magistrsko delo
Mojca Oprčkal (Author), Nika Golob (Mentor)

Abstract

VR (virtualna resničnost) in AR (nadgrajena resničnost) tehnologija sta postali vse bolj razširjeni in se uporabljata na različnih področjih, vključno z izobraževanjem. Pri poučevanju kemije se očala za navidezno resničnost (VR očala) izkazujejo za obetavno orodje, saj omogočajo osnovnošolcem, dijakom in študentom boljše interaktivno učenje. Uporabijo se lahko kot učno orodje na različnih področjih, kot so virtualne ekskurzije, praktično učenje, interaktivno učenje in sodelovalno učenje. Raziskave kažejo, da imata VR in AR velik potencial za pomoč učencem pri izboljšanju njihovih veščin in znanja. Učenci so zaradi VR očal bolj motivacijo, dosegajo višje kognitivne nivoje, bolje razumejo abstraktne pojme in procese, so aktivnejši pri učnem procesu, večja je dostopnost, saj lahko eksperiment izvajajo kadarkoli in kjerkoli ter uporaba omogoča individualizirano izkušnjo. Raziskave poročajo tudi o pomanjkljivostih in izzivih VR tehnologije. To so finance, tehnične omejitve, potreba po ustrezni in dovolj zmogljivi opremi, pomanjkanje ustreznih izobraževalnih aplikacij in telesna slabost med uporabo VR očal. V raziskavi smo preverjali razumevanje vodikove vezi s pomočjo VR očal pri študentih razrednega pouka, predšolske vzgoje in naravoslovne smeri na Univerzi v Mariboru. S pomočjo pred testa smo najprej preverili obstoječe znanje, nato so si ogledali video submikroskopskega prikaza delcev in razlage vodikove vezi pri faznih prehodih vode in tvorbi snežink ter na koncu rešili še po test. Ugotovili smo, da so študenti vseh vključenih študijskih smeri napredovali v znanju. Največji napredek so pokazali študentje naravoslovne smeri in razrednega pouka pri risanju vodikove vezi med molekulama vode in izbiri morfološke oblike snežinke. Študentom je bila uporaba VR tehnologije všeč in bi si jo želeli še preizkusiti in uporabiti pri študiju.

Keywords

magistrska dela;virtualna resničnost;nadgrajena resničnost;VR očala;IKT;kemija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: [M. Oprčkal]
UDC: 54:57:37.091.3:004 (043.2)
COBISS: 168104963 Link will open in a new window
Views: 328
Downloads: 75
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Other data

Secondary language: English
Secondary title: Using virtual reality technology to improve the learning process in chemistry learning
Secondary abstract: VR (Virtual Reality) and AR (Augmented Reality) technologies have become increasingly widespread and are being used in various fields, including education. In the teaching of chemistry, virtual reality headsets (VR goggles) have proven to be a promising tool, as they enable elementary school students, high school students, and college students to engage in more interactive learning. They can be used as an educational tool in various areas, such as virtual excursions, hands-on learning, interactive learning, and collaborative learning. Research shows that VR and AR have significant potential to help students improve their skills and knowledge. Students are more motivated with VR goggles, achieve higher cognitive levels, understand abstract concepts and processes better, are more active in the learning process, and benefit from increased accessibility since experiments can be conducted anytime and anywhere. The use of VR technology enables personalized learning experiences. Research also reports on the drawbacks and challenges of VR technology, including financial considerations, technical limitations, the need for suitable and powerful equipment, a lack of appropriate educational applications, and physical discomfort during VR headset use. In our study, we examined the understanding of hydrogen bonding using VR goggles among elementary school, preschool education, and natural science students, at the University of Maribor. We first assessed their existing knowledge with a pre-test, then they watched a video depicting submicroscopic particle behavior and explanations of hydrogen bonding during phase transitions in water and snowflake formation. Finally, they completed a post-test. We found that students from all the included academic disciplines improved their knowledge. The most significant progress was shown by natural science students and those studying elementary education, particularly in drawing hydrogen bonds between water molecules and selecting the morphological shape of a snowflake. Students liked using VR technology and expressed a desire to try it again and incorporate it into their studies.
Secondary keywords: master theses;virtual reality;augmented reality;VR goggles;ICT;chemistry;Navidezna resničnost;Informacijsko-komunikacijska tehnologija;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za biologijo, Katedra za kemijo
Pages: X f., 97 str.
ID: 20018049