Evaluation of a virtual reality application for learning Object-Oriented Programming concept
Temitope Segun Sule
Master’s thesis
School of Computing Computer Science
MAY 2021
UNIVERSITY OF EASTERN FINLAND, Faculty of Science and Forestry, Joensuu, School of Computing, Computer Science.
Temitope Segun Sule: Evaluation of a virtual reality application for learning Object- Oriented Programming concept
Master’s Thesis, 69 p.
Supervisors of the Master’s Thesis: PhD. Solomon Oyelere and MSc Friday Agbo May 2021
Abstract: With the advent of new technologies, we are presented with varieties of learning methods beyond the more traditionally accepted learning tools and pedagogies. The widespread growth of virtual reality has left an opening for its integration into the educational world. Programming has always been an abstract subject; students have always found it hard to understand some basic concepts of programming. For example, Object-oriented programming is one of the most difficult aspects to grasp in computer programming. This research evaluates and proposes a fun and engaging way to teach object-oriented programming to students using virtual reality. This research aims to evaluate an existing mobile virtual reality application for learning object-oriented programming. This evaluation was conducted using a mixed research method: quantitative, and qualitative analysis. The participants in this evaluation were 24 in total, these participants engaged in a training session with the Imikode virtual reality application. In this evaluation majority of the participants (M=3.75) indicated that practicing OOP through virtual reality was fun and interesting, furthermore, this study showed that students were really interested in learning and applying object-oriented programming concepts through virtual reality, also, result from the analysis revealed a clear insight into how this technology is usable and the limitations we might face when using this new technology for teaching object-oriented programming.
Keywords: Virtual reality, Object-oriented programming, Educational Game, Computing education.
CR Categories (ACM Computing Classification System, 1998 version):
Acknowledgement
This thesis was done at the School of Computing, University of Eastern Finland during the spring of 2021.
I want to thank my thesis supervisor, Dr Solomon Sunday Oyelere and Mr Friday Agbo, for the motivation, guidance and immense support in this course of this study.
I want to extend my profound gratitude to everyone who has supported me in this journey, including my friends, family, teachers.
List of abbreviations
OOP. Object-Oriented Programming HMD Head Mounted Display
VR Virtual Reality 3D Three Dimensional
HCI Human-Computer Interaction CBT Computer Based Teaching CAL Computer Assisted Learning
1 Introduction ... 5
1.1 Problem definition ... 7
1.2 Aim of the study... 9
1.3 Research objectives ... 10
1.4 Research questions ... 10
1.5 Research methodology ... 10
2 Literature review ... 13
2.1 Overview of computing education ... 13
2.2 Overview of virtual reality technology ... 13
2.2.1 Characteristic features of VR technology ... 14
2.2.3 Concept of immersion in a virtual environment ... 19
2.2.4 Educational virtual reality applications ... 23
2.2.5 Drawbacks of VR application in education ... 30
2.3 Virtual reality applications for computing education ... 31
2.4 Existing virtual reality solutions for programming education ... 32
2.5 Overview of studies on VR application for learning OOP concepts. ... 40
3 DESCRIPTION of the tool under study ... 42
3.1 Imikode system ... 42
3.2 Imikode future ... 43
4 Method ... 44
4.1. Study design ... 44
4.2 Procedure ... 45
4.3 User Study ... 48
5 Results of Analysis ... 50
5.1 Effectiveness of the Imikode virtual reality game as a tool for learning OOP ... 51
5.2 Qualitative Analysis ... 53
5.2.1 Experiences of students learning OOP concept by using the Imikode virtual reality application ... 53
6 Discussion ... 55
6.1 Discussion ... 55
7 Conclusion ... 58
8 References ... 59
1 INTRODUCTION
Education has evolved over the years, hence the need for improved ways to keep up with learning, Yadav and Oyelere (2021) described learning as a process of acquiring information and skills. With the advent of VR, an innovative modality has emerged. It is possible to acknowledge the engagement of virtual reality (VR) in all areas of education as a force to be reckoned with, in natural advancements of computer-assisted learning (CAI) or computer- based teaching (CBT) (Yang et al., 2010). Education must simulate scenarios that could exist in the real world, Training is better done when the learner is completely absorbed in the world of 3D learning.
There is a long tradition dating back to the early 1950s of the use of computers as teaching aids, In the mid-1960s, serious experiments began, Computers, specifically personal computers or microcomputers, became a growing and accepted delivery mechanism for many types of education since the emergence of the microcomputer in 1977 (Chen et al., 2010). This pattern has been continued by virtual reality, which can be seen on all forms of devices. How people of all backgrounds read, and work has been revolutionized by VR, it can make it possible to learn higher-order reasoning and problem-solving abilities (Chen et al., 2010).
VR is a computer-recreated representation of a 3D image or world that a person using certain computer devices, such as a headset with a display inside or gloves equipped with sensors, may communicate within a highly realistic or physical way (Sharma et al., 2017). The word VR was first introduced during the mid-1960s, since its beginnings date back to the nineteenth century, in this period 360-degree art started to emerge via the panoramic murals, a mechanical device called the sensorama1 emerged one hundred years later which simulated a real VR, that involved multiple senses to create an immersive VR. The machine offered a multisensory motorcycle riding experience, with a full-colour film in three-dimensional along with noises, smells, and the sensation of motion, and the feeling of wind on the head of the audience, since then, VR has grown to become more and more like the physical world in many ways. As processing capacity grows, ICT and VR have become directly interlinked, and human- computer interfaces are becoming more functional and responsive (Sharma et al., 2017).
In VR, "immersion" is a term that is commonly discussed well, it defines, the basic idea of immersion in games as participating in the game creates a lack of knowledge of time and the natural world, as well as a feeling of being in the setting of the mission (Pantelidis, 2010). VR
is related to being located in a virtual environment mentally, the perception is generated by the VR system's user being surrounded by pictures, audio or other factors that provide an engrossing overall atmosphere (Pantelidis, 2010).
Researchers must perform crucial assessments of emerging technologies that are being applied in education and, they must investigate the efficacy of emerging educational innovations created (Sharma et al., 2017). There are open study issues relating to the identification of how specific forms of technology can be applied more efficiently with learning purposes or at different points in the learning process. A system that has gained serious consideration for its potential in science learning is virtual reality. A teacher may opt to involve students with a topic using strategies such as advanced equipment for an immersive lecture presentation, a complex software simulation, or classroom polling with personal answer systems in a standard college lecture for a science course. In educational laboratories, science courses often utilize technologies widely, where students can use technology to achieve first-hand knowledge of the phenomena (Chen., 2010).
