scispace - formally typeset
Search or ask a question
Author

Diana Bogusevschi

Other affiliations: Dundalk Institute of Technology
Bio: Diana Bogusevschi is an academic researcher from Dublin City University. The author has contributed to research in topics: Virtual reality & Virtual Laboratory. The author has an hindex of 6, co-authored 18 publications receiving 147 citations. Previous affiliations of Diana Bogusevschi include Dundalk Institute of Technology.

Papers
More filters
Journal Article
TL;DR: In this article, a 3D immersive computer-based physics educational application that teaches water cycle in nature and precipitation formation concepts through virtual reality and experimental virtual laboratory simulations was designed and developed as part of European Horizon 2020 NEWTON Project.
Abstract: A common problem in many schools is the lack of equipment and materials in their science laboratories due to both limited budget available to the school and high maintenance cost of the lab. The latest technological advancements provide great opportunities for schools to go over the budget and cost issues by using 3D virtual learning environments that support simulations and observations of various experiments. A 3D immersive computer-based Physics educational application that teaches water cycle in nature and precipitation formation concepts through virtual reality and experimental virtual laboratory simulations was designed and developed as part of European Horizon 2020 NEWTON Project. The application was employed and evaluated as part of a case study carried out in a secondary school in Dublin, Ireland. 27 children of age 12-13 years old took part in the study as part of the experimental group. This paper presents an analysis of the user experience and usability results of the developed application, showing a high user experience score. The experimental group students also found the application enjoyable and they would like to take part in such novel-approach lessons more often.

78 citations

Proceedings ArticleDOI
15 Mar 2018
TL;DR: A new interactive educational 3D video game called Final Frontier, designed for primary school children, and results show that 92.5% of students have confirmed that the video game helped them to understand better the characteristics of the planets from the Solar system.
Abstract: Teachers are facing many difficulties when trying to improve the motivation, engagement, and learning outcomes of students in Science, Technology, Engineering, and Mathematics (STEM) subjects. Game-based learning helps the students learn in an immersive and engaging environment, attracting them more towards STEM education. This paper introduces a new interactive educational 3D video game called Final Frontier, designed for primary school children. The proposed game design methodology is described and an analysis of a research study conducted in Ireland that investigated learner experience through a survey is presented. Results show that: (1) 92.5% of students have confirmed that the video game helped them to understand better the characteristics of the planets from the Solar system, and (2) 92.6% of students enjoyed the game and appreciated different game features, including the combination between fun and learning aspects which exists in the game.

32 citations

25 Jun 2018
TL;DR: In this paper, a digitized educational application focused on the water cycle in nature was employed in a small-scale pilot carried out in a secondary school in Ireland, as part of the European Horizon 2020 NEWTON project.
Abstract: A digitised educational application focused on the water cycle in nature was employed in a small-scale pilot carried out in a secondary school in Ireland, as part of the European Horizon 2020 NEWTON project. The application involved 3D immersive computer-based virtual reality and experimental laboratory simulation. 52 secondary school students (27 in the experimental group and 25 in the control group) took part in the pilot. The goal of the pilot was to assess the effectiveness of the water cycle NEWTON project application in knowledge gain. Pre and post knowledge tests were employed before and after participating students interacted with the application in the experimental group or were provided the classic teacher-based approach in the control group. The results presented show a statistically significant knowledge improvement in the experimental group compared to the control group.

20 citations

25 Jun 2018
TL;DR: The criteria to be taken into account for technological learning systems evaluation from a pedagogical view point are described and the iterative approach adopted to ensure that there is a continuous feedback loop created is described, ensuring that the results of all pilot activities are shared and are informing future iterations of the NEWTON solution.
Abstract: The concept of the NEWTON project is based in an identification of the challenges and barriers in creating engagement and enthusiasm amongst STEM students and recognises the need to stimulate and embrace the type of change that innovative technologies can bring. Thus, NEWTON focuses on employing novel technologies to increase the quality of the learner experience, improve learning processes and increase learning outcomes. One of the major challenges of the project is to validate the platform impact and the effectiveness of the teaching scenarios in terms of learner satisfaction, improvement of the learning and teaching experience, and the evaluation of underlying technology through European-wide real-life pilots. In this paper, we describe briefly the criteria to be taken into account for technological learning systems evaluation from a pedagogical view point. After setting out the different dimensions of learning to be evaluated, we describe the iterative approach adopted to ensure that there is a continuous feedback loop created thereby ensuring that the results of all pilot activities are shared and are informing future iterations of the NEWTON solution. Finally, we provide a few details of the work plan designed to guide all stakeholders involved in the project pilots. This work is dedicated to teachers and teaching organizations willing to engage learners in STEM education.

