Modern Tendency to Practice-Oriented Learning The Effect of Virtual Reality Technology on Students’ Academic Performance

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dc.contributor.authorLiu, ZuoYuan
dc.contributor.authorAlimbekov, Akmatali
dc.contributor.authorGlushkov, Sergey
dc.contributor.authorRamazanova, Lyazzat
dc.coverage.issue2cs
dc.coverage.volume29cs
dc.date.accessioned2024-01-11T09:48:08Z
dc.date.available2024-01-11T09:48:08Z
dc.date.issued2023-12-31cs
dc.description.abstractToday, technology is changing quickly and apparently affects all parts of life. Compared to a few years ago, many things have changed, including thoughts, habits, social activities, and ways of life. Thus, this study determined the impact of virtual reality technologies as practice-oriented learning stimuli on the development of information competence and academic performance of future primary school teachers. One hundred eighteen students from the Pedagogy Faculty of the M. Utemisov West Kazakhstan University and 105 students from the Kyrgyz National University majoring in the same field were divided into two groups for the research. Respondents in the experimental group took virtual reality courses, and their progress was evaluated by contrasting their grades before and after the programme. Based on the preliminary analysis of the student's academic performance, it should be noted that most of them performed mediocrely. However, observations by tutors and teachers revealed that when classes were taught using virtual reality platforms such as EyeJack and CoSpaces Edu, students in the experimental group were more willing to participate in tasks and seminars. Furthermore, according to the results of Content Module 2, students in the experimental group performed significantly better than students in the control group in terms of their overall academic performance (p=4.187). The article's practical significance comes from considering how virtual reality technologies might enhance Kazakhstan's and Kyrgyzstan's educational systems.en
dc.formattextcs
dc.format.extent155-161cs
dc.format.mimetypeapplication/pdfen
dc.identifier.citationMendel. 2023 vol. 29, ÄŤ. 2, s. 155-161. ISSN 1803-3814cs
dc.identifier.doi10.13164/mendel.2023.2.155en
dc.identifier.issn2571-3701
dc.identifier.issn1803-3814
dc.identifier.urihttps://hdl.handle.net/11012/244264
dc.language.isoencs
dc.publisherInstitute of Automation and Computer Science, Brno University of Technologycs
dc.relation.ispartofMendelcs
dc.relation.urihttps://mendel-journal.org/index.php/mendel/article/view/247cs
dc.rightsCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International licenseen
dc.rights.accessopenAccessen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0en
dc.subjectAcademic Performanceen
dc.subjectInformation Competenceen
dc.subjectPractice-oriented Learningen
dc.subjectSchool Teachersen
dc.subjectVirtual Reality Technologiesen
dc.titleModern Tendency to Practice-Oriented Learning The Effect of Virtual Reality Technology on Students’ Academic Performanceen
dc.type.driverarticleen
dc.type.statusPeer-revieweden
dc.type.versionpublishedVersionen
eprints.affiliatedInstitution.facultyFakulta strojního inženýrstvícs
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Vol. 29, No. 2