Research on 3D Painting in Virtual Reality to Improve Students’ Motivation of 3D Animation Learning

Learning Middle-Latitude Cyclone Formation up in the Air: Student Learning Experience, Outcomes, and Perceptions in a CAVE-Enabled Meteorology Class

Cave Automatic Virtual Environment (CAVE) is a virtual reality (VR) environment that has not been fully studied due to its high cost and complexity in system integration. Previous CAVE-related studies mainly focused on comparing its effectiveness with other learning media, such as textbooks, desktop VR, or head-mounted display (HMD) VR. In this study, through the utilization of CAVE in a meteorology class, we concentrated on CAVE itself, measured how CAVE impacted learners' learning outcomes before and after using CAVE in an actual ongoing undergraduate-level class, and investigated how learners perceived their learning experiences. Quantitative data were collected to examine the students' knowledge acquisition and learning experience. We also triangulated the quantitative results with qualitative data from the interviews regarding learners' perceptions of the CAVE-enabled class and their knowledge mastery. The results indicated that their learning outcomes increased through learning with CAVE and that their perceptions of immersion, presence, and engagement significantly correlated with each other. The interview results showed a great fondness of and satisfaction with the learning experience, group collaboration, and effectiveness of the CAVE-enabled class from the learners. We also learned that the learners' learning experiences in CAVE could be further improved if we provided them with more learner-environment interaction, offered them a better sense of immersion, and reduced cybersickness. Implications of these findings are discussed.

The state of art and review on video streaming

Nowadays, video streaming is very popular around the world, users use video streaming to watch online movies, education, and do office work. Video streaming is referred to as the transmission of video content, live or recorded from server/cloud to end-users. Video and music files are prearranged and transmitted in sequential packets of data so they can be streamed instantaneously, only the User required a high-speed network for access, and a subscription to streaming via an application. In this paper, we survey and analyze the previous development in video streaming such as 2D, and 3D video streaming, compression technologies, protocols for streaming, cloud video processing, 4K/8K, and challenges, and limitations and offer aspects of future development, which will help to provide quality of service of video streaming and increase the revenue for service providers.

Research on the Application of Animation Design Based on Machine Learning and Dynamic Image Index

With the development of computer technology, animation is more and more used because of its simple, effective, and higher performance. Machine learning has become the core of artificial intelligence at present. Intelligent learning algorithms are widely used in practical problems such as evaluation. Knowledge-based automatic animation production system faces two challenges: (1) lack of learning ability and waste of data on the website; (2) the quality of animation produced that depends on the level of system designer and the inability of system users to participate in animation production.In order to solve these two problems, an active animation learning system enables the animation system to constantly learn experience and produce the most popular animation, for the first time, for animation production system design and implementation of applied research. Image retrieval technology is a research center in the field of image application. It is widely used in many fields, such as electronic commerce. Animation design will use dynamic image and machine learning to innovate.

Experience Mode of Digital Media Art under Virtual Reality Technology

With the progress of the country's comprehensive strength and scientific strength, the development of science and technology has brought tremendous changes to people's lives and at the same time brought information dissemination and media methods to a new stage. This article integrates VR technology into your digital media art experience. This combination not only reduces the distance between the experience and the art but also allows the experiencers to better understand what the artist wants to convey in the artwork. Virtual reality technologies and experts have shifted from bystanders to participants and experiencers. This is a brand new experience. It dispels our previous experience based on visual experience and forms a new form of experience. The final results of the study showed that the scores of the three classes of cognitive experience were 4.8, 4.6, and 4.7, with an average score of 4.7. With a full score of 5, the scores in the three dimensions are very high, indicating that this digital media art interactive experience design has brought students a good sensory experience, interactive experience, and cognitive experience.