In different fields, teaching and implementation of training concepts have been employed by a hands-on approach, according to Oyelere et al. (2018) mobile learning has been used to promote and enhance students' learning skills and teaching positively in computer education.
The constructivist methodology is commonly used in curriculum and preparation to provide students with an in-depth interpretation of the subject matter learned (Patel et al., 2017). In constructivist theory, people are thought to learn by knowing past experiences, focusing on previous experiences, and applying detail to understanding, which is based on the idea that learning and knowledge are created by hands-on actions and personal experiences, in other words, if the respondent is not maximally active, learning is not maximally effective (Patel et al., 2017).
In VR the learner takes the given data actively to fit in with their belief system, this is passively addressed via student-centred activities and not instructor-led exercises, thus learning is accomplished, this virtual reality classroom, which employs a 3D model of the classroom, can be used for teaching using a constructivist approach.
It is not an easy experience to study programming theory during programming courses at a university since it requires problem-solving techniques, Logical reasoning and further inquiry- based-solving practices are expected to master ideas. Students require more focus and energy in text-based programming, which is not so motivating to most learners, which is the conventional form of teaching. Mobile phones nowadays are a part of everybody's life,
irrespective of the level of academic achievement, which is in line with (Agbo et al., 2019) research findings. Teaching OOP ideas using game modules will assist teachers as well as students Educators. The teacher clarifies a subject in conventional instruction and students take notes. Learning now needs to motivate learners to enhance their curiosity and ability to understand (Sharma et al., 2017).
1.1 Problem definition
While OOP is deemed suitable for the construction of broad and complex applications, teachers view OOP teaching as challenging and it is also difficult for students to learn (Patel et al., 2017). Mostly, OOP concepts are being taught using the traditional classroom methods which involve the use of desktop computers or other modalities like interactive boards, sketches and the likes, nevertheless, these traditional classroom methods have made some significant success, that been said there are still lots of areas to be worked upon, for example, the time it takes to understand these concepts also the cognitive load related to these methods ((Patel et al., 2017).
A virtual reality game named Imikode was developed to tackle this shortcoming while learning OOP. The aim of this VR game is for learners to attain knowledge and be able to comprehend the basic principles of OOP, even before the OOP is completely taught.
Learning is part of every day’s activity. A constructivist learning experience thus needs to have an accurate explanation and interpretation of the theoretical variables surrounding an issue to be able to be understood by the learner (Pantelidis, 2010). Constructivism also emphasizes the significance of posing an authentic problem, a true problem (Pantelidis, 2010).
The issue of less interpretation of the theoretical variables is identical to the one which occurs in real-world problems. It also points out the need to present such an authentic subject matter attractively and interestingly (Chen et al., 2010). Understanding the nature of the problem and the significance and relevance of the problem can assist the learner to realize its nature and validity, which can potentially contribute to more enthusiasm and dedication to seeking a solution to these problems (Chen et al., 2010).
A three-dimensional description of a problem in the context of visual, auditory, tactile and cognitive may present virtual reality in this regard. It facilitates the simulation of actual worlds that imitate real-life environments or simulated environments that by direct experience, replicate elements of the actual world that are unavailable. Compared to other representation approaches, such as in story, text, or image form, such problem presentation is more enticing,
fascinating and entertaining as it activates much of the senses that a person uses when interacting with real-world conditions. In the simulated world itself, the contextual variables surrounding the topic can be displayed, Moreover, most existing implementations in virtual reality still facilitate the integration of other means of representation into them, Therefore, the meaning of the problem may also be illustrated with language, narration or illustration (Chen et al., 2010).
To improve the learning experience, the complexity of the problem identified can also be changed. Learning is influenced by the degree of accuracy. Simplifying the difficulty of a simulated problem, for instance, which also means reducing its intensity, would yield better learning than a very high-intensity simulation for a beginner learner. In such representation, reduced intensity guides the attention of the learner to elements of primary significance (Pantelidis et al., 2010).
Virtual reality has the ability to make a difference at any stage of education, to guide learners to discoveries, to inspire and promote and excite them. Through a sense of immersion, of being part of the environment, the learner may engage in the learning environment (Pantelidis et al., 2010).
Virtual reality offers new ways and techniques of simulation. It gives another alternative approach for content presentation. In some cases, some attributes, methods, and so on can be more effectively demonstrated by VR than by other methods, enabling intense close-up inspection of an object, study from a considerable distance, analyse and review of otherwise inaccessible places and events, a few points to understand why VR is important for learning new concepts are as follows.
• Students are motivated by virtual reality. It requires effective communication and promotes active involvement, not passivity. different kinds of virtual reality, such as collaborative virtual reality, promote or facilitate cooperation utilising text input with virtual worlds and provide a social atmosphere.
• Virtual reality enables the learner, at their own pace, to progress by the virtue of an experience during a substantial period, unlike a fixed typical classroom schedule. It enables the disabled to take part when they cannot do so otherwise in a project or educational environment. It transcends barriers to language. Text access VR gives equal
opportunities for interaction among students irrespective of their cultures and helps the students to take on the role of an individual in different cultures.
Students find travelling in a three-dimensional space, engaging with an environment, and building their own three-dimensional (3D) environments fascinating. Any functions, methods, and so forth can be more effectively represented by virtual reality than by other methods. An extreme close-up inspection of an object is made possible by VR. Centred on new experiences, VR unlocks insights. Looking at an object's model from within, the top or bottom reveals places and parts of the objects that has never been explored before (Sharma et al.,2015). For starters, students can research it in depth after a molecule is modelled in VR, see the inside of the molecule, move around and become familiar with its pieces. In VR objects can be viewed from a distance, revealing the whole rather than individually. A community VR model provides the residents with perspectives on the relations between houses, highways, and open areas (Sharma et al.,2015).
1.2 Aim of the study
Researchers have always researched how to deliver the teaching of OOP in an engaging and stimulating way. For example, (Muhammad, 2020) Conceptualized a practical 3D world interactive VR game to teach object-oriented programming to students, also (Bouali et al, 2019) proposed a learning game called Imikode, to support the learning and teaching of OOP concepts in computing education.
