Paper—The Use of Virtual Reality in Geo-Education

The Use of Virtual Reality in Geo-Education

https://doi.org/10.3991/ijet.v15i20.15433

Nurzhanat Shakirova ()

Abai Kazakh National Pedagogical University, Almaty,
Republic of Kazakhstan
[email protected]

Nidal Al Said
Ajman University, Ajman, United Arab Emirates

Svetlana Konyushenko
Immanuel Kant Baltic Federal University, Kaliningrad,
Russian Federation

Abstract—The paper discussed the technological capabilities of virtual real-

ity (VR) in education as a highly developed form of computer modeling. In or-
der to study the impact of VR technology on the quality of e-learning, an exper-
iment was conducted during an online Physical Geography course.
The current research involved 60 third-year students from the Abai Kazakh
National Pedagogical University, Immanuel Kant Baltic Federal University, and
Aldar University College. The respondents were divided into two groups—the
first group underwent training through distance learning in the Moodle e-
learning system, while the educational process of the second group was sup-
plemented with technological capabilities of the latest VR services (Google
Earth, Apple Maps, My Way VR, The VR Museum of Fine Art). During the
study, students’ subjective assessment of the training was performed according
to the basic, expected, and desirable criteria. The examination was carried out in
two stages - before and after the course. At the first stage of the assessment, the
use of VR corresponded to the desired quality of the educational product. How-
ever, after finishing the course and acquiring virtual experience, the students’
desired criteria were transferred to the expected ones.
This indicated a high degree of adaptability of VR technology in education
as well as an increase in the respondents’ requirements for the quality of subse-
quent academic training. Given this, a significant impact of immersive technol-
ogy’s evolution on the demands on the e-learning quality can be noted.

Keywords—Augmented reality (AR), cross-reality (XR), e-learning quality,

immersive technologies, mixed reality (MR), STEM-education, virtual reality
(VR).

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Paper—The Use of Virtual Reality in Geo-Education

1 Introduction

1.1 Emerging technologies in STEM education

The global transformation of the educational paradigm, caused by the development

of digital technologies, creation of labor, research, and educational groups in the digi-
tal space, as well as free access to educational resources, scientific research, digital
games and virtual libraries, continues to be the reason for systemic changes in the
educational environment [1].
Recent technological advances have led universities to introduce innovative teach-
ing methods and approaches that apply immersive technologies. The digital interac-
tion of students and teachers, based on Learning Management Systems (Moodle,
RedClass, and the like), produces new claims for ensuring the high quality of educa-
tion. Furthermore, the development of multimedia and computer technologies opens
up broad prospects for using digital learning to increase educational motivation and
training effectiveness [2].
In modern educational space, STEM is spreading and developing as an innovative
form of learning activity organization. The concept of STEM education is associated
with virtual, augmented, mixed, and cross reality. Their possibilities reveal new tra-
jectories of practically-oriented educational activities aimed at obtaining modern
knowledge and practical skills [3].
The present-day society is characterized by the process of continuous transfor-
mation due to the globalization and rapid development of digital technologies. There-
fore, the implementation of STEM education across the globe is crucial to meet the
needs of a labor market of 21st-century [4] that requests for science, technology, en-
gineering, and mathematics information literacy. In this context, there is an increasing
demand for training personnel who can apply theoretical knowledge and scientific
methods to understand and transform the objective reality. People should be able to
adopt advanced technological solutions in professional activities, synergistically use
mathematical and creative modeling, effectively interact with virtual information
resources and the world itself.
In an educational context, geography has the potential to play a significant role in
advancing the objectives of STEM, paying particular attention to critical and creative
thinking [5]. STEM and humanities complement one another, providing an under-
standing of the context in which science gains its significance [6]. In the ever-
evolving technology-focused world, humanities contribute to the preservation of bal-
ance. In this environment, rather than anywhere else, geography makes its unique
contribution to STEM, encompassing the physical, social, and human sciences.
New interactive technologies in terms of smart mobile devices and accompanied
applications are widely integrated into the educational methodology, raising numerous
initiatives for their implementation and adaptation to the STEM education model [7].
Studying geography at schools and universities requires students to work with virtual
technologies that can show connections between subjects, demonstrate holistic inter-
pretations about the place and spatial patterns, and make predictions about future
environmental events [5]. The synergy of digital technologies and innovative thinking

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Paper—The Use of Virtual Reality in Geo-Education

has created the opportunity for education through various learning activities. Thus, for
example, robotics can be introduced into the educational practice to study mathemati-
cal and natural sciences [8].

