S. Yong, S. Y. Chong, K. Tiong, Thian Khoon Tan, Reginamary Matthews
This study explored the impact of the Covid-19 pandemic on the academic quality of a Foundation in Engineering programme. A Course Experience Questionnaire (CEQ) was administered before and during the pandemic to evaluate the six dimensions of academic quality – assessment, workload, teaching, academic environment, standards, and skills development. A total of 234 students participated in the study and the findings revealed that course satisfaction decreased during the pandemic. Many students were not satisfied with the teaching quality and skills development of the emergency online learning. On the contrary, students rated online assessment (during COVID-19) positively for being more appropriate in testing higher order thinking skills. The study suggested that online classes lack formal and informal social interactions to enhance various facets of skills development. Given the limitations of emergency online learning, the future of education might include moving towards blended learning.
{"title":"The Impact of the COVID-19 Pandemic on Engineering Foundation Student Course Experience","authors":"S. Yong, S. Y. Chong, K. Tiong, Thian Khoon Tan, Reginamary Matthews","doi":"10.4018/ijvple.295307","DOIUrl":"https://doi.org/10.4018/ijvple.295307","url":null,"abstract":"This study explored the impact of the Covid-19 pandemic on the academic quality of a Foundation in Engineering programme. A Course Experience Questionnaire (CEQ) was administered before and during the pandemic to evaluate the six dimensions of academic quality – assessment, workload, teaching, academic environment, standards, and skills development. A total of 234 students participated in the study and the findings revealed that course satisfaction decreased during the pandemic. Many students were not satisfied with the teaching quality and skills development of the emergency online learning. On the contrary, students rated online assessment (during COVID-19) positively for being more appropriate in testing higher order thinking skills. The study suggested that online classes lack formal and informal social interactions to enhance various facets of skills development. Given the limitations of emergency online learning, the future of education might include moving towards blended learning.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"25 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87559148","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}
A study was conducted to explore student self-efficacy, motivation, and performance in learning programming online. A questionnaire was administered to 132 students in a Foundation in Engineering programme using the Computer Programming Self-Efficacy Scale and Intrinsic Motivation Inventory. Then, exam performance and Moodle logs were used to complement the findings. Data collected revealed that students with prior programming knowledge had more self-efficacy in simple and complex programming concepts. Students were mainly motivated to learn by interest and value. Students performed better in online programming classes, and their performance was positive correlated with Moodle access and attendance at live online classes. There are a few implications of this study. Online delivery is more appropriate for introductory programming course. However, the quality of online classes is inevitably uncertain due to the impact of uncontrollable external factors. Education regardless of whether face-to-face or online, is a complete package of academic knowledge, social and emotional development.
{"title":"Emergency Online Programming Classes: Self-Efficacy, Motivation, and Performance","authors":"S. Yong, P. Gates","doi":"10.4018/ijvple.295305","DOIUrl":"https://doi.org/10.4018/ijvple.295305","url":null,"abstract":"A study was conducted to explore student self-efficacy, motivation, and performance in learning programming online. A questionnaire was administered to 132 students in a Foundation in Engineering programme using the Computer Programming Self-Efficacy Scale and Intrinsic Motivation Inventory. Then, exam performance and Moodle logs were used to complement the findings. Data collected revealed that students with prior programming knowledge had more self-efficacy in simple and complex programming concepts. Students were mainly motivated to learn by interest and value. Students performed better in online programming classes, and their performance was positive correlated with Moodle access and attendance at live online classes. There are a few implications of this study. Online delivery is more appropriate for introductory programming course. However, the quality of online classes is inevitably uncertain due to the impact of uncontrollable external factors. Education regardless of whether face-to-face or online, is a complete package of academic knowledge, social and emotional development.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"32 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77711020","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}
P. Sattigeri, Jayaraman J. Thiagarajan, K. Ramamurthy, A. Spanias, M. Banavar, A. Dixit, Jie Fan, Mohit Malu, Kristen Jaskie, Sunil Rao, U. Shanthamallu, V. Narayanaswamy, Sameeksha Katoch
Ion Channel sensors have several applications including DNA sequencing, biothreat detection, and medical applications. Ion-channel sensors mimic the selective transport mechanism of cell membranes and can detect a wide range of analytes at the molecule level. Analytes are sensed through changes in signal patterns. Papers in the literature have described different methods for ion channel signal analysis. In this paper, we describe a series of new graphical tools for ion channel signal analysis which can be used for research and education. The paper focuses on the utility of this tools in biosensor classes. Teaching signal processing and machine learning for ion channel sensors is challenging because of the multidisciplinary content and student backgrounds which include physics, chemistry, biology and engineering. The paper describes graphical ion channel analysis tools developed for an on-line simulation environment called J-DSP. The tools are integrated and assessed in a graduate bio-sensor course through computer laboratory exercises.
