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Education Sciences
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Advances and Novel Methods for Education in the Era of...
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Advances and Novel Methods for Education in the Era of Industry 4.0

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 March 2024) | Viewed by 9725

Special Issue Editors

Dr. Athanasios Christopoulos

E-Mail Website
Guest Editor
Department of Computing, Centre for Learning Analytics, University of Turku, 20014 Turku, Finland
Interests: educational technology; immersive technologies; learning analytics
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Chrysostomos Stylios

E-Mail Website
Guest Editor
Department of Informatics and Telecommunications, University of Ioannina, GR-47100 Arta, Greece
Interests: Industry 4.0; artificial intelligence computational intelligence, fuzzy cognitive maps; fuzzy logic, neural networks; support vector machines; knowledge-based systems; modeling complex systems; intelligent systems; medical decision support systems; biosignal processing and analysis; hierarchical systems and supervisory control; intelligent manufacturing systems
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The outbreak of the recent pandemic has changed the conceptual definition of what constitutes a work or educational environment. Empirical research related to the integration of immersive technologies, such as virtual reality (VR) and augmented reality (AR), in both the educational and professional sectors, identifies significant improvements in learning outcomes and achievements through their use, as well as positive impacts on the user experience. However, findings from recent studies exploring this paradigm shift from the physical to the purely remote or blended setting indicate the significant difficulties faced by individuals. On the other hand, VR and AR are leading technologies that progress towards digital transformation and Industry 4.0. Immersive technologies, creating new methods of training and simulating the industrial ecosystem by bridging the gaps between the digital, cyber, virtual and physical worlds.

This Special Issue focuses on research aiming to facilitate the conduct of educational and/or professional training practices with the aid of virtual and augmented reality technologies. As we aim to develop an improved comprehension of how such technologies can support the Education 4.0 framework, we welcome submissions from diverse populations, with a particular focus on the foundational areas that enable STEM education and the respective industry fields. Within the broad scope of this issue, prospective authors are encouraged to emphasise both the provision of theoretical foundations and the technical/practical guidelines. Moreover, it is important to consider and discuss how humans can change the way in which they learn and work, both in terms of their performance and safety.

The key topics include, but are not limited to, the following:

  • Authoring tools for educational virtual/augmented reality applications;
  • The design and development of virtual/augmented reality applications for STEM education;
  • Virtual/augmented reality applications for remote learning, training, and workshop delivery;
  • Personalised and adaptive learning for virtual/augmented reality applications;
  • The integration of learning analytics in virtual/augmented reality applications;
  • Novel educational theories and strategies for hybrid/blended/distance learning;
  • 3D virtual learning environments for hybrid/blended/distance learning;
  • VR/AR educational methods and tools for Industry 4.0.

Dr. Athanasios Christopoulos
Prof. Dr. Chrysostomos Stylios
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers (3 papers)

