Virtual Reality Real Visuality by András Benedek

Author:András Benedek
Language: eng
Format: epub
Publisher: Peter Lang

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György Molnár

How Digital and Virtual Life Trapped in Visuality and New Media Systems Affect Teaching and the Learning Process

1. Introduction

In modern times, visuality, what is more, virtual reality and cyberspace appear to provide a really impressive and beneficial way of life for digital citizens both in everyday life and in special fields, such as education. It allows people to study at their own discretion online. This particularly favors those who are motivated to learn on their own. The three-dimensional virtual reality empowers people with positive experiences. The most advanced ICTs, such as virtual classrooms (Google Class), gamification (Classcraft), digital, interactive curriculum, and several VR systems (goggles, gloves) are at hand now. Further examples include Facebook Oculus and Samsung Gear VR systems. If the learning process is located in a 3-dimensional virtual reality enhanced space, the experience is almost the same as in real life, while time, money and energy can be saved, not to mention the risks that can be avoided. The process of understanding – under special circumstances – can be measured and analyzed with special ICT tools. The Tobii system, for example, can follow and track eye movement, monitor brain activity, and present them on a heat map. This paper first introduces the theoretical and technical background, and then presents the results of an empirical survey conducted on 100 subjects in spring 2016.

Owing to the rapid development of ICT (Information and Communication Technologies), we have experienced a variety of social and economic changes in different kinds of phenomena, and a shift in roles and our ways of life. Today almost all inhabitants of the Earth have mobile devices and subscriptions as there are around 6 billion mobile phone subscriptions all around the world. This comes as a great potential for development. There has never been a greater enhancement in any field with a bigger effect on society and culture than ICT. The industrial revolutions (especially the last two) have altered our everyday life and made it more energetic, dynamic, and active. This shift has been labeled as the “digital culture” and is represented by online presence. The effects of the Internet have been of great importance since the individual can run errands anytime and anywhere. Also, this supports the human-machine interface that has opened its doors toward ← 101 | 102 → the dimensions of the so-called augmented or virtual reality (Molnár 2013; Szűts − Yoo 2014). Images are particularly inspiring in understanding (Nyíri 2012). As a result, on the one hand, the set of values and activities of the traditional world have shifted towards digital culture. On the other hand, the technical development has tripled life expectancy. In information based societies with a digital environment, gathering and using and information are as easy as they were never before (Okumura – Oku − Ishikawa 2012). At the same time, we have come the farthest from physical reality and our real lives (Molnár 2016). All of these have had and will have an impact on

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