A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning

In 2019, the United Nations released its 10-year policy of “ESD for 2030”. Many schools around the world have actively participated in the transformation and have included the United Nations Sustainable Development Goals (SDGs) in Education for Sustainable Development (ESD). Many developed countries hope to combine the concept of STEAM education (Science, Technology, Engineering, Art, and Mathematics) with interdisciplinary learning, and apply it to ESD. This study intended to integrate the sustainability concept into Virtual Reality (VR) system-aided STEAM education, in order to provide school children with integrated interdisciplinary STEAM education. A literature review was conducted and the research hypotheses were proposed. The empirical method and questionnaires were used as research methods to investigate the influence of the proposed system on the students’ satisfaction, self-efficacy, and learning outcomes after cognition learning. The results of this study showed that the combination of STEAM education, with VR-aided experience courses, could help to improve the learning satisfaction and outcomes of students and to arouse their learning motivation. However, the proposed system needs an ESD that is based on students’ traditional culture (such as designing a role-playing game), so that they can improve their self-efficacy through playing a VR game. Although VR games are interesting, they are difficult for some students to play. Therefore, it is necessary to adjust the teaching materials, methods, and strategies appropriately by using information technology, so that ESD can be achieved by inspiring students to explore continuously. The findings can serve as a reference for further relevant studies.

Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of testing the didactic functioning of AM and examining the validity of this application, in terms of motivation and the retention of both short and long-term memory when teaching foreign languages in primary education. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology combining qualitative aspects (qualitative evaluation) and quantitative aspects (questionnaires) as well as a descriptive method with a survey design. The data collection was performed using instruments, specifically the Extrinsic vs. Intrinsic Orientation Scale, to ascertain the motivational impressions of the students and two memory tests, the Test of Memory and Learning (TOMAL) and the Children’s Memory Scale (CMS). Forty-five days later, the two memory tests were repeated to compare the results with the previous ones. After this experience, the results allowed us to conclude that the students demonstrated optimal memorization from a conceptual point of view, in addition to having improved their motivational impressions.

Virtual and Augmented Reality Environments to Learn the Fundamentals of Crystallography

Nowadays, there are many situations in which information and communications technology (ICT) is used as a vehicle to transmit knowledge. The fast evolution of technology in recent decades has favored the development of virtual reality (VR) and augmented reality (AR) and with them the emergence of virtual laboratories (VLs) using VR or AR. Since such technologies can help students understand the atomic spatial distribution, crystallography is a discipline that has taken advantage of the use of VL in the teaching of crystal lattices, thus solving the usual educational problem of visualization in two- and three-dimensions. This paper presents a literature review that helps to identify the main features of VLs (based on VR or AR) that have been developed in the academic field to support the learning of crystallography concepts. Furthermore, this paper describes a VL developed by the authors where students can learn the main contents related to the 14 Bravais lattices (unit cells, directions, crystallographic planes, interstitial sites, etc.) by exploring the stands of a virtual museum. Such a VL uses non-immersive VR and has been designed based on the authors’ long-term research to achieve a high learning effectiveness educative platform.

The proliferation of virtual laboratories in educational fields

Since its emergence in the 1960s, the use of virtual reality (VR) has grown progressively. This wide dissemination of VR has allowed its application in an increasing number of disciplines, including education. It is well known that virtual laboratories (VLs), which base their use in VR technology, are very useful tools in both university and professional training. In this article, the main advantages and disadvantages of the use of modern VLs in teaching are analyzed. In addition, the design and development process that must be followed to appropriately create these VLs is described in detail, as well as a small-scale study of the perception that university teachers have about the use of VR in education. Lastly, the reasons why the implementation of VR is not currently as broad as it would be expected, given its proven potential in different fields, are discussed.

Incorporating Virtual Reality into the Teaching and Training of Grid-Tie Photovoltaic Power Plants Design

The current difficulty in obtaining financial resources to acquire equipment for training personnel and the requirement of well-trained engineers in the industry looking toward sustainability, creates an opportunity to innovate in teaching tools, such as the proposed in this article, where a virtual world is projected, integrating the planning and design of a photovoltaic power plant (PV). The user can interact while immersed in the virtual scene as if the PV system were already installed, illustrating technical characteristics of selected equipment and its installation details, while the user is interacting with didactic activities focused on visual, auditory, and kinesthetic learning. This paper summarizes an initiative within the teaching–learning context, which aims to show the advantages of using modern tools, such as virtual reality, to achieve teaching goals in a renewable energy course.