Thesis supervisor: Cecília Sikné Lányi
co-supervisor: Tibor Guzsvinecz
Location of studies (in Hungarian): University of Pannonia, H-8200 Veszprém, Egyetem str. 10., Hungary Abbreviation of location of studies: PE
Description of the research topic:
Due to the COVID-19 pandemic, face-to-face education transitioned into a digital format. This increased the number of available virtual environments that are used for education and/or work purposes. Naturally, online virtual environments are not equivalent to those that are found in reality. Since they are different, they have to be used differently, not to mention that the characteristics of users have to be considered as well: various users can experience virtual spaces differently, especially those who have certain disabilities. Some people cannot see colors properly or interaction with the machine is needed to be made easier with the use of image processing techniques and algorithms.
With technological advancements, and by using the concept of Cognitive InfoCommunications as well as Education 5.0, interaction with computers becomes easier. Similarly, virtual environments, serious games and game-based learning can enhance education. Due to COVID-19 however, education and training have to be managed from a distance: new methods have to be implemented to create a successful process.
Therefore, the goal of this research is to implement a customizable online virtual environment that can be used by people with various characteristics for education and training. First, existing virtual environments have to be studied, their pros as well as cons have to be assessed regarding accessibility and usability. The findings have to be implemented in the online virtual space to make it more accessible and usable for various people as well as to promote game-based and collaborative learning.
By researching and implementing accessibility and usability improving methods, the output is to complement Education 5.0 as well as shape recommendations to help creators of virtual spaces. This allows them to develop a more accessible environment besides supporting the HCI disciplines and the principles of Universal Design.
The preliminaries of the research topic can be found in the following papers of the supervispors
[1] Sik Lanyi, C., & Withers, J. D. A. (2020). Striving for a Safer and More Ergonomic Workplace: Acceptability and Human Factors Related to the Adoption of AR/VR Glasses in Industry 4.0. Smart Cities, 3(2), 289-307.
[2] Guzsvinecz, T., Orbán-Mihálykó, É., Perge, E., & Sik-Lányi, C. (2020). Analyzing the spatial skills of university students with a Virtual Reality application using a desktop display and the Gear VR. Acta Polytechnica Hungarica, 17(2), 35-56.
[3] Guzsvinecz, T., Sik-Lanyi, C., Orban-Mihalyko, E., & Perge, E. (2020). The influence of display parameters and display devices over spatial ability test answers in virtual reality environments. Applied Sciences, 10(2), 526.
[4] Guzsvinecz, T., Orbán-Mihálykó, É., Sik-Lányi, C., & Perge, E. (2021). Investigation of spatial ability test completion times in virtual reality using a desktop display and the Gear VR. Virtual Reality, 1-14.
[5] Szucs, V., Sik-Lanyi, C., & Guzsvinecz, T. Presenting the User's Focus in Needs & Development (UFIND) method and its comparison to other design methods. In 2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom), pp. 89-96.
The preliminaries of the research topic can also be found in the following papers in the literature
[6] Baranyi, P., & Csapó, Á. (2012). Definition and synergies of cognitive infocommunications. Acta Polytechnica Hungarica, 9(1), 67-83.
[7] Kavanagh, S., Luxton-Reilly, A., Wuensche, B., & Plimmer, B. (2017). A systematic review of virtual reality in education. Themes in Science and Technology Education, 10(2), 85-119.
[8] Legi, H., Giban, Y., & Hermanugerah, P. (2022). Virtual Reality Education In Era 5.0. Journal Research of Social, Science, Economics, and Management, 2(04), 504-510.
[9] Katona, J. (2021). A review of human–computer interaction and virtual reality research fields in cognitive InfoCommunications. Applied Sciences, 11(6), 2646.
[10] Herga, N. R., Čagran, B., & Dinevski, D. (2016). Virtual laboratory in the role of dynamic visualisation for better understanding of chemistry in primary school. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 593-608.
[11] Kapilan, N., Vidhya, P., & Gao, X. Z. (2021). Virtual laboratory: A boon to the mechanical engineering education during covid-19 pandemic. Higher Education for the Future, 8(1), 31-46.
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