{"title":"Instruction Tools for Signal Processing and Machine Learning for Ion-Channel Sensors","authors":"P. Sattigeri, Jayaraman J. Thiagarajan, K. Ramamurthy, A. Spanias, M. Banavar, A. Dixit, Jie Fan, Mohit Malu, Kristen Jaskie, Sunil Rao, U. Shanthamallu, V. Narayanaswamy, Sameeksha Katoch","doi":"10.4018/ijvple.285601","DOIUrl":"https://doi.org/10.4018/ijvple.285601","url":null,"abstract":"Ion Channel sensors have several applications including DNA sequencing, biothreat detection, and medical applications. Ion-channel sensors mimic the selective transport mechanism of cell membranes and can detect a wide range of analytes at the molecule level. Analytes are sensed through changes in signal patterns. Papers in the literature have described different methods for ion channel signal analysis. In this paper, we describe a series of new graphical tools for ion channel signal analysis which can be used for research and education. The paper focuses on the utility of this tools in biosensor classes. Teaching signal processing and machine learning for ion channel sensors is challenging because of the multidisciplinary content and student backgrounds which include physics, chemistry, biology and engineering. The paper describes graphical ion channel analysis tools developed for an on-line simulation environment called J-DSP. The tools are integrated and assessed in a graduate bio-sensor course through computer laboratory exercises.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"15 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74565643","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}
The study aimed to explore the problems of teachers in teaching mathematical contents through the online mode during COVID-19 in Nepal. A cross-sectional survey study was carried out among 415 mathematics teachers from basic school to the university level. A self-constructed questionnaire was administered online, and the data were analyzed using the t-test, ANOVA, and the hierarchical multiple regression. The result shows that Algebra, Statistics, Vectors, Geometry, and Analysis are problematic areas for teachers teaching mathematics online. The institution types, ICT training status, and years of using the laptop by teachers at the secondary level were found to be the key factors determining the problem of mathematical content teaching during online instruction although the level of problems varied with respect to the teachers' age and experience at the university level.
{"title":"Problems of Mathematics Teachers in Teaching Mathematical Content Online in Nepal","authors":"Bishnu Khanal, D. Joshi, K. Adhikari, J. Khanal","doi":"10.4018/ijvple.312845","DOIUrl":"https://doi.org/10.4018/ijvple.312845","url":null,"abstract":"The study aimed to explore the problems of teachers in teaching mathematical contents through the online mode during COVID-19 in Nepal. A cross-sectional survey study was carried out among 415 mathematics teachers from basic school to the university level. A self-constructed questionnaire was administered online, and the data were analyzed using the t-test, ANOVA, and the hierarchical multiple regression. The result shows that Algebra, Statistics, Vectors, Geometry, and Analysis are problematic areas for teachers teaching mathematics online. The institution types, ICT training status, and years of using the laptop by teachers at the secondary level were found to be the key factors determining the problem of mathematical content teaching during online instruction although the level of problems varied with respect to the teachers' age and experience at the university level.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"18 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74820693","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}
Education in today’s epidemic time is possible only through virtual learning platforms. COVID-19 has changed the mode of learning and shown the power of learning in virtual mode. In this paper a self-designed questionnaire on virtual learning was developed to analyse the impact of virtual learning on undergraduate and postgraduate university students. The self-developed questionnaire containing 25 items is tested for validity and reliability. 25 items are further segregated into 5 factors using exploratory factor analysis. These five factors are: Virtual Learning Environment; Virtual Learning and Health Related Issues; Virtual Learning and Interpersonal Issues; Virtual Learning and Technological Issues; Virtual Learning Deliverables. To have the comparative study of undergraduate and postgraduate students for the use of virtual learning platforms, one-way ANOVA is implemented. One-way ANOVA is implemented for each factor and it was found that virtual learning effectiveness increases when students move from Under graduation (UG) to Post Graduation (PG) in India.
