indicates the relevance of global trends in education in Ukraine, especially in the context of astronomy. In this regard, it is important considering the issues of corporate ethics, the introduction of new approaches to the organisation of the educational process, structural and managerial changes, and pedagogical strategies aimed at adapting to new realities. The scientific novelty of the paper is the use of empirical data to determine the role of virtual platforms in teaching astronomy in Ukraine. The conclusions indicated that these innovative approaches contribute to the improvement of the level of astronomy understanding and to the increase of students' interest in learning about the universe. They allow creating more dynamic and interactive lessons for the learning process.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135867069","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 : 2023-03-25DOI: 10.57125/fed.2023.25.03.01
In this article one made a review of the literature based on the relationship between traditions and innovations in the pedagogical process over the last decade. In the article one summarized domestic and foreign scientists opinions on the topic of combining traditional and innovative forms and methods, their relationship and complementarity; the importance of traditions for the implementation of innovative models of education is considered; it is emphasized that the pedagogical tradition contains many elements, performs various functions and is reflected in a significant number of pedagogical technologies and methods, forms and means. Based on a full-text analysis of about 16 articles published in well-known databases and scientific journals, the study revealed the support of the vast majority of researchers concerning innovative educational methods. All the cited scientists have the idea that the introduction of innovations renews and strengthens the educational process. They focus readers' attention on the interaction of traditional and innovative teaching methods, since according to the waste majority of scientists, without preserving pedagogical traditions, the modernization of educational systems is unlikely to bring significant positive results. At the same time, in the entire collection of researched articles, there are several authors who consider traditional education to be more effective than innovative education. According to the scientist’s opinion, these two phenomena are not only interconnected and mutually determined, but also do not exist as separate phenomena. In other words, the tradition is an integral part of innovation, and pedagogical innovation always includes traditionally oriented elements.
{"title":"Traditions and innovations: two poles of education of the future","authors":"","doi":"10.57125/fed.2023.25.03.01","DOIUrl":"https://doi.org/10.57125/fed.2023.25.03.01","url":null,"abstract":"In this article one made a review of the literature based on the relationship between traditions and innovations in the pedagogical process over the last decade. In the article one summarized domestic and foreign scientists opinions on the topic of combining traditional and innovative forms and methods, their relationship and complementarity; the importance of traditions for the implementation of innovative models of education is considered; it is emphasized that the pedagogical tradition contains many elements, performs various functions and is reflected in a significant number of pedagogical technologies and methods, forms and means. Based on a full-text analysis of about 16 articles published in well-known databases and scientific journals, the study revealed the support of the vast majority of researchers concerning innovative educational methods. All the cited scientists have the idea that the introduction of innovations renews and strengthens the educational process. They focus readers' attention on the interaction of traditional and innovative teaching methods, since according to the waste majority of scientists, without preserving pedagogical traditions, the modernization of educational systems is unlikely to bring significant positive results. At the same time, in the entire collection of researched articles, there are several authors who consider traditional education to be more effective than innovative education. According to the scientist’s opinion, these two phenomena are not only interconnected and mutually determined, but also do not exist as separate phenomena. In other words, the tradition is an integral part of innovation, and pedagogical innovation always includes traditionally oriented elements.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136047202","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}
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