The overall aim of this study is to evaluate and investigate the efficacy of the Imikode VR game as a means of teaching basic OOP principles. With all of VR further application today, VR simulations provide a profound level of comprehension by a learner. In the school environment, VR has the potential to be a powerful useful technology for many researchers. It can expand the classroom into other realities via new windows. The simulation gives a learner the opportunity to try multiple possibilities without the risks, financial cost, or time consumption that could entail doing the 'real thing' by representing the real world. One can also try out simulations that in the real world are extremely difficult to do and determine which scenarios show the best chance of achievement.
Highly valued virtual knowledge can be obtained by a learner who navigates through a virtual world, facilitating exploration or experiential learning. E.g., a textual explanation involves reading ability, an image may be automatically understood but is not interactive, but a physical environment enables the user to experience and navigate around it. More significantly, it has
normal semantics without any description that gives meaning to the person. The constructivist point of view that stresses knowledge is monitored by perception is reinforced by this interactive experience (Sharma et al.,2015).
1.3 Research objectives
Whether the use of VR application proves to be effective in learning OOP concepts, this study seeks to find out. To arrive at a concrete answer, the study has set out the following objectives which include:
• To Study the interactive user experience associated with learning OOP using the Imikode virtual reality technology game.
• To investigate and understand the effectiveness of the Imikode virtual reality game as a tool for learning OOP.
• To investigate how Virtual Reality enhances student learning and engagement of OOP Concepts.
1.4 Research questions
Research questions help to give perspective on the direction of the study. While VR is known to be an amazing learning tool, there are still many problems that require more study, including defining the necessary models and theories to direct its implementation and growth, examining how its features can facilitate learning, figuring out how the user can improve the expected efficiency and learning, and exploring ways to achieve further effectiveness when utilizing this technology, and investigating its impact on learners with different backgrounds; In this study, the following research questions are to be answered.
1. Is the Imikode virtual reality application effective for teaching OOP concepts?
2. What are the experiences of students learning OOP concept by using the Imikode virtual reality application?
1.5 Research methodology
This study adopted a mixed research method with three conditions for this research analysis.
Using an educational tool, the three criteria were intended to express the same content: an
immersive virtual world using a VR headset, a mobile application, and an analogue hands-on activity.
In this research, a virtual reality game has already been developed with the ability to create a 3D environment consisting of trees, houses and animals using OOP concepts while been immersed in this virtual world, each environment was developed to offer a comparable learning environment to learners by using three technologies applied. The overall design is to create a virtual environment for learning OOP that the participant experience and understand this concept. The subject could step forward and backwards in each situation and had control over the viewpoint from which the device was perceived. In order to better navigate and learn from the simulated world, each situation often included leading questions for the participant.
The entire learning process was controlled by the virtual reality game while also benefiting from the special capabilities of the technology. According to Agbo (2021) it is important to involve students in the design and evaluation of an educational application. 24 participants were involved in this study, participants used a headset and controls in the VR simulation to monitor their movements and create the world, offering an immersive and engaging experience.
Each user assessment and experience has been recorded and analysed, this analysis consists of a post and pre-analysis of their knowledge of OOP.
The analysis method in this research is a mixed research analysis, a questionnaire was designed and administered to the participants to record their user’s experience and to ascertain if they had learned anything new from participating in this activity, the questionnaire contained user experience questions regarding the evaluation and also some basic OOP concepts questions.
The data was gathered using Google documents and the dataset was cleaned by merging the results of this survey and evaluating participant responses using charts once all the data was gathered.
The complete data set was analysed and assessed for inaccuracies, duplicates and was translated for analysis in the correct form. Using various charts and data analysis tools.
1.6 Summary of the chapter
In the introduction chapter, there are seven parts, and these sections are as follows: section 1.1 is the overview of the problem, which is the explanation of the current conditions. The purpose of the report, which consists of the intent of the research study, is section 1.2. Section 1.3 is the analysis target, and this section explains how this thesis can achieve the desired results. The
analysis questions which the thesis set out to address are defined in section 1.4. The testing approach lays out the study of pre-tests and post-tests in section 1.5.
2 LITERATURE REVIEW
This section focuses on the literature of VR technology since its inception and advancement into the educational world.
2.1 Overview of computing education
The use of various pedagogical methods, technologies (software and hardware) and contents to teach and study computer science, is basically computing education, (Oyelere et al, 2017).
Smart devices now have innovative technical capabilities, including advanced hardware, personal digital assistance, and portable devices (Agbo et al., 2019). The Internet and advanced technologies have become an important part of students' day-to-day lives (Oyelere et al., 2020).
These technical capabilities must be integrated into computing education to provide an engaging and stimulating way of learning (Agbo et al., 2019).
Over the years researchers have explored different methods of delivering computing education in an engaging way, for example, (Oyelere et al., 2016) presented a new paradigm for teaching and learning of information technology in the Nigeria context, it was observed that students generally are willing to learn using mobile devices, also, (Anohah et al., 2017) reviewed the trend of mobile learning in computing education from 2006 to 2014, it can be seen from the results that there is an upward increase in the use of mobile devices in computing education.
These studies have shown that students get engaged while learning using mobile devices, it also indicates that using the Imikode mobile VR game could effectively make an impact in teaching and learning of basic OOP concepts
2.2 Overview of virtual reality technology
The present state of self-adaptive technology in virtual reality (VR) training is presented in this overview. Development and evaluation of virtual reality are rapidly being implemented in five major areas: medical, education, gamification, manufacturing, and distance learning, such as large open internet courses (MOOCs). In technical language, VR is a simulated three- dimensional world generated with a system and presented to a human in form of an interactive manner. It describes a virtual reality world showing a world in which objects and virtual machine-generated entities can be walked and interacted with avatars. The virtual environment
is typically three-dimensional which seeks to imitate the world through its appearance and physical attributes. It captures specifically the actual presence of the user in a completely virtual world that enables contact with the environment (Burdea & Coiffet, 2003). There is a transition from conventional electronic education (e-learning) to digital immersive mobile education (m- learning) (Oyelere et al., 2016). In the 21st century, the use of VR has been increasingly growing with the smartphone, the web and universal technology, the growth of the Internet and portable devices has changed the teaching and learning paradigm in the educational world (Agbo et al., 2020). Google recently launched a GUI for smartphones that are VR enabled, also Facebook purchased Oculus Rifta, which was a 2-billion-dollar VR headset corporation in 2014. School Children are exposed to the virtual reality world at an early stage as an important component of elementary, secondary, and higher education K-12 (Merchant et al., 2014).
