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The paper investigates how workflows can be communicated and shared through linguistic descriptions, digital content and technological tools. We focus primarily on the content and digital tools of e-learning and VR learning, however the results of the paper can be applied to collaborative workflows in general. The paper compares the effectiveness o...
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... However, the workflows in examples 5.2 and 5.3 are already very difficult to convey using text, which makes the execution of such workflows even more difficult than purely justifiable by their order. In such cases, representation through a dashboard or 2D graphical UI can help a lot (see Figures 1-3). Based on the following, we make the following remarks in terms of accessibility and comprehensibility. ...
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Nowadays the potential of VR technology for supporting education is widely recognized. From the view of education, the VR and AR based education is based on a learner-centered 3D teaching environment. This way reflects a kind of new teaching mode and a new, innovative educational method. Learning and applying new methods increases teacher's prepara...
Citations
... In more application-specific works, researchers have shown specifically that desktop 3D environments can be highly effective in a variety of education and training scenarios [18][19][20][21][22][23]. Still, the question of whether immersive and non-immersive 3D applications can be used to the same benefit is a topic of debate and seems to depend on several (perhaps even some as yet unknown) factors. ...
... In an experiment conducted by Lampert et al. [23], a group of test subjects were tasked with carrying out a specific workflow in the shortest possible time on different platforms. In order to control for differences in test subjects' background knowledge, a simple task was chosen, in which the goal was to count the number of dogs versus cats on a large set of images, pdfs and videos. ...
... One additional result in the paper by Lampert et al. was that they also proposed a qualitative framework (based on numeric degrees) with which to characterize the complexity of workflows. One can conceptualize a workflow as a control flow graph similar to the way algorithms are formally described, and the characteristics of different kinds of loops within the graph can be associated with the complexity of the workflow [23]. ...
3D virtual reality spaces, whether running on desktop environments or on immersive displays, have been noted to support a radically new and highly stimulating way of working with digital content in a variety of application domains. At the same time, research in recent decades has produced a number of experimental results showing that the use of 3D, as opposed to 2D interfaces, can lead to performance improvements from a wide range of aspects, including the ability to comprehend and retain knowledge, ability to work collaboratively in more creative and effective ways, and ability to carry out workflows integrating numerous sources of information in less time. In this paper, we first review the relevant literature; then, we describe an exploratory study that we carried out with test subjects, both in a 3D desktop virtual environment and in a 2D web-based environment, while collecting eye tracking data. In the study, subjects were presented with a set of multimedia content on a range of topics within the field of astronomy, based on which they were subsequently asked to fill out a set of questionnaires. By comparing the 2D and 3D cases in terms of correctness of answers, time taken to perform the task, pupil dilation measurements, subjects’ self-reported difficulty assessments, as well as various kinds of high-level interaction patterns employed during the task (in 3D), we were able to identify a set of descriptive markers which may be relevant to the prediction of users’ effectiveness in virtual reality workspaces. In a weaker sense, the results also seem to support previous research works claiming improved effectiveness in 3D spaces compared to 2D web-based interfaces, although further work is needed to more clearly identify the constraints within which such benefits can be guaranteed.
... The COVID-19 pandemic forced a mass migration to emergency remote learning (ERT) where the primary objective of educators was to get all students online as quickly as possible [8][9][10][11][12][13][14][15][16]. This rapid transition lies in contrast to how many effective online platforms were previously built using careful design, planning, and significant student feedback [17]. ...
In August of 2020, the United Nations reported that the COVID-19 pandemic had affected 1.6 billion learners, in more than 190 countries and on all continents [1]. The closing of schools and other learning spaces impacted an astonishing 94% of the world's student population. These sudden school closures, at all levels, had the immediate and unprecedented effect of triggering a mass migration to emergency remote teaching. While mass vaccinations have enabled educational institutions to reopen and students to return to classrooms in the Fall of 2021, the educational disruption caused by the COVID-19 pandemic is far from over. Higher education must now permanently transition from reductionist, emergency remote learning systems to permanent, holistic online learning platforms. In order to better understand this transition, an online survey was delivered to diverse groups of international students attending Corvinus University and ESSCA School of Management, at the beginning and end of the Spring 2021 semester. The analysis of this survey, strongly indicates that the home and social environments of University, had a significant impact on the student's learning aptitudes.