1.2 VR, AR, and MR in education

Virtual reality (VR) is a highly developed form of computer simulation that allows
the user to interact with the artificially created world through sensor devices. VR is
usually associated with video games and media resources. However, it has more ex-
tensive application capabilities due to significant advances in its technology. In this
regard, VR is becoming more accessible and widely used in education. VR opens up a
fundamentally new level of interaction with the digital world, allowing the user to
experience and interact with a computer-generated environment. In contrast to the
traditional user interfaces, VR places the one inside an experience through the Head-
Mounted Display (HMD). This immersive environment can be similar to the real
world, or it can be fantastical, creating an experience that is not possible in ordinary
circumstances.
Unlike VR, which immerses users in a completely artificial environment like a vid-
eo game, augmented reality (AR) is an interactive experience of a real-world envi-
ronment where the objects are enhanced by computer-generated perceptual infor-
mation. The overlaid sensory data can be constructive (i.e., additive to the natural
environment) or destructive (i.e., masking of the natural environment) and are seam-
lessly interwoven with the physical world so that it is perceived as an immersive as-
pect of the real situation [1].
Mixed reality (MR) is a combination of physical and virtual worlds. MR gives an
opportunity not only to integrate virtual objects into the real world but also to interact
with them. In this case, a user is fully immersed in the virtual environment while the
real world is blocked out.
Cross reality (XR) functionally combines virtual, augmented, and mixed reality. It
enhances the capabilities of all three technologies to expand the boundaries of the
physical space-time continuum for working with human perception. XR technologies
form the transition from “full real” to “full virtual”.

1.3 Research objectives

Based on current trends in global education and the evolutionary technological

processes in the digital world, this work was aimed at studying the impact of VR
technology on the qualitative assessment of online education. In this regard, the re-
search objectives were defined as follows:

1) Analyze the technological capabilities of VR in the field of education

2) Determine criteria for an efficient and high-quality educational process
3) Examine the impact of VR, AR, and MR technologies on the students’ expecta-
tions from the course

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Paper—The Use of Virtual Reality in Geo-Education

4) Compare the results of the training quality assessment according to the basic, ex-
pected, and desirable criteria
5) Develop the quality pyramid of the e-learning course to predict improvement of
education quality
6) Evaluate the knowledge and skills acquired through the use of VR services during
the STEM education program on the example of Physical Geography course
7) Estimate the overall satisfaction of students towards performed training

2 Methods

2.1 Research design and sampling

The research design was determined by the specifics of the studied issue. The study
was based on the Moodle online platform to examine the impact of VR technologies
on education quality during the Physical Geography course. The experiment lasted
from September 2019 to December 2019. It involved 60 third-year students from the
Abai Kazakh National Pedagogical University (Kazakhstan), Immanuel Kant Baltic
Federal University (Russian Federation), and Aldar University College (United Arab
Emirates) (Table 1).

Table 1. Population of the sample

Number of
Group Age Gender Faculty/specialty University
students
Immanuel Kant Baltic Federal Univer-
sity (9 students)
15 M
1 30 20-24 Geography/Geography Abai Kazakh National Pedagogical
15 F
University (14 students)
Aldar University College (5 students)
Immanuel Kant Baltic Federal Univer-
sity (10 students)
17 M
2 30 20-24 Geography/Geography Abai Kazakh National Pedagogical
13 F
University (15 students)
Aldar University College (5 students)

2.2 Experiment

All the respondents were distributed into two groups. The first group underwent
training in the Moodle system, based on Zuma’s developments [10]. The educational
process of the second group was supplemented with the technological capabilities of
the following VR services:
1. Google Earth VR was used with the HTC Vive helmet and allowed studying geo-
graphical objects of anthropogenic and natural origin in the form of three-
dimensional reality. The Google Earth VR program provided automatical down-
loading of images and data necessary for the educational program [11].