Globally, VR is used as a day-to-day kinaesthetic awareness and physical skills instruction.
Many training courses including orbital spaceflight simulation (Kang et al., 2015), tactical engineering, space, car and manufacturing have been implemented for training with VR (Novak-Marcincin et al., 2014). Digital Reality has been sought for some time now, and many consider it to be, possibly, the greatest interactive experience (Khan et al., 2013), One will experience total absorption in it, unable to separate computer-generated data from reality (Van der Kleij et al., 2015). The goal, though, is still far away, but progress is made nearly every day. Virtual Reality encompasses a wide variety of field uses, from military, educational, medical, film, etc others (Sutherland et al., 1965).
2.2.1 Characteristic features of VR technology
VR is the computing field that aims at creating a virtual world, immersing and giving someone the capability to interact with this world, using special devices to simulate an environment and to stimulate the experience as genuine as possible through feedback. (Kalawsky, 1996). The basic characteristics of VR technology are discussed below
Immersion
When a person reviews a publication in the process of getting captivated by it, the person feels entirely soaked up by the publication details. Immersion is a sense of reality that can be offered by a media, in VR, there are three major types of VR (Kalawsky, 1996). Non-Immersive Solutions, such as Desktops, which is not an advanced tool for VR program, because they are affordable without the need for high performance, Fully Immersive Solutions, which provide
the customer with a close experience to reality with good quality visuals as well as efficiency along with a full or significant absence of unassociated stimulations, lastly, Semi-Immersive Systems which can be found in between full and non-immersive solutions (Moshell, 2003).
Flight simulators are Semi-Immersive Systems. The high-efficiency software program is being incorporated with stereoscopic vision, boosted field of view, haptic comments, to name a few virtual truth inducing innovations, to provide a much more immersive experience (Kalawsky, 1996).
Perception
Perception can be defined as the ability to be aware of the environment through the physical senses. Therefore, to give someone the feeling of something, visual sensations must be used.
The data-oriented method, which aims at immersion by data quality, is generally seen as two approaches, implying the closer a data looks like reality, the experience would feel more immersive. Which has been shown in higher resolution media interactions where more users had more immersion (Moshell, 2003). An approach called the constructivist approach engages the human ability to construct a reality, thereby being able to immerse one in technology without the engagement of high-quality technologies equipment.
Telepresence
The idea of Telepresence has always been used in VR technology; it is indicative of being able to sense a distant existence somewhere different from your actual environment. Marvin Minsky developed it in 1980 and is a term commonly in use by the VR world because it is closely related to the idea of immersion (Rheingold, 1991).
Interactions
The natural contact between the virtual scene and the user is referred to as interaction. It uses inputs to give users the same sensations as in the physical world.
2.2.2 Tools and technologies for creating virtual contents
VR technology is constantly evolving and developing within a very effective research environment (Vrais, 1998). All the most essential components of this technology for modern operating conditions are addressed in the following sections. the head-mounted display (HMD) which is a key feature that enables the realization of virtual reality, is advancing especially
quickly, with widespread predictions that weight HMDs and eyeglass size would be ready by the end of the century (Chien et al., 2003).
VR Training Core Technologies
This part summarizes the tools and technologies, which are the core foundations of VR-based simulation training studies:
(1) Adaptive technologies.
(2) Haptic devices.
(3) HMDs.
(4) Autonomous agents.
All of these four key components will be addressed in more detailed subsections in this section.
Training Content in adaptive technologies
Adaptation has become a key technology for VR-based learning, it interacts with a variety of user model including data stores and performance history, in other to give a critical connection that links all the systems. For instance, if a user communicates with a haptic system or autonomous agent, the stereo monitor output can be adapted in response. The motion tracking, eye tracking, and the system data of the adaptation of the haptic device can change the training level of difficulty to fit the skill level which will be taken into account by the trainee score assessment (Vaughan et al., 2016).
This segment summarizes the engagement of adaptive technologies to produce user-centric VR-based training content. Figure 1 shows the timeframe for technological improvement of adaptive solutions used in VR-centered training programs. The timeline shines a light on current trends and highlights important adaptation. Every timeline for this analysis reflects important changes between 1838 and 2010. The figure below is a timeline summarizing the history of technology, considering commercial, research and patent developments.
Figure 1. An Adaptive Technology within VR-based training Timeline of the development (Nguyen et al., 2020).
Haptic devices
Haptic systems are located across different areas, different techniques occur in vests form, like vibrato tactile components, while some are explicitly hybrid when they are incorporated as controls. These two approaches are often worn or form their subgroup (Ahlberg, 2003).
Contrarily, advances in the field of ubiquitous displays delivering haptic input have been undertaken, Virwind is an example of this.
Haptic feedback has been used throughout the VR process in other to enhance tactile skills, rendering VR particularly useful for gaining skills in a situation where touch and sensation are relevant. haptic forces can be manufactured in a wide range including torque, vibration, and resistance. These forces are applied in different degrees of freedom, typically three, six or more.
The consumer experiences haptic stimuli which are been determined by the frequency of the vibrotactile feedback and can be modified within different bandwidths; the typical frequency varies between 100Hz to 500Hz (Kang et al., 2015).
High precision technological haptic devices have become much more readily available.
Sensible gives access to a general-purpose instrument, known as Novintd, Geomatic, or Force Dimension which is a high precision technological haptic device. Haptic instruments have also been specially designed for specific educational purposes using gear motors, electromagnetic or electrostatic vibration effects (Kang et al., 2015) also by changing haptic devices like Novint Falcon (Coles et al., 2011). In the future libraries like immersion Haptic SDKF with a range of tactile effects will be supported in smartphones and tablets (Coles et al., 2011).
Figure 2. A fibre-optics wired glove Figure 3. The PlayStation Eye and two PlayStation Move controllers (Singh, 2003).
Even with the use of HMDs, eye, stereo graphics, and head monitoring, for traditional flat displays, a major drawback of VR realism is the absence of a vivid perception (Dargar, 2014).
Different types of methodologies have been used to produce stereo images, like head-mounted displays, holographic displays, shutter glasses and OLED screens (Dargar, 2014).