... Metacognition also refers to a domain-general skill (Biró et al., 2017;Lampert et al., 2018) that helps individuals "learn how to learn" (Delors, 1996;Flavell, 2000;Medel-Anonuevo et al., 2001). In educational contexts, metacognition is considered to be crucial for students' learning, critical thinking, and problem-solving skills (Gogh & Kovari, 2018;Lai, 2011;Sonnenberg & Bannert, 2016; van Velzen, 2016; Winne & Hadwin, 2012). ...
Metacognition is a complex cognitive function that is considered to be one of the most important goals of education. One of the most effective ways to enhance metacognition suggested in the literature is using graphic organisers. However, it is unclear how graphic organisers can facilitate metacognition and what the relationship between them is. The present study is a scoping review that fills this gap and maps the current literature regarding metacognition, graphic organisers and their relationship. Online databases were used to identify papers, from which 25 of them were selected. The results of the review show that there are three types of graphic organisers-metacognition relationship: (1) graphic organisers are used in interventions to enhance metacognition, (2) a combination of graphic organisers and metacognition activities is used in interventions to enhance learning outcomes, and (3) graphic organisers are used to evaluate metacognition. The review also highlights the need for further studies in the field that use experimental design and include younger learners, and diverse subjects, learning domains and contexts. The present study concludes by offering instructional insights for designing metacognition interventions by utilising graphic organisers as aids.
... Universities need to prepare new generations to use and create the environment offered by today's technologies ( [1]). We can experience many positive effects of new technologies in education (see, e.g., [2], [3], [4], [5]) that we can use for improving the technical and the theoretical knowledge of our students. ...
... One of these articles compares techniques such as email, attachments, shared use of Web interfaces and a VR engine which provides a virtual interface. The results indicate that users completed their workflow 50% faster with the VR option (Lampert et al., 2018). Another application that marked a change in e-learning is an innovative tool for young adults with mild cognitive impairments. ...
The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching–learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called “disruptive process” came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching–learning processes.
... The paper also proves that 3D environments are capable of providing users with a much higher level of comprehension when it comes to sharing and interpreting digital workflows. (Lampert et al., 2018). ...
Virtual Reality (VR) and 3D environments are increasingly widespread technologies. Although VR is usually associated with an engaging gaming experience, its current use goes far beyond entertainment and the market of electronic games. Different VR spaces are used in industrial settings, manufacturing, and even education. There is a new interdisciplinary field which was created related to 3D VR content: cognitive infocommunications (CogInfoCom). Research shows that with the help of 3D VR environments work processes can be completed (up to 30–50%) faster, and the effectiveness of learning and recalling information can be significantly increased as well. The free 3D spaces of the 3D VR browser MaxWhere, developed by the researchers of Széchenyi István University (Győr, Hungary), are available to everyone. With this paper, the authors intend to draw attention to the MaxWhere 3D VR space of the University Library and Archives of Széchenyi István University, which is the first library space in MaxWhere. At the Library and Information Science (LIS) Master’s Program of Eötvös Loránd University (Budapest, Hungary), the biggest librarian training institution of Hungary, students could test the 3D VR browser in practice as part of the course Information Visualization. In the spring semester of the academic year 2020-21, and in the fall semester of 2021-22, the students’ opinion on MaxWhere were assessed by an anonymous survey, the results of which are included in the paper.
... A kutatás másik részében rávilágítottak arra is, hogy a kollaboratív munkafolyamatok ideje 30%-kal lett rövidebb. A kutatók szerint mindez annak köszönhető, hogy a 3D-s térben kevesebb elemi kezeléstechnikai funkciót (kattintás, ablakok méretezése, megnyitás, bezárás) kell használni (Lampert et al, 2018). ...