{"title":"Is the Virtual Classroom a Window Into the Future During COVID-19?: A Comparative Study of Undergraduate and Postgraduate University Students in India","authors":"Sourabh Sharma, Megha Sharma","doi":"10.4018/ijvple.285602","DOIUrl":"https://doi.org/10.4018/ijvple.285602","url":null,"abstract":"Education in today’s epidemic time is possible only through virtual learning platforms. COVID-19 has changed the mode of learning and shown the power of learning in virtual mode. In this paper a self-designed questionnaire on virtual learning was developed to analyse the impact of virtual learning on undergraduate and postgraduate university students. The self-developed questionnaire containing 25 items is tested for validity and reliability. 25 items are further segregated into 5 factors using exploratory factor analysis. These five factors are: Virtual Learning Environment; Virtual Learning and Health Related Issues; Virtual Learning and Interpersonal Issues; Virtual Learning and Technological Issues; Virtual Learning Deliverables. To have the comparative study of undergraduate and postgraduate students for the use of virtual learning platforms, one-way ANOVA is implemented. One-way ANOVA is implemented for each factor and it was found that virtual learning effectiveness increases when students move from Under graduation (UG) to Post Graduation (PG) in India.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"25 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76307614","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}
The unprecedented measures to control the spread of COVID19 have affected both students and parents as education institutions have almost overnight shifted to virtual platforms. This study explores the effectiveness of online classes on primary school children's performance and investigates online classes' impact on children's behaviour and holistic development. Besides, it explores the impact of online classes on parents' workload by adopting a sequential research method. The data was collected using Google form and telephonic interviews with randomly selected parent respondents. Results exhibit that online classes are ineffective, and there is an indicative change in children's behaviour. Also, the lack of social interaction with peers and teachers, and minimal physical activities, have made online sessions monotonous for children. Parents have been experiencing an increased workload, as they are expected to be mentors, curators and personal tutors for their children. The study emphasizes a need for exclusive curriculum and pedagogy development suitable for online classes
{"title":"Parental Perception of the Effectiveness of Online Classes for Primary School Children: A Mixed-Methods Approach","authors":"G. Suresh, R. NaveenKumara, P. SunilM.","doi":"10.4018/ijvple.307022","DOIUrl":"https://doi.org/10.4018/ijvple.307022","url":null,"abstract":"The unprecedented measures to control the spread of COVID19 have affected both students and parents as education institutions have almost overnight shifted to virtual platforms. This study explores the effectiveness of online classes on primary school children's performance and investigates online classes' impact on children's behaviour and holistic development. Besides, it explores the impact of online classes on parents' workload by adopting a sequential research method. The data was collected using Google form and telephonic interviews with randomly selected parent respondents. Results exhibit that online classes are ineffective, and there is an indicative change in children's behaviour. Also, the lack of social interaction with peers and teachers, and minimal physical activities, have made online sessions monotonous for children. Parents have been experiencing an increased workload, as they are expected to be mentors, curators and personal tutors for their children. The study emphasizes a need for exclusive curriculum and pedagogy development suitable for online classes","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"12 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70471639","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 : 2022-01-01DOI: 10.4018/ijvple.2022010102
Linda J. Castañeda, G. Tur, R. T. Kompen, G. Attwell
Almost 15 years after the start of the debate over Personal Learning Environments (PLE), the concept would still appear to be influential and even intrinsic to discussion over the future of educational technology and education in general. This paper aims to establish a clear thematic link between the concept of PLEs and educational academic literature over the last decade, exploring the influence of the PLE concept in the education research papers. To do this, it uses a systematized review of academic literature that relates the PLE concept to three themes identified as most relevant in that field during the last decade: emerging pedagogical practices, professional teacher development, and self-regulated learning. The analysis is focused on whether (and how) the PLE concept has intersected each of the themes, the level of importance of that intersection in each one of them and the way in which the concept is ‘materialized’. The purpose is to understand how (and if) a concept that has its origin in Educational Technology has been adapted to other areas of educational research.
