Search Results (3)

The Immersive Decentralized Digital space (IDDs), derived from blockchain technology and Massively Multiplayer Online Games (MMOGs), enables real-time multisensory interactions that support social connection under metaverse concepts. Although recognized as a technology with significant potential for educational innovation, IDDs remain underutilized in health professions education. Health profession students are often unaware of how IDDs’ features can be applied to their learning through in- or after-classroom activities. This study employs a quantitative research design to evaluate students’ perceptions of next-generation digital learning without any prior exposure to IDDs. An electronic survey was developed to examine four dimensions of learning facilitation: “Remote Learning” for capturing past experiences with digital competence during the COVID-19 era; “Digital Evolution,” reflecting preferences in utilizing digital spaces; “Interactive Communication” and “Knowledge Application” for applicability of IDDs in the health professions education. Statistical analyses revealed no significant differences in perceptions based on gender or major on all factors. Nevertheless, significant differences emerged based on nationality in “Digital Evolution”, “Interactive Communication”, and “Knowledge Application”, highlighting the influence of cultural and educational backgrounds on receptiveness to virtual learning environments. By recognizing the discrepancies and addressing barriers to digital inclusion, IDDs hold strong potential to enhance health professional learning experiences and educational outcomes. Full article

A large number of universities worldwide are paying more and more attention to the application and exploration of online education. As the group with the most significant number of online education users, their participation attitude and participation intention directly determine the teaching performance of online education. This research will incorporate playfulness teaching and scenario variables that reflect the universities’ ability to respond to emergencies. Based on the technology acceptance model, this research proposes an integrated research model of online education participation intention to investigate university students’ online education participation intention to reveal the key factors and mechanisms that affect online education participation intention. A structural equation model of participation intention is constructed, and 342 valid samples are obtained by questionnaire survey. The empirical results of PLS-SEM show that: (1) students’ participation attitude positively affects their participation intention; (2) the perceived ease of use and usefulness positively affect their participation attitude, and the perceived usefulness and ease of use affect their participation intention through the complete mediation of participation attitude; (3) the perceived playfulness does not have a significant impact on participation attitude but has a positive impact on participation intention; (4) the innovative discovery university support positively moderates the relationship between participation attitude and intention during such emergencies. The research found that improving students’ attitudes toward participation, perceived ease of use, usefulness, playfulness, and strengthening university support are all helpful to optimize students’ participation intention in online education. At the same time, it also explored operability suggestions for improving the quality of online education and optimizing future education. Full article

In spite of the tremendous success in artificial intelligence technology and a high level of automation in geospatial data obtaining processes, there is still a need for topographical field data collection by professional surveyors. Understanding terrain topology and topography is a cognitive skill set that has to be demonstrated by geospatial Subject Matter Experts (SME) for the productive work in the topographic surveying field. For training of the mentioned above skillset, one has to be exposed to the theory and must also practice with surveying instruments in field conditions. The challenge of any surveying/geospatial engineering workforce training is to expose students to field conditions which might be limited due to equipment expenses and meteorological conditions that prevent good data collection. To meet this challenge, the Integrated Geospatial Technology research group is working on a geospatial virtual reality (VR) project which encompasses the following components: (a) immersive visualization of terrain; (b) virtual total station instrument; (c) virtual surveyor with reflector installed on the virtual rod. The application scenario of the technology we are working with has the following stages: (1) student is installing total station on the optimal location; (2) students move virtual surveyor on the sampling points they consider to be important (3) contours are generated and displayed in 3D being superimposed on 3D terrain; (4) accuracy of terrain modeling is observable and measurable by comparing the sampling model with initial one. Full article