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Title:Uporaba tehnologije navidezne resničnosti za izboljšanje učnega procesa pri poučevanju kemije : magistrsko delo
Authors:ID Oprčkal, Mojca (Author)
ID Golob, Nika (Mentor) More about this mentor... New window
Files:.pdf EMAG_Oprckal_Mojca_2023.pdf (2,24 MB)
MD5: 49CE28F569F88667F778DF792C719CA2
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FNM - Faculty of Natural Sciences and Mathematics
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 bolj 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 imajo zaradi VR očal večjo 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 ter 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 predtesta 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 potest. 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 ter uporabiti pri študiju.
Keywords:virtualna resničnost, nadgrajena resničnost, VR očala, IKT, kemija
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[M. Oprčkal]
Year of publishing:2023
Number of pages:X f., 97 str.
PID:20.500.12556/DKUM-86048 New window
UDC:54:57:37.091.3:004 (043.2)
COBISS.SI-ID:168104963 New window
Publication date in DKUM:12.10.2023
Views:628
Downloads:140
Metadata:XML DC-XML DC-RDF
Categories:FNM
:
OPRČKAL, Mojca, 2023, Uporaba tehnologije navidezne resničnosti za izboljšanje učnega procesa pri poučevanju kemije : magistrsko delo [online]. Master’s thesis. Maribor : M. Oprčkal. [Accessed 15 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=86048
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:01.10.2023

Secondary language

Language:English
Title:Using virtual reality technology to improve the learning process in chemistry learning
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.
Keywords:virtual reality, augmented reality, VR goggles, ICT, chemistry


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