The paper will present an overview of scientific research of Sinjska alka as an intangible cultural heritage of the Croatian people and its cultural and identity significance within the tradition of the Croatian people. Since UNESCO included the Sinj Alka in the list of intangible world heritage in 2010 and thus declared it a protected intangible cultural property, the work and commitment of the scientific community in cooperation with state institutions for the recognition and affirmation of the Alka is evident. The paper conducts research based on the methods of field collection of material (interview of
relevant actors of Sinjska alka), analysis and systematization of collected material and work on available archival material. The aim of this paper is to contribute to the possible future use of experiences and values of Sinjska alka for further ethnological research of other heritage intangible cultural assets of the Republic of Croatia that can contribute to the development of sustainable management, i.e. sustainability of intangible
cultural heritage
... The set-up space makes activities in the digital environment more spectacular. It can speed up the acquisition of information and make easier to carry out collaborative activities [11,12]. ...
Nowadays, there is a wide range of opportunities offered by museums in the field of education. The museum pedagogy of the last decades offers opportunities-in more conscious and creative ways-for both children and adults, as it takes into account the age of museum visitors. The programmes are available not only offline, but also online, using the form of virtual guided tours and museum pedagogical sessions. The pandemic period has intensified the need and importance of online programs. Our study presents a school history collection that has been created and organised by the Apáczai Csere János Faculty of Széchenyi István University of Győr. Due to the results of the university developments the interactive presentation of the collection, and the virtual implementation of different museum pedagogical activities has been supported by the MaxWhere 3D VR program.
... Based on the results obtained, it can be stated that the sharing of information required for successful workflows on the VR platform is faster and more efficient. Further research has shown that VR-based learning frameworks are also more effective in education and learning than classical e-learning frameworks, LMS systems [20][21] [22], in particular for collaboration, and cooperative [23][24] [9], for engineering [25] and control [26] of what [27] [28] or more general educational aspects [29][30] [31] e.g. creating learner-centered, adjustable learning environments [32] [33], and increasing the efficiency of education-related digital workflows [34]. ...
3D technology has become one of the basic elements of computer-aided workflows, and due to its attention-grabbing effect, it is also used in education, whether it is illustrative methods used in teaching or computer-aided design. In this paper we analyzed the effectiveness of the 2D and 3D environment while performing a problem-solving task using eye tracking.
... Information materials for new generations should be developed for technologies that fit the everyday tools of young people ( [9]). As the application of 3D technology brings many positive results in education (see, e.g., [10], [11], [12], [13]) we have chosen VR as an innovative and efficient medium for our 12th IEEE International Conference on Cognitive Infocommunications -CogInfoCom 2021 • September 23-25, 2021 • Online on MaxWhere 3D Web 978-1-6654-2495-0/21/$31.00 ©2021 IEEE system -even if it has some disadvantages ( [14]) and some issues that need to be considered (emotions, language, ethics, etc., see, e.g., [15], [16]) when designing digital learning environments. Immersive spaces have a powerful effect on the effectiveness of educational processes (see, e.g., [17], [18], [19], [20]) and able to provide an environment for a modern type of cognitive infocommunication ( [21], [22], [23]). ...
Protection of sensitive data (e.g., personal information) or IT devices is one of the most important fields in information communication during the 21st century. The increasing use of online services in societies makes this area more relevant than before. In this paper, we present a method that can be used to improve the information security and privacy awareness of students who are security-conscious employees of the future. We describe some important aspects of this field, for example, what students and institutions should know and do for preventing data leakage and handling cyberattacks-educational institutions have responsibilities in preparing their students against these crimes and events. Our designed and presented method uses a developed virtual reality environment on enhancing privacy awareness accessible for students and educators. The MaxWhere immersive virtual reality 3D system is applied for organizing and presenting the most relevant pieces of information and a number of elements that can support discovering and learning some useful descriptions, facts, statistics about, and techniques against malicious cyber incidents and events, and about how to protect personal data. Our main goal is to help students and higher education institutions to develop students' data protection awareness as simply as possible, with less effort and more efficiency.