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Paper—The Use of Virtual Reality in Geo-Education

2. Apple Maps, with a Flyover mode, enabled exploring the world in 3D. With this
application, a student could visit more than 250 cities around the world [12].
3. My Way VR offered a virtual journey through different countries, continents, and
cultures.
4. The VR Museum of Fine Art allowed visiting museums in VR mode [13].

During the Physical Geography course, the second group of students gained virtual
experience in studying the geography of tourist destinations through the use of the
Google Earth VR program. Respondents were able to travel to any location in the
world in real-time with the help of individual VR controllers. Students were also giv-
en an opportunity to study natural phenomena, global climate processes, and world
tourist resources in 3 VR-modes: 360-degree view, fly, and teleportation. Using the
Google Earth Studio service, 3D videos of the Earth’s surface, based on 3D maps and
data on climatic changes, tsunamis, storms, and droughts, were created and analyzed.
Through the Street View mobile application, respondents acquired skills in building
tourist routes. A virtual journey through different countries, continents, and cultures
was performed with the help of My Way VR. By using the VR Museum of Fine Art,
the participants attended virtual museums, saw famous sculptures and paintings.

2.3 Research limitations

According to the purpose of the current paper, partial assessment of the qualitative
characteristics of an e-learning product was made. It was necessary for analyzing
students’ motivation and strategy while selecting a particular study course. The evalu-
ation, based only on the subjective opinion of a student, cannot provide a complete
understanding of the educational process’s quality and effectiveness. Thus, expert
assessments should also be taken into account to form a better e-learning product.

2.4 Statistical analysis

Statistical analysis of data was conducted using Statistica software (version 5.0).
The obtained results were considered reliable, with an error of up to 3%.

2.5 Ethical issues

All experiment participants were informed about their role in the examination, as
well as research goals and specifics. Each student signed a written agreement regard-
ing consent to participate in the study and the use of survey data. For all the involved,
the highest possible confidentiality was granted.

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3 Results

3.1 Assessment of the educational product: Pre-test results

Modern digital technologies, based on virtual reality, form the main criteria of an
efficient and high-quality educational process, oriented on practice and productivity.
A survey on the students’ expectations about the course was carried out by classifying
the assessment of online education quality into basic, expected, and desired (Table 2).

Table 2. Pre-test assessment results

Criteria Basic Expected Desired
Modern e-learning platform х
Structured teaching material х
Optimized and high-quality educational content х
Compliance with world educational standards х
Compliance with the employers’ requirements х
Setting deadlines for tasks х
Text, graphic, audio, and video content х
Real-time monitoring х
Objective and clear knowledge assessment system х
Computer testing of knowledge quality х
Student rating system х
International educational groups х
Personality-oriented approach to learning х
Ability to organize the educational process freely and independently х
Use of modern means of group communication х
Mobile technologies integration х
Adaptive approach to education - learning through practice х
Cooperation on projects initiated by the real economy х
Interaction with virtual educational environment adjusted to the
х
educational program
Learning through the interactive computer experience in the profes-
х
sional environment
Gamification of learning based on intellectual incentives х
Implementation of VR/AR/MR technologies х
Professional activity imitation х
Educational projects in a digital learning environment х
* Developed by the authors

Students associated the basic quality of the training course with an efficient and
modern organization of teaching process, based on the processing capabilities of e-
learning platforms. The provision of education with basic quality can be possible due
to the implementation of a modern e-learning platform, structured teaching material,
optimized and high-quality educational content; compliance with world educational
standards and the employers’ requirements; setting deadlines for tasks; implementa-
tion of text, graphic, audio, and video content; real-time monitoring; objective and