{"title":"The Influence of the Personal Learning Environment Concept in the Educational Research Field: A 2010-2020 Systematized Review","authors":"Linda J. Castañeda, G. Tur, R. T. Kompen, G. Attwell","doi":"10.4018/ijvple.2022010102","DOIUrl":"https://doi.org/10.4018/ijvple.2022010102","url":null,"abstract":"Almost 15 years after the start of the debate over Personal Learning Environments (PLE), the concept would still appear to be influential and even intrinsic to discussion over the future of educational technology and education in general. This paper aims to establish a clear thematic link between the concept of PLEs and educational academic literature over the last decade, exploring the influence of the PLE concept in the education research papers. To do this, it uses a systematized review of academic literature that relates the PLE concept to three themes identified as most relevant in that field during the last decade: emerging pedagogical practices, professional teacher development, and self-regulated learning. The analysis is focused on whether (and how) the PLE concept has intersected each of the themes, the level of importance of that intersection in each one of them and the way in which the concept is ‘materialized’. The purpose is to understand how (and if) a concept that has its origin in Educational Technology has been adapted to other areas of educational research.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"74 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90539534","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}
This paper reported how students used the virtual streaming technology and consider their satisfaction and preferences related to video conferencing during COVID-19 lockdown. A case study was selected for an exploratory mixed methods design to explore students’ (n=89) lived experiences of the video conferencing facility during the COVID-19 lockdown. This study has found that students preferred both Teams and Zoom as virtual streaming facilities during COVID-19 lockdown. Students were satisfied with virtual streaming platforms as a teaching and learning supportive tool that facilitated their shift to online learning. Moreover, this study reported that using a web-based videoconferencing platform as a virtual streaming tool supports students in learning from home in critical times such as this pandemic. Further research is needed to determine students and lecturers’ digital literacy competencies using video conferencing for successful online learning post the COVID-19 lockdown.
{"title":"Student Satisfaction and Preferences Related to Virtual Streaming Facilities During the COVID-19 Lockdown","authors":"Micheal. M. van Wyk, Samuel Amponsah","doi":"10.4018/ijvple.285595","DOIUrl":"https://doi.org/10.4018/ijvple.285595","url":null,"abstract":"This paper reported how students used the virtual streaming technology and consider their satisfaction and preferences related to video conferencing during COVID-19 lockdown. A case study was selected for an exploratory mixed methods design to explore students’ (n=89) lived experiences of the video conferencing facility during the COVID-19 lockdown. This study has found that students preferred both Teams and Zoom as virtual streaming facilities during COVID-19 lockdown. Students were satisfied with virtual streaming platforms as a teaching and learning supportive tool that facilitated their shift to online learning. Moreover, this study reported that using a web-based videoconferencing platform as a virtual streaming tool supports students in learning from home in critical times such as this pandemic. Further research is needed to determine students and lecturers’ digital literacy competencies using video conferencing for successful online learning post the COVID-19 lockdown.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"18 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86007035","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}
When the whole world was tumbled from the spur of Covid-19, virtual learning gave a strong support and life to the education system and saved students to be deprived from their learnings. This research is an attempt to find the impact of virtual learning on the wellbeing of male and female university students in India during Covid-19. Multigroup Analysis (MGA) method of PLS-SEM is used to assess the significant difference among male and female university students for the impact of virtual learning on their wellbeing. Online questionnaires have been floated to collect data from 466 respondents segregated into 209 male and 257 female university students. The result revealed that virtual learning banes and technological challenges have the significant difference for the wellbeing of male and female university students. Whereas study also shows no significant difference among gender for the impact of virtual learning boons and interpersonal challenges on students’ wellbeing.