Head Mounted Display (HMD) devices also operate with eye-tracking or head motion tracking in parallel for increased realism. Both input and output machines are also HMDs. eye motion tracking, gyroscopes, accelerometers, and head motion tracking sensors are common example of inputs machine. Outputs consist of two graphic screens, with each eye having one. The inputs include data that are contextually rich that could be evaluated using computational intelligence algorithms in identifying activity patterns in the data. This knowledge is adapted to the development of adaptive content to personalize a unique experience for the different participant, calibration of the display is possible by using neural networks or optimization algorithms (Chen et al., 2014).
Figure 4 shows the trend for the technological advancement of HMDs or stereo graphics used in VR-based training systems.
Figure 4. Developed HMDs Timeline for VR-based training (Nguyen et al., 2020).
Mobile HMDs, in a lot of cases, hold a typical smartphone as a unit for data processing and display. They offer a clear scenario, where the phone is kept at a defined distance from the lens, the first devices of that type was created by google (Dondlinger et al., 2007). The Google Cardboard follows the ideology of serving like a very simple viewer, which doesn’t encourage the user to wear on the device. To have simple contact, the left side of the cardboard is fitted with a magnet, and the cell phone sensors sense the rotation of the magnet.
There is a significant number of carton copies that are in circulation and are inexpensive and perfect for delivering the technology. It also varies, for example, some lenses have a large FOV or mounting. More innovative alternatives are now being offered, equipped with a simple plastic case, back straps, or caps for mounting the cell phones. Samsung has produced high- grade smartphone holders in partnership with Oculus like GearVR7. The side case of the GearVR7 has an extra touchpad. Both Innovator Editions available and the version that was first released are exclusive to Samsung mobile. A new ergonomic smartphone holder is the Zeiss VR One8, which mostly supports both Samsung Phones and Apple Phones. Phone related slide-ins are used to place mobile devices within the case. Zeiss recently produced a variant adopting the path preferred by the VR One GX by google which is entirely compliant with Cardboard, which has no back strap features a magnet.
Figure 5. Mobile HMDs with three approaches. The Game face Mark IV (right), the Google Cardboard (left) and The Samsung Gear VR Innovator Edition (centre)
Figure 5 displays three cases of mobile HMDs. From the right side of the diagram shows the current version of the Game face systems a standalone smartphone VR device on the left side, the original Google Cardboard represents basic cases, the middle shows the Gear VR depicting ergonomic cases.
2.2.3 Concept of immersion in a virtual environment
What separates virtual reality from previous innovations is the power generated by immersion and sensation of immediacy: the impression of "being there" or presence that emerges from a
constantly evolving visual display that relies on eye movement and the head gesture (Vaughan et al., 2016).
Despite many technical shortcomings, many VR environments quickly generate a convincing illusion of "being there" immersion or experience. Human interface and Psychological problems surrounding immersion are continually being explored by a variety of scholars (Barfield et al., 1993). Burdensome devices and minimal motion also stimulate the illusion of claustrophobia to minimize the feeling of immersion which paved the door to simulation sickness (Kennedy et al., 1992). the ability to monitor and control awareness and Focus on the new VR to the absence of the real-world needs to be enhanced by immersion. It adds to the feeling of being able to witness frames of one's structure, even in the form of cartoon. It also relies on the use of strong imagery. There is a wide variety of human variations in immersion quality in VR systems (Kennedy et al., 1992). The technical limitations are largely responsible, but the variations in personality between people give different reactions to these constraints.
Perhaps, if the technical shortcomings of burdensome devices, sluggish machines and lack of detail were resolved, these human discrepancies would vanish, but there might always be some difficulties in eliminating the illusion since participants would still have the awareness of a fully virtual environment. Also, minor disruptions in the virtual reality environment, such as obtrusive heart rate monitoring, ruin the impression (Psotka et al., 1994).
Immersion benefits
Participation with curiosity that comes with the virtual reality phenomena is a strong educational teaching method for the exploitation of training and education (Bricken et al., 1993). The inspiration and mindfulness of dedication (Salamon et al., 1991) that emerges from this setting derive not just from novelty, but also from the task, interactivity, imagination, illusion, teamwork and immersion which is an inevitable extension to the advantage of simulations and games (Malone & Lepper, 1987). This emerging technology brings about a lot of engagement and excitement, it is also a more lasting and useful component. VR is a motivational strategy that opens up multiple different paths of learning. (Gay & Santiago 1994) Made a report that secondary pupils successfully used VR to promote interest in geometry, algebra, humanities and classes in science, this has been achieved with just the crudest tools.
VR's remarkable ability to combine educational sports, microworlds and simulations is the ability to create immersion.
VR offers a paradigm change from previous interactive computing technology since it requires every human sense, particularly the ones we use to communicate, that is being used in natural
ways that nature has better trained us to utilize. Virtual reality must not be considered as related technology to HCI; it offers a radically different type of interaction between person and computer, between mental representation and symbolic type; and among collaborators in conceptual environments (Bouras et al., 2002). VR replaces communication with immersion, it also replaces desktop metaphor with the environment metaphor, and exchanges clear manipulation with symbiosis. Virtual reality improves understanding through experience. The paradigm change is the product of persuasive incentive of communication, as real-time behaviour maybe be represented symbolically and organized in mind and body (Bouras et al., 2002), This collaboration and connectivity will take place through the distribution of networks or with imaginary locations, in other for abstract and real spaces to be shared, while objects and agents should be interpreted in new multidimensional ways in the shared spaces in order to create multisensory connectivity close to synaesthesia which facilitates learning. However, in other for the applications of VR for education and training to be met, the advantages and disadvantages of VR needs to be understood, also more developments in immersion technologies need to be invented (Durlach and Pew, 1992). For us to understand the best use of VR for media and technology when combined, we need to build a detailed study direction to explore the particular attributes and advantages of immersion in giving instructions and learning.
Figure 6. The "roof" of Necker Block: showing that our views are ecologically true and that the situation is defined by experience. The "roof" of Necker Block. Imagine looking from the top down and then from the bottom "up." It is much harder to see from below because we typically see houses or models from above or directly from below; adapted from (Kubovy, 2003).
visual perspective and immersion
The clear and persuasive advantage that immersion provides to the perceptual understanding of the world is a decrease in the cognitive load due to the simplification of the direct experience of the VR experience (Kubovy, 2003). In many encounters with drawings, simulations, photos, and line drawing projections, a viewer automatically generates the simulated self, which fills up the drawing space as if there were a human observer. (Kubovy, 2003).
Hardly can you find a physical body and the virtual body-placed in the same medium (Psotka et al., 1993). For instance, in Figure 6 above, high above your head, we can hold an image of the Necker Cube which has been modified and still see the outlines as if you were above it. In other words, you created a virtual self-answer while your real self looks are still looking at it.