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Paper—The Use of Virtual Reality in Geo-Education

clear knowledge assessment system; computer testing of acquired skills and infor-
mation; and student rating system.
The expected quality of the educational course was connected with additional con-
tents of the educational process or the use of modern pedagogical and communication
techniques. It can be realized through the creation of international educational groups;
personality-oriented approach to learning; development of an individual educational
trajectory; provision of an ability to organize the educational process freely and inde-
pendently; application of modern means of group communication; and mobile tech-
nologies integration.
The desired quality of the online course can be achieved by including advanced
digital technology and the ability to acquire modern and relevant knowledge. It can be
ensured through the implementation of an adaptive approach to education; coopera-
tion on projects initiated by the real economy; interaction with a virtual educational
environment adjusted to the educational program; learning through the interactive
computer experience in the professional environment; game-based education; applica-
tion of VR/AR/MR technologies; professional activity imitation; and implementation
of educational projects in the digital learning environment.
Comparing the results of the subjective educational evaluation performed by stu-
dents before the Physical Geography course, it can be concluded that the use of VR
technology was associated with the desired quality of the educational product.

3.2 Assessment of the educational product: Post-test results

After completing the Moodle Physical Geography course, a survey among the sec-
ond group’s participants was carried out again. Its results demonstrated the transfer of
the desired criteria to the expected, indicating high adaptive capacities of VR technol-
ogy in educational processes. Besides, the obtained data revealed an increase in re-
quirements for the quality of subsequent educational courses among students who
acquired virtual experience (Table 3).

Table 3. Post-test assessment results

Criteria Basic Expected Desired
Modern e-learning platform х
Structured teaching material х
Optimized and high-quality educational content х
Compliance with world educational standards х
Compliance with the employers’ requirements х
Setting deadlines for tasks х
Text, graphic, audio, and video content х
Real-time monitoring х
Objective and clear knowledge assessment system х
Computer testing of knowledge quality х
Student rating system х
International educational groups х
Personality-oriented approach to learning х
Ability to organize the educational process freely and independently х

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Paper—The Use of Virtual Reality in Geo-Education

Use of modern means of group communication х

Mobile technologies integration х
Adaptive approach to education - learning through practice х
Cooperation on projects initiated by the real economy х
Interaction with virtual educational environment adjusted to the education-
х
al program
Learning through the interactive computer experience in the professional
х
environment
Gamification of learning based on intellectual incentives х
Implementation of VR/AR/MR technologies х
Professional activity imitation х
Educational projects in a digital learning environment х
* Developed by the authors

3.3 Quality pyramid of the e-learning course: Predictions about the VR

technology evolution

Based on the analysis of changes in the expectations about the e-learning among
students undergoing training with VR technologies, a significant impact of the immer-
sive technologies’ evolution on the requirements for online education can be predicted
(Fig. 1).

Fig. 1. Quality pyramid of the e-learning course

* Developed by the authors

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Paper—The Use of Virtual Reality in Geo-Education

At the end of the course, students of two experimental groups were asked to evalu-
ate the knowledge obtained during online Physical Geography course as well as the
level of satisfaction of their educational needs according to the following options:

1. Professional knowledge
2. Professional skills and abilities
3. Satisfaction of basic education quality criteria
4. Satisfaction of expected education quality criteria
5. Satisfaction of desired education quality criteria
Self-assessment results showed that respondents who used VR, AR, and MR dur-
ing the course achieved better learning results than those who did not benefit from the
mentioned virtual technologies. Consequently, it can be stated that the use of VR
during geography training may provide students with more effective preparation.

