Experiential learning and VR will reshape the future of education [World Economic Forum, May 2022]

Title:

Experiental learning and VR will reshape the future of education

 

Authors:

Dr. Ali Saeed Bin Harmal Al Dhaheri Chief Executive Officer, Abu Dhabi University Holding Company 

&

Dr. Mohamad Ali Hamade 

Chief Executive Officer, Amanat Holdings

 

Published:

World Edonomic Forum (WEF), 23 May 2022

https://www.weforum.org/agenda/2022/05/the-future-of-education-is-in-experiential-learning-and-vr/

 

From the article:

* Methods of education have not kept pace with advances in technology but the imperative of change is becoming more apparent. 

 

* Virtual reality (VR) is being adopted more readily as the gains of experiential learning is being realised. 

 

* VR is making education less conventional and advancing K-12, higher education and vocational training.

Using Experiential Learning to Improve Student Attitude and Learning Quality in Software Engineering Education [Scholarly Article - IJITLHE, 2021]

Title:

Using Experiential Learning to Improve Student Attitude and Learning Quality in Software Engineering Education 

 

Authors:

Ferdinand Ndifor Che (American University of Nigeria, Yola, Nigeria), Kenneth David Strang (Walden University, USA) & Narasimha Rao Vajjhala (University of New York Tirana, Albania) 

 

Published:

International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE), 2(1), 2021 

https://www.igi-global.com/article/using-experiential-learning-to-improve-student-attitude-and-learning-quality-in-software-engineering-education/273133

 

Abstract:

Experiential learning (EL) has great potential to transform students’ learning experience. Few studies, however, have focused on the use of EL in computer science education. The purpose of this study was to examine students' experiences with EL in computer science. Data were collected to examine the influence of EL on students' attitudes and quality of learning. The antecedent variables included student involvement, learning expectancy, instructor impact, course structure, and prior experience. PLS-SEM with PLSc was used to test generated hypotheses. The findings indicated that student involvement positively correlated with attitudes and learning expectancy. Instructor impact is positively associated with student involvement, quality of learning, and attitudes. Prior experience positively correlated with learning expectancy. Finally, course structure positively moderated the relationship between student involvement and learning expectancy. It is concluded that EL is a promising pedagogy to improve student attitudes and quality of learning in software engineering education.