Research on Art Teaching Practice Supported by Virtual Reality (VR) Technology in the Primary Schools

The development of aesthetic experience through virtual and augmented reality

Emerging technological innovations offer the potential for experiential engagement through virtual scenarios, yet the viability of this approach for educational purposes remains significantly underexplored. This study aims to assess the feasibility of Augmented Reality (AR) and Virtual Reality (VR) technologies in providing users with aesthetic experiences when visiting digital exhibitions. A total of 190 students participated in this investigation. The control group visited traditional exhibits at the Palace Museum in Beijing. This group underwent a survey to evaluate their acquired aesthetic experience. In contrast, the experimental group, comprising 96 students, engaged with VR/AR scenarios at the Palace Museum in Beijing. Accordingly, students in the experimental group were also surveyed to evaluate both their aesthetic experiences and, additionally, their user experiences. The survey results unveiled significant distinctions in aesthetic experiences between students in the control and experimental groups. Moreover, there were notable correlations between individual variables related to user and aesthetic experiences within the experimental group. Furthermore, the study revealed disparities in both user and aesthetic experiences among male and female students. The findings have implications for aesthetic education teachers and officials in the context of developing sound strategies for providing aesthetic experiences to their students. This information is also of interest to employees of museums, exhibitions, and other cultural facilities, who are interested in holding or hold digital exhibitions.

Theory and method for evaluating the importance of college course teaching for future education: From virtual reality to metaverse

As the latest and most popular concept in the world, metaverse as well as its application and technology integration has attracted the attention of all walks of life including information, economics, management, design and education, etc. However, the definition of metaverse as a technology or an intelligent scene still has no unified consensus in the academic and scientific fields. We believe that the metaverse should be a key concept and emerging theory in the future field of wisdom. This research focuses on the evaluation of the importance of college teaching courses for future education in the context of the metaverse, and discusses which courses may be greatly affected by the concept of the metaverse. First, on the basis of analyzing the scholars’ understanding of the concept of the metaverse and related application research literature, we give the specific framework of this paper and the definition of the edu-metaverse, and propose a future intelligent teaching environment construction model based on the metaverse. It should be noted that our research is under the framework of the metaverse intelligent teaching construction model, and mainly focuses on the in-depth analysis of the teaching evaluation problem in colleges, which is a multi-attribute decision-making problem in the field of systems science. We propose an improved Pythagorean fuzzy multi-attribute decision-making method based on cumulative prospect theory, including improved scoring function, improved distance measure method, improved combination weighting method, etc., and construct a cumulative prospect value function. The proposed theory and method were applied to teaching courses of 10 majors in Chinese colleges to construct an importance evaluation indicator system. The importance of the courses was ranked, verifying the applicability and scientificity of the proposed method. The research content of this paper can provide a reference for the decision-making of Chinese education authorities. More importantly, the method proposed in this research is also universal, and can also provide theoretical support and experience reference for multi disciplines and fields, such as financial investment, engineering construction evaluation, enterprise management decision-making, and emergency management, etc.

Technology-Enhanced Education through VR-Making and Metaverse-Linking to Foster Teacher Readiness and Sustainable Learning

The main purpose of this paper is to bring pioneering insights into the core line of sustainable education research by investigating the multi-dimensional aspects of teachers’ readiness to design technology-enhanced learning environments. In order to achieve this goal, this study documents the experiences of pre-service English teachers in instructional Virtual Reality (herein, VR) content design of K–12 English digital textbooks. Furthermore, it examines how their VR creation can be linked to a metaverse platform for learning adaptivity and sustainable education. The data are collected by pre-/post-surveys as well as reflective papers. The pre-/post-survey responses are analyzed with a t-test to determine significance; the reflective paper entries are scrutinized with sentiment analysis and text mining. The study findings suggest that such transformative experiences of VR-Making (herein, VRM) for instructional contents are conducive to capacitate pre-service teachers’ technological readiness, 4Cs (Critical Thinking, Creativity, Collaboration, Communication) in digital citizenship, and perceived pedagogical benefits. Based on findings, this study continues to support the need for providing teaching practitioners with hands-on learning-to-teach opportunities with emerging technology as a tool to fulfill sustainable education.