4 Discussion

The use of innovative digital software in the framework of STEM education has
many barriers. Among them the high cost of equipment for organizing the educational
space, the need for additional competencies of the teaching staff [9], and the use of
students’ personal devices to ensure successful group interaction [14]. The current
article outlined changes in students’ assessment of the educational product in the
process of the Physical Geography course before and after the application of virtual
technologies. Within the paper, the interpretation of basic, expected, and desirable
quality of online education was given based on students’ expectations from the
course. The findings of the present research are consistent with the works of Aristin et
al. [15], and Stojšić et al. [16].
One more study, similar to the present, was performed in Turkey. Its authors exam-
ined the potential of AR technology for geography training and confirmed the as-
sumption that AR remains a useful tool for teaching geography, especially geomor-
phology topics [17]. However, not only this area can take advantage of AR technolo-
gy implementation. Many scholars note that applications developed with AR can also
be beneficial for mathematics and visual thinking [18].
A strong opposition exists between the information visualization community (Info-
vis), which criticizes the use of 3D, and the scientific visualization community (Sciv-
is), which proves the importance of 3D capabilities during the examination of struc-
tures and processes. In turn, geographic visualization (Geovis) stands between the
Infovis and Scivis communities. It is widely noted that in geographic information
science, most visuospatial analyses were sufficiently conducted in 2D or 2.5D, includ-
ing analyses related to terrain and many urban phenomena [19].
Recently, the emergence of information technologies, such as virtual cities, digital
globes, and virtual explorations, open a new horizon for learning geography. For ex-
ample, Geospatial VR offers realistic 3D learning environments and provides immer-
sive, engaging, and interactive activities to build a professional experience [20]. Mod-
ern virtual technologies have the potential for scientific research in many fields. These

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Paper—The Use of Virtual Reality in Geo-Education

days, virtual geographic environments (VGEs), characterized by support for geodata

management, geosimulation, geointeraction, and geocollaboration, play an important
role in geographic research [21].

5 Conclusion

The research findings confirmed that VR helps to reach the desired quality of the
educational product and opens up new opportunities for mastering practical skills.
Within the experimental study, VR technology implementation allowed a better un-
derstanding of the complex concepts and contributed to gaining experience in the
chosen professional field. The paper’s outcomes exposed that modern digital technol-
ogies based on VR can create the foundation for effective and high-quality training
with an orientation on practice and productivity.
Students’ subjective assessment of the quality of the educational process according
to the basic, expected, desirable criteria was performed in two stages - before and
after introducing VR. In the first stage, the use of VR was associated with the desired
quality of the educational product. However, after completing the training program
and gaining experience with virtual technologies, the students’ desired criteria were
transferred to the expected ones. This designates the adaptability of virtual technolo-
gies and confirms that learners with VR experience have higher requirements for
training than others. Hence, a significant impact of immersive technologies on e-
learning quality can be predicted.

6 Recommendations and Further Research

The experimental study results affirmed a high degree of adaptability of VR tech-

nology to the educational process. Moreover, the present paper revealed an increase in
requirements for the quality of subsequent educational courses among students who
have experienced VR technology. This fact may indicate a notable impact of the evo-
lution of immersive technologies on the standards of distance learning.
The proposed quality pyramid formed a primary understanding of modern trends in
e-learning and provided an insight into the future improvement of digital education.
This pyramid will become the basis for subsequent scientific work on the develop-
ment of a comprehensive methodology for ensuring the high quality of an online
educational product.

7 Acknowledgement

We thank the research ethics committee at Aldar College University for the ap-
proval to conduct the research part related to Arab Emirates.

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9 Authors

Nurzhanat Shakirova is a Master of Geographic Sciences, 3-rd year doctoral

student of the Department of Geography, Ecology and Tourism, Abai Kazakh
National Pedagogical University, Almaty, Republic of Kazakhstan.
Al Said Nidal is a PhD. He is Assistant Professor of the College of Mass
Communication, Ajman University, Ajman, United Arab Emirates.
Svetlana Konyushenko is a Doctor of Education, Professor, Immanuel Kant
Baltic Federal University, Kaliningrad, Russian Federation.

Article submitted 2020-05-06. Resubmitted 2020-06-24. Final acceptance 2020-06-24. Final version
published as submitted by the authors.

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