In most encounters with simulations or images, the extra load of an additional virtual self must be added to view the image. It works to enhance the ability of awareness to be less direct and reduce the required energy for cognitive reasoning needed for mental representation and problem solving of other problems.
looking at Figure 6 for a while, you might see a shift in viewpoint and perspective. Viewing the house from the above and a house from below is impossible, however, you can find yourself viewing these two separate objects alternating. You may love the challenge of the visual process and the perceptive research needed to create such representations while getting a little frustrated with this. There may also be an additional disparity with these different perspectives and the more rational view that you are set in space by gazing at a paper with this image before you. While more detailed images and photographs do not change as plainly compared to the Necker figure, they have the same level of difficulty of producing contrary viewpoints. This is a challenge that is frequently ignored during the analysis of the importance of photographs and statistics for learning, but it can have a noticeable learning effect. which is usually solved by a well-created virtual world.
2.2.4 Educational virtual reality applications
While learning, students experience difficulties with learning due to their complexities, there is a need to understand abstract thought and principles. A lot of academic centres all over the world have begun to incorporate new technologies based on resources that help to fulfil the demands of the varied study community. In recent years, VR has changed from the view of entertainment to professional purposes. In the teaching process, it plays a huge role, offering an engaging and informative way to acquire knowledge (Gutmann et al, 2014). The below is a summary of the main patterns, prospects and issues associated with VR in education.
The word education usually implies a different method of facilitating teaching, learning or moral behaviours. The key purpose of education is to ensure students are well prepared for employment, challenges, and citizenship, teaching them knowledge and skills considered appropriate in society (Gutmann et al, 2014). The role of the instructor is to develop the potentials, competencies, and abilities of learners on the educational pathway (Dewey, 2007).
Classes are typically separated into two sections: practical and theoretical such as labs, exercises, or internships. The theoretical courses mainly involve transferring expertise in the form of lectures within a wide community and can include symposiums. In recent times, the demands of the job market and students have prompted improvements to the school system (Barnett, 992). Centred on the words of Confucius, who said, "Tell me and I forget, show me and I may remember, let me take part and understand," which gave the part of practical more priority.
Many students have trouble grasping concepts, particularly science classes, due to their technical complexities, the demand for abstract reasoning, coupled with the fact that certain topics are not exactly physical (Yager, 2000). Fundamental defects discourage further progress and the discovery of more complex issues. Practical exercises, mostly focused on advanced testing experiments, should be undertaken under close supervision; thus, students cannot configure equipment in the laboratory on their own, undergo emergency scenarios or the consequences of faulty configuration which can lead to the destruction of the equipment. In comparison, there is no chance to train and catch up beyond the laboratory timetable. At present, the alternatives are new technology like online courses (Richardson et al., 2003), mixed learning (Singh, 2003), various platforms that computer-based and many others, which enable students to replay the same subject many times and learn from mistakes. Numerous examples of application and hardware that have been active in instructional systems suggest that the ed-tech sector can enhance learning experiences for a large number of students (Collins
et al., 2018). So many educational centers in the world are beginning to implement powerful digital technology resources to help them fulfil the demands of a broad student population.
Digital educational resources are replacing traditional books (especially from free educational resources) (Collins et al., 2018). Tablets, eBooks or mobile phones with specialized software have replaced traditional school notes (Ally et al., 2009). Distance and tailored learning are used to customize schooling to the intellectual abilities, deficiencies, interests and expectations of each student (Kaye, 2018).
VR is a valuable technology that helps and promote the teaching process and learning. Many reviews and polls indicate that students can quite recall what they saw in VR and believed that virtual reality was a more memorable experience than laboratory-centred presentations (Cochrane, 2016). At the end of the day, the laboratory-centred approach resulted in shortcomings in the basic skills and studying of learners, which can contribute adversely which leads to adaption problems that occur in prospective workplaces. A ground-breaking VR-based learning and teaching approach is proposed to solve the problems. Access to the appropriate services coupled with additional costs is one of the key obstacles in delivering a consistent learning experience. In their day-to-day work, teachers also face a lack of access to new technology present in the market, expensive instruments are utilized in robots, mechanical components, medical supplies, chemical reagents, etc. Thus, a replica in 3D models with similar physical attributes converted to VR technology can be used primarily in emerging nations and communities around the globe. The virtual environment helps educators to carry out tasks that are impossible to carry out in normal laboratory environments (Petkovska et al., 2018.).
Types of Virtual Educational Environments
For educational purposes, interactive platforms typically replicate a classroom or a laboratory.
However, they also offer a secure place to simulate scenarios that may be too risky or complicated to execute in the physical world (Christou, 2010).
Figure 7. Various forms of VR used for educational purposes. Left: VR environment on the stereoscopic display using common mouse/keyboard (Alfalah et al., 2019), Experience room used to display tsunami (Meiliang et al., 2012), a primary school science instructor who gives students the experience of Egypt virtually with a Google App called Expeditions (Meiliang et al., 2012).
The first type of VR system is used specifically to show cutting-edge knowledge in a specific scientific field, which allows students to develop theoretical expertise., e.g., terminology, events, data, laws, or scientific theories. As a result of this, it typically needs an environment with minimal immersion, such as monitor-based or wall-based projection through unique HMD or goggles with a basic input system such as a keyboard, mouse, joystick or remote (Alfalah et al., 2019). These simulations usually consist of 3D visualization, preparation in dangerous conditions, as well as flight and space travel (Meyer, 2016).
The second category of virtual reality platform is also used in learning and practising practical skills based on previously learned expertise. Such situations are split into the presentation of information which is theoretical. Subsequently, this section would be imitated by the participant in the manner of a practical job. This application usually involves a deeper immersive feeling and power. Specific external detectors such as MYO Gesture Control Armband or kinetic, dedicated suits or sensor gloves may be needed to fix this problem (Pilatásig et al., 2018).
The last category of VR platform is meant to teach you how to use collected knowledge while dealing with issues. If this occurs, students will be put in a virtual environment to deal with challenging tasks after learning theoretical skills. These activities may be a matter of formulating, evaluating and synthesizing new phenomena, drawing up a plan and determining the situation based on clear parameters. In medical sciences and engineering, this form of scenario is usually applied and often involves advanced and high-precision education programs assisted by specialized haptic devices. By training with 3D models constructed based on authentic devices, students can familiarize themselves with the architecture, concepts, physical phenomena occurring as well as knowledge of emergencies (Petkovska et al., 2018).