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Research

16 pages, 4415 KiB  
Article
A Virtual Reality Laboratory for Blended Learning Education: Design, Implementation and Evaluation
by Dario Antonelli, Athanasios Christopoulos, Mikko-Jussi Laakso, Valentina Dagienė, Agnė Juškevičienė, Vaida Masiulionytė-Dagienė, Maksymilian Mądziel, Dorota Stadnicka and Chrysostomos Stylios
Educ. Sci. 2023, 13(5), 528; https://doi.org/10.3390/educsci13050528 - 22 May 2023
Cited by 2 | Viewed by 1940
Abstract
Launched during the pandemic, the EU-funded JANUS project aimed to ensure the continuity of student workshops at universities using a virtual reality (VR) robotics laboratory. With the return to normality, the project has been redesigned to capitalise on the positive outcomes of the [...] Read more.
Launched during the pandemic, the EU-funded JANUS project aimed to ensure the continuity of student workshops at universities using a virtual reality (VR) robotics laboratory. With the return to normality, the project has been redesigned to capitalise on the positive outcomes of the experience. The VR lab provides safe and unrestricted access to the labs and experiments with the machines, reducing the consequences of student mistakes and improving the user experience by allowing the experiment to be repeated from different angles, some of which are impossible to access in the real lab. In addition, integration with an interactive learning platform called “ViLLE” allows for continuous assessment of the learning experience. Self-evaluation of the material taught and learned can be integrated with the execution of the exercises that pave the way for Kaizen. Two VR workshops for the blended learning of robotics were developed during the JANUS project. Their evaluation reported favourable responses from the students whose learning performance was indirectly measured. Full article
(This article belongs to the Special Issue Advances and Novel Methods for Education in the Era of Industry 4.0)
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17 pages, 1961 KiB  
Article
Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education: ITE Subject Methods Tutors’ Perspectives on the Island of Ireland
by Pamela Cowan and Rachel Farrell
Educ. Sci. 2023, 13(3), 228; https://doi.org/10.3390/educsci13030228 - 21 Feb 2023
Cited by 2 | Viewed by 2008
Abstract
This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this [...] Read more.
This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors’ challenges when managing their own technological and pedagogical development alongside preparing student teachers for technology-enhanced learning (TEL). Building on previous research on ITE tutors’ use of TEL across the island of Ireland, this paper discusses the synergy between the cognitive apprenticeship model and reverse mentoring that upends the classic co-operating teacher/student teacher hierarchy and positions all partners in ITE programmes as learning leaders at key points in the partnership process. An online survey comprising 51 items was administered to a purposive sample of 50 ITE tutors from four ITE providers, two in Ireland and two in Northern Ireland (NI), who were selected due to their developing interest in the use of virtual reality in teacher education. Data analysis using SPSS combined with thematic analysis of open-ended responses revealed that although the majority of ITE subject methods tutors conveyed open-minded and willing attitudes to embrace VR in the future, they identified a number of systemic issues that need to be addressed first. These include the disconnect between innovative pedagogical practices presented in university-based modules and the stark reality of technological deficits in some classrooms; the pedagogical and resource-based ‘readiness’ of ITE tutors to embed VR in their subject-specific teaching; and the need for curriculum-focused, VR resources for school-based use. As a result of this study, an incremental, cyclical approach to growing the body of knowledge around VR pedagogy is proposed in conjunction with new forms of collaboration between the partners in ITE. Full article
(This article belongs to the Special Issue Advances and Novel Methods for Education in the Era of Industry 4.0)
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18 pages, 2910 KiB  
Article
Design, Development, and Evaluation of a Virtual Reality Serious Game for School Fire Preparedness Training
by Stylianos Mystakidis, Jeries Besharat, George Papantzikos, Athanasios Christopoulos, Chrysostomos Stylios, Spiros Agorgianitis and Dimitrios Tselentis
Educ. Sci. 2022, 12(4), 281; https://doi.org/10.3390/educsci12040281 - 14 Apr 2022
Cited by 17 | Viewed by 4773
Abstract
Immersive virtual reality (VR) is a technology that can be effective for procedural skills training through game-based simulations such as serious games. The current study describes the instructional design, development, and evaluation of the FSCHOOL fire preparedness serious game in a cave automatic [...] Read more.
Immersive virtual reality (VR) is a technology that can be effective for procedural skills training through game-based simulations such as serious games. The current study describes the instructional design, development, and evaluation of the FSCHOOL fire preparedness serious game in a cave automatic virtual environment (CAVE-VR) for elementary school teachers. The main game mechanics include a storytelling scenario, enhanced realism, freedom of movement, levels, and points corresponding to the learning mechanics of instruction, action, simulation, discovery, repetition, and imitation. The game was developed in Unity 3D with the help of the Fire Dynamics Simulator and a script to emulate and visualize fire propagation. The game featured three levels to respond to school fire safety regulations and was evaluated by elementary school teachers (N = 33) in Greece. A comparative quantitative study was conducted with experimental and control groups. The results indicate that the VR serious game is appropriate for training, providing challenge, enjoyment, and mastery. Full article
(This article belongs to the Special Issue Advances and Novel Methods for Education in the Era of Industry 4.0)
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