Potential utilization of virtual reality learning for vocational school teachers
1 Electronics Engineering Education, Faculty of Engineering, Universitas Negeri Makassar, Makassar, Indonesia.
2 Informatics Engineering, Faculty of Informatics and Engineering, Universitas Patria Artha, Makassar, Indonesia.
3 Informatics and Computer Engineering Education, Faculty of Engineering, Universitas Negeri Makassar, Makassar, Indonesia.
Review
World Journal of Advanced Engineering Technology and Sciences, 2022, 07(02), 054–061.
Article DOI: 10.30574/wjaets.2022.7.2.0119
Publication history:
Received on 30 September 2022; revised on 02 November 2022; accepted on 05 November 2022
Abstract:
This study aims to determine the potential of using virtual reality as a learning tool for teachers, especially at Vocational High Schools. This research is descriptive research with a quantitative approach. Descriptive analysis aims to reveal an objective picture of the conditions in the subject under study. Descriptive quantification seeks to describe an object using numerical data. In addition, verbal/qualitative descriptions of targets are also carried out through in-depth and detailed studies of organizations or certain phenomena through observation or analysis to generate data. The implementation of Virtual Reality-based learning has been systematic, following the design, development/production, utilization, and management and evaluation models. The stages that have not been implemented are developing a learning system integrated with virtual reality models, using virtual reality as a system, managing information systems, and evaluating the effectiveness of implementing virtual reality-based learning. In addition, there are several obstacles, including: 1) The limited quantity and quality of resources that include professionals, specialists, and technicians in the use of virtual reality-based learning; 2) Not all teachers are enthusiastic and motivated, especially older teachers, to apply virtual reality-based learning concerning improving the quality of learning; 3) Not all schools have the necessary infrastructure for optimal implementation of virtual reality (such as multimedia classrooms), there are no buildings or spaces to manage the development of virtual learning in vocational Schools; and 4) The high cost of official/original software is an obstacle for the development and production of virtual reality programs.
Keywords:
Potential; Virtual Reality; Teacher Vocational High School; Study
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