Figure 8. shows examples of different level of immersion in VR-based education. From left: immersive device focused on wearable equipment to offer learning on the job (Caporusso et al., 2018). Tilt Brush as a tool for VR education (Lei et al., 2018). A platform for Augmented Reality Cycling (Kim et al., 2018). Haptic input system used by Simodont to teach dental procedures (Wang et al., 2016).
With the exception of the taxonomy mentioned above, VR instruction can be distinguished on the basis of their autonomy, which can be applied by students independently. It includes the participation of an instructor with several people, final users (student/teachers) and their intent to learn or exercise. (Schwienhorst, 1998).
Educational VR Applications
As shown by this survey (Wang et al., 2016), a range of implementation fields, such as engineering, health-related, scientific and multi-purpose instructional resources, were especially prevalent.
Engineering Education
VR systems are commonly used as a simulation model for training in engineering. VR's popularity in this field can be attributed to its appeal to engineering students in the preparation for the problems of industry scenarios and enabling them to make early decisions cost- effectively. (Gandhi et al., 2018). It enables engineers to have a deeper view of the specification and guides to make improvements faster where appropriate. Besides, it reduces the expense and time aspect that plagues many industrial design processes (Gandhi et al., 2018). Figure 11 shows some of these implementations.
Figure 9. Real engineering laboratories and their representation in the virtual reality form. From left: control block (Valdez et al., 2015), robotic CRS arm (Kamińska et al., 2010), robotic shoe sole glueing cell and a pick-up industrial robot (Put et al., 2018).
Numerous advanced technology implementations will be briefly mentioned. Figure 9 displays snapshots of chosen simulated worlds for engineering education. For example, civil engineering educational training was targeted at (Dinis et al., 2017). The goal of the project was to encourage, involve and enable young students to execute or plan topics that are often limited by their current understanding. The main objective of the project was to clarify the position of civil engineering and its importance in society to k-12 students. In the process of their research (Dinis et al., 2017), the authors set up a virtual reality Creative environment to launch pre-university students to civil engineering through some kind of VR game. The research findings demonstrate that virtual reality is a big advantage in Civil Engineering Education because it enables learners with little or no experience to communicate properly with the system. A VR application was submitted by developers of (Valdez et al., 2015) to encourage electrical engineering education. online labs that could be accessed by students remotely through VR was built through. These initiatives have required students to use virtual instruments and virtual breadboards to do basic electronic research in this field. The created application included functional 3D model versions of all the devices as well as the necessary electronic systems needed for the research. In combination with other study materials, immersive worlds like this can also be used, allowing students to study and take part in their home or work. It also mitigates instructor fears about cost, time and risk of unknown new techniques. (Sampio et al., 2005) was solely based on designing 3D models which could be interacted with easily by students of civil engineering and provide them with a deeper structural understanding. These models consisted of walls, roofs, including all structural
components and a bridge. Interaction with these models made it possible to monitor the construction process and to provide valuable information on each element.
Medical Education
A field of great potential is Medical VR, as verified by numerous health experts and actual medical practitioners (Riva et al., 2003). It aides’ doctors, students and nurses develop the quality of their medical skills through realistic experiences that offer an incentive to learn by hands-on exercises. Although the domain is brand new, strong examples of VR implementation have already had a positive effect on medical training. The most notable VR medical education technologies are briefly listed in this section. Figure 12 displays the snapshots of selected VR conditions.
Figure 10. Snapshots of virtual reality technologies for medical education: a VR cardiovascular anatomy system (Alfalah et al., 2019), Dental crown education (Wang et al., 2016), Cardiovascular Anatomy designer and Life Support Training VR (Radia et al., 2018).
According to Alfalah et al. (2019), the paper presented a VR device that provides a real-time 3D representation of the architecture of the heart in an immersive context. The program enables complex interactions, such as dissembled model, and free manipulation to show real anatomical relationships of various areas of the heart. Several colour shades of the flesh were used to provide a convincing picture of the various model configuration. In addition, the location of the heart is fixed to the proper anatomical orientation.
The application aim is to better explain the complexity of the nature of the heart. It also attempts to explain the anatomical connections of the various sections. The main objective of the proposal by (Seo et al., 2011) is the promotion of canine anatomical education learning, It helps
learners to communicate with either group of bones or individual bones, classify them, and construct a realistic animal skeleton in 3D space (Seo et al., 2011).
General Education
According to Oyelere et al. (2020) analysis showed that since 2012, the number of papers or literature on evolving VR systems has risen, this shows the popularity of VR in education is increasing. VR can act as a cheaper, simple, user-friendly tool and asset (Mathur, 2015). There are several fun projects in the classroom that can be used, Google Expeditions is a perfect example, which helps the instructor to take the whole class on a simulated journey (Mathur, 2015). A recreation of an immersive tour of the natural world with 360-degree footage taken from various locations is done by the application, for example underwater coral reefs discovery in the Louver Museum in Paris or South Pacific using Google Street View technology (Blyth, 2018). VENVI (Virtual Environment Interactions) (Parmar et al., 2016) is a platform for visual programming that involves dancing, logic and embodiment movement. This device was developed for girls in high schools to improve the appliance of STEM areas. VENVI was introduced as a summer camp experience for middle school children and the immersive first- person interaction. The participants in the program (54 girls between 11 and 14 years of age) used programming concepts and computer science for programming avatar dance moves. The participants had the opportunity to attend with the virtual character they programmed with the help of Oculus Rift HMD. Getting a choreographed production view first-hand, improve and correct mistakes.
Figure 11. Screen captures of virtual reality applications in general education: Top:
Thrihnukar's virtual experience with HTC Vive (Zhao et al., 2017). Bottom-left VENVI's participant with its custom character (Parmar et al., 2016), right-Colosseum virtual reality Trip by the use of Google Expeditions (Blyth, 2018).
2.2.5 Drawbacks of VR application in education
It has consistently been shown that VR has a strong capacity for positive results in education by offering a great stimulating experience that enhances diverse expectations. But, as long as this is a modern form of information distribution, more in-depth analysis is missing (Blazauskas, 2017). Most of the current VR devices are HMDs based, which offer a complete immersion into a simulated 3D world emulating reality. According to Christou (2010), the absence of visual reality and the realism of dynamics and interaction is one of the main problems that should be discussed in a very similar way. It can be noted that the current methods used to generate Virtual reality graphics and display technologies are very minimal.
