About this paper

Appears in:
Pages: 3703-3705
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.0996

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

VIRTUAL AND AUGMENTED REALITY IN THE HIGHER EDUCATION SECTOR IN BULGARIA

M. Encheva

University of Library Studies and Information Technologies (ULSIT) (BULGARIA)
The study presents an innovative product for training in university environment developed in Bulgaria through the use of technologies for virtual and augmented reality where three-dimensional computer objects can be created. Devices for generating virtual reality (glasses for virtual three-dimensional vision) and a software module for working with virtual holographic objects are used (an upgrade platform). The end result of the project is a ready prototype of an innovative learning product. This prototype puts the learner into a virtual reality in which he can observe and manipulate three-dimensional virtual objects from the subject area of learning. The ready-made prototype with minor modifications in the software can be adapted to any type of training that uses three-dimensional objects as these objects must be created. Three-dimensional holographic technology is mainly developed and used outside the educational setting at the present time. However, when properly incorporated into the educational setting, this technology has potential to transport students to a virtual world where they can submerge themselves in a rich learning environment, or test out the operations of a real-world process or system. The educational potential of the three-dimensional holographic technology is further enhanced in the frame of the project when combined with interactive and immersive characteristics of augmented and virtual reality. The potential problems related to the implementation of three-dimensional holographic technology in education, as the quality of three-dimensional renderings, severe visual fatigue, low priority of the learning outcomes, insufficient planning and development of learning activities by teachers, are also taken into account by the project team.
@InProceedings{ENCHEVA2017VIR,
author = {Encheva, M.},
title = {VIRTUAL AND AUGMENTED REALITY IN THE HIGHER EDUCATION SECTOR IN BULGARIA},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.0996},
url = {http://dx.doi.org/10.21125/iceri.2017.0996},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {3703-3705}}
TY - CONF
AU - M. Encheva
TI - VIRTUAL AND AUGMENTED REALITY IN THE HIGHER EDUCATION SECTOR IN BULGARIA
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.0996
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 3703
EP - 3705
ER -
M. Encheva (2017) VIRTUAL AND AUGMENTED REALITY IN THE HIGHER EDUCATION SECTOR IN BULGARIA, ICERI2017 Proceedings, pp. 3703-3705.
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