The COVID-19 pandemic has forced many educational institutions to transition from traditional teaching methods to completely online or mixed learning environments. Virtual Reality Laboratories (VRLabs) have proven effective in assisting practical activities and may be a viable option in the contemporary evolving educational landscape. This study (Brancaccio et al., 2024) evaluates VRLabs in engineering departments over the past decade, and focuses on StreamFlowVR, a virtual reality laboratory tool used in the Hydraulics course at Basilicata University in Italy. The analysis aims to demonstrate VRLabs’ readiness for use in both emergency and ordinary contexts, when thoughtfully planned and designed, and to promote interdisciplinary dialogue between pedagogical and technological perspectives.
Laboratori di Realtà Virtuale: Ripensare l’Educazione in Modalità Mista e Ibrida.
Marina Brancaccio
2024-01-01
Abstract
The COVID-19 pandemic has forced many educational institutions to transition from traditional teaching methods to completely online or mixed learning environments. Virtual Reality Laboratories (VRLabs) have proven effective in assisting practical activities and may be a viable option in the contemporary evolving educational landscape. This study (Brancaccio et al., 2024) evaluates VRLabs in engineering departments over the past decade, and focuses on StreamFlowVR, a virtual reality laboratory tool used in the Hydraulics course at Basilicata University in Italy. The analysis aims to demonstrate VRLabs’ readiness for use in both emergency and ordinary contexts, when thoughtfully planned and designed, and to promote interdisciplinary dialogue between pedagogical and technological perspectives.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