Consider that, psychologically, the architecture of the human brain enables one to identify even slight, unrealistic information that can quickly interrupt the immersion. Thus, optimizing the appearance of reality in the development of the VR universe is an ongoing task (Christou, 2010).
Realistic VR environments need efficient and robust rendering hardware that coincides with the price, According to Cochrane (2016), the high cost of designing or buying a VR device is
a huge challenge to be solved. At present, applications giving high-end virtual reality experiences, such as HTC Vive or Oculus Rift, prices are exorbitant, which can be assisted by a powerful computer, which is often a relatively expensive alternative to conventional teaching methods. nevertheless, using HMD's vibrant immersive VR experience in households and classrooms with far lesser space and cost requirements than earlier versions of virtual reality hardware will be able to give a comfortable virtual experience (Coburn, 2017). Skilled technology companies offer products that integrate cellular phones. For instance, the Google daydream, a low-end Google Cardboard or Samsung Gear VR which is more affordable when compared to the above-mentioned high-end alternatives (Oculus or HTC Vive) that do not require an external computer, just a cheap phone headset is the basic requirement. However, the impressions or generated simulations on a mobile device can not fit those produced on a PC with regard to immersion. In addition, handheld applications have limited interaction features relative to what can be done by high-end solutions. In Education, simulations do not need the best possible efficiency but are dependent on the content of the activity and the opportunity to include a vast range of student headset at a slightly less cost relative to high-end HMDs. Physical side effects and the human element are another concern (Christou, 2010). Latest studies have indicated that during the use of HMDs, they can give undesirable physical or physiological adverse effects, such as fear, attachment isolation, stress, and mood changes (Costello, 1997).
2.3 Virtual reality applications for computing education
According to Agbo et al. (2021) the list of research points of recent times is dominated by subjects such as presence, immersion, human-computational engagement, gamification, and game-based learning, this shows that over the years there is a growing interest in Virtual reality.
VR software can be tailored for the user market and defined additionally by the science community. Some notable examples where VR is used in computing are listed below
Open Platforms
Several open frameworks for the development of software are included in the modern development process (Christoph et al., 2017). Though PlayStation virtual reality is an entertainment industry based on them and does not allow its interfaces to be used by the general public, other manufacturers of hardware such as HTC and Oculus have launched their SDKs.
Oculus offers a continuously modified SDK50 for the production of designs and the
participation of the community in the implementation stage (Christoph et al., 2017). The program and the specifications of the DK1 were made freely accessible under GitHub.
Web development
WebVR57 provided an available platform to also use WebGL in the Firefox browser to give a VR experience. The Oculus Rift is currently being funded, but the system is still at an early stage of development (Dargar, 2014). 360 films satisfy the restriction of real-time interaction in a very minimal manner by having only a change of point of view, so they cannot be called VR. However, these videos have now been broadly enabled by web browsers and accepted by the community. Facebook and Youtube now make it easy to view 360 movies, while HMDs, head tracking could be used to adjust the camera direction while viewing these movies. For this method, the development of content is simple if the hardware is readily available (Kamińska et al., 2010). It's a strong point of entry to exciting HMD viewers (Kamińska et al., 2010),
2.4 Existing virtual reality solutions for programming education
The section presents existing virtual reality solutions that have been created by VR education enthusiasts, Table 1 shows some of the virtual reality solutions that have been created for learning in computing.
Table 1. Existing virtual reality solutions
Title of the project
The aim of the research
The technology used and theory
Targeted demographic
The analysis methods Results.
VRASP: A
Virtual Reality Environment for Learning Answer Set Programming, (Nguyen et al., 2020)
The objective of this work is to encourage students to develop a
curiosity for
programming via ASP as well as support them cultivate a habit of achievement through exhibiting their arts with their friends and family members who are ignorant of
computing to
appreciate the world of technology.
A Simulated Realism (also called Virtual Reality, VR) software designing platform dubbed VRASP will be employed. This support students to generate an agent in a simulated reality environment capable of replying to questions in oral natural language from a mass audience.
This project targets kindergarten to the 12th-grade students to study Computing via ASP desire.
The samples consisted of 10 randomly selected persons; this included seven males and three females. The design of the analysis shall comprise two processes, the initial process shall be a trial step by which operators get to familiarise themselves with the machine through excision a fundamental SPARC software. Users are promoted to the second stage after the
The research revealed that the Network
Language Application Programming Interface (API) can comprehend a greater part of various speeches, excluding the initial, tertiary and quarter queries.
Generally, the API is capable of rightfully
recognizing
completion of the testing or training process. It is expected that, by the end of the lesson, participants would have understood various questions given by the evaluator to interact with the platform.
78/100 words (which represents 78%.
VR‐OCKS: A VR game for learning the basic concepts of programming, (Segura et al., 2020)
The aim is to draw people, typically children and teens, to the programming environment by taking advantage of the attractiveness and promise of Virtual Reality. In addition to abilities improved by instructional
This project invented an original simulated reality agenda that teaches meek programming principles named VR-OCKS. The outline is divided by many other pictorial languages including Scratch or Kodu as well as arts by proposing to the handler the tenacity of
The proposed targets for this work are children and adult.
To ascertain the effectiveness of the method employed, two steps experiment was conducted. In the first step, a design to test the handler interface, so to identify any possible mistakes and improve the general agenda.
Furthermore, in the
During the
experimental process, it was discovered that the procedure
expended the users (children) learning how to apply the controls was lesser than initially thought. It was
programming
languages such as
common sense,
imaginative thinking or formal logic, those such as spatial orientation, initiative or manual skills are also enhanced.
elementary puzzles contained in a 3- dimensional space.
second step, the system was crisscrossed by its supposed operators in order to find the aptness of our system for studying elementary programming skills.
found that the kids spent less than 10 seconds to put in place the first action block in the implementation zone. Touch controls used by participants
without the need
for extra
explanation need help only in the parametrization of reiterations
through the radial menu
Learning
Analytics: VR for Programming Course in Higher
This project aims to carry out and appraise the relevance of simulated actuality for
The newly admitted students to the university would be introduced to a simulated reality
Undergraduate students of tertiary education had a student-centric
Intellectual levels are categorized with the MALAR titles for the PCC module to evaluate
There was an improvement in the academic out of dull students