{"title":"Virtual Learning and Student Wellbeing During COVID-19: Gender Matters?","authors":"Sourabh Sharma, Megha Sharma","doi":"10.4018/ijvple.303108","DOIUrl":"https://doi.org/10.4018/ijvple.303108","url":null,"abstract":"When the whole world was tumbled from the spur of Covid-19, virtual learning gave a strong support and life to the education system and saved students to be deprived from their learnings. This research is an attempt to find the impact of virtual learning on the wellbeing of male and female university students in India during Covid-19. Multigroup Analysis (MGA) method of PLS-SEM is used to assess the significant difference among male and female university students for the impact of virtual learning on their wellbeing. Online questionnaires have been floated to collect data from 466 respondents segregated into 209 male and 257 female university students. The result revealed that virtual learning banes and technological challenges have the significant difference for the wellbeing of male and female university students. Whereas study also shows no significant difference among gender for the impact of virtual learning boons and interpersonal challenges on students’ wellbeing.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"302 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85380702","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}
Fernando Elemar Vicente dos Anjos, Luiz Alberto Oliveira Rocha, Débora Valente da Silva, Rodrigo Pacheco
Cognitive approaches to teaching generate learning through the interaction between the subject and object of study. One of the strategies to create this interaction is related to the application of virtual and augmented reality in the teaching-learning processes. Through a systematic literature review, this work aims to describe the approaches used to measure the impacts on student learning who used virtual reality (VR) and augmented reality (AR) in the teaching-learning processes of engineering courses, the impacts on learning, and student satisfaction. The surveys showed that 70% of research analyzed, students who used virtual reality or augmented reality learned more, and 90% of the research described that students who used virtual or augmented reality were more satisfied with the new approach than the traditional teaching approach. The conclusion is that there are positive impacts, in the vast majority of cases, on learning and the satisfaction of students who use virtual or augmented reality in the teaching-learning processes applied in engineering courses.
{"title":"Impacts of the Application of Virtual and Augmented Reality on Teaching-Learning Processes in Engineering Courses: A Systematic Literature Review About Learning and Satisfaction on Students","authors":"Fernando Elemar Vicente dos Anjos, Luiz Alberto Oliveira Rocha, Débora Valente da Silva, Rodrigo Pacheco","doi":"10.4018/ijvple.291541","DOIUrl":"https://doi.org/10.4018/ijvple.291541","url":null,"abstract":"Cognitive approaches to teaching generate learning through the interaction between the subject and object of study. One of the strategies to create this interaction is related to the application of virtual and augmented reality in the teaching-learning processes. Through a systematic literature review, this work aims to describe the approaches used to measure the impacts on student learning who used virtual reality (VR) and augmented reality (AR) in the teaching-learning processes of engineering courses, the impacts on learning, and student satisfaction. The surveys showed that 70% of research analyzed, students who used virtual reality or augmented reality learned more, and 90% of the research described that students who used virtual or augmented reality were more satisfied with the new approach than the traditional teaching approach. The conclusion is that there are positive impacts, in the vast majority of cases, on learning and the satisfaction of students who use virtual or augmented reality in the teaching-learning processes applied in engineering courses.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"14 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86600356","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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