11 citations


Cited by
More filters
Journal ArticleDOI
15 Mar 1997
TL;DR: ISO 3166-3 Newsletters are issued by the secretariat of the ISO 3166/MA when changes in the code lists of ISO-3 have been decided upon by the ISO/MA as discussed by the authors.
Abstract: ISO 3166-3 Newsletters are issued by the secretariat of the ISO 3166/MA when changes in the code lists of ISO 3166-3 have been decided upon by the ISO 3166/MA. ISO 3166-3 Newsletters are identified by a two-component number, stating the currently valid edition of ISO 3166-3 in Roman numerals (e g "I") and a consecutive order number (in Latin numerals) starting with "1" for each new edition of ISO 3166-3. The headers of the table below refer to the list part of ISO 31663:1999.

281 citations

Journal Article
TL;DR: In this article, a 3D immersive computer-based physics educational application that teaches water cycle in nature and precipitation formation concepts through virtual reality and experimental virtual laboratory simulations was designed and developed as part of European Horizon 2020 NEWTON Project.
Abstract: A common problem in many schools is the lack of equipment and materials in their science laboratories due to both limited budget available to the school and high maintenance cost of the lab. The latest technological advancements provide great opportunities for schools to go over the budget and cost issues by using 3D virtual learning environments that support simulations and observations of various experiments. A 3D immersive computer-based Physics educational application that teaches water cycle in nature and precipitation formation concepts through virtual reality and experimental virtual laboratory simulations was designed and developed as part of European Horizon 2020 NEWTON Project. The application was employed and evaluated as part of a case study carried out in a secondary school in Dublin, Ireland. 27 children of age 12-13 years old took part in the study as part of the experimental group. This paper presents an analysis of the user experience and usability results of the developed application, showing a high user experience score. The experimental group students also found the application enjoyable and they would like to take part in such novel-approach lessons more often.

78 citations

Journal Article
TL;DR: The survey analysis shows that the combined FC-PBL approach does aid in the edutainment of mature students and provides an enjoyable learning experience.
Abstract: This research paper investigates the effectiveness of combined Flipped Classroom (FC) and Problem-based Learning (PBL) teaching approach in a computer programming module. Combined FC-PBL makes use of learning technologies and supports authentic learning in terms of authentic context, multiple perspectives through team work and collaboration. FC involves watching educational videos prior to class session, and using the class session for practical tasks, thus supporting programming skills development. PBL enables authentic learning activities through group work and helps students to develop 21st century skills such as self-direction, collaboration, creativity and innovation. A research case study was conducted that considered a three-stage based delivery of the module that involved traditional, only FC, and combined FC-PBL teaching approaches applied on a number of programming topics. Both the educational and edutainment benefits were analyzed. The results show that combined FC-PBL approach is effective and the knowledge acquired by students improves, in particular, for the weaker students. Only 1.9% of students have scored an assessment mark lower than 40% compared to 28.3% and 24.5% when the traditional teaching and FC-only approaches respectively were used. Overall, a 26.56% increase in the assessment results was noticed when combined FC-PBL was used. The edutainment element was investigated through a questionnaire that assessed learning environment, engagement, learner satisfaction and whether the students have enjoyed learning sessions. The survey analysis shows that the combined FC-PBL approach does aid in the edutainment of mature students and provides an enjoyable learning experience.

58 citations

Journal ArticleDOI
TL;DR: In this article , a bibliometric study and a systematic review revealed the growth of gamification and e-learning for young learners and highlighted the four major future research themes of personalization, game elements, learner styles, and learner engagement.

53 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigated the efficacy of appropriate reflection exercises for immersive virtual reality (IVR) simulations for education and found that the effects on learning are mixed, but the results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR.
Abstract: Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 ? 2 mixed-methods experiment, 89 (61 female) undergraduate biochemistry students learned about the electron transport chain through desktop virtual reality (DVR) and IVR (media conditions). Approximately, half of each group engaged in a subsequent generative learning strategy (GLS) of teaching in pairs (method conditions). A significant interaction between media and methods illustrated that the GLS of teaching significantly improved transfer (d = 1.26), retention (d = 0.60) and self-efficacy (d = 0.82) when learning through IVR, but not DVR. In the second part of the study, students switched media conditions and the experiment was repeated. This time, significant main effects favoring the IVR group on the outcomes of intrinsic motivation (d = 0.16), perceived enjoyment (d = 0.94) and presence (d = 1.29) were observed, indicating that students preferred IVR after having experienced both media conditions. The results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR.

50 citations