Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> E. Virtual reality <s> Virtual reality offers new possibilities and new challenges for teaching and learning. For students in elementary mathematics, it has been suggested that virtual reality offers new ways of representing numeracy concepts in the form of virtual reality manipulatives. The main goal of this thesis is to investigate the effectiveness of using desktop virtual reality as a cognitive tool to enhance the conceptual understanding of numeracy concepts by elementary school children, specifically addition and subtraction. This research investigated the technical and educational aspects of virtual reality manipulatives for children beginning to learn numeracy by implementing a prototype mathematical virtual learning environment (MAVLE) application and exploring its educational effectiveness. ::: ::: ::: This research provides three main contributions. First, the proposed design framework for the virtual reality model for cognitive learning. This framework provides an initial structure that can be further refined or revised to generate a robust design model for virtual reality learning environments. Second, the prototyping and implementation of a practical virtual reality manipulatives application ‘MAVLE’ for facilitating the teaching and learning processes of numeracy concepts (integer addition and subtraction) was proposed. Third, the evaluation of conceptual understanding of students’ achievements and the relationships among the navigational behaviours for the desktop virtual reality were examined, and their impacts on students’ learning experiences were noted. ::: ::: ::: The successful development of the virtual reality manipulatives provides further confirmation for the high potential of virtual reality technology for instructional use. In short, the outcomes of this work express the feasibility and appropriateness of how virtual reality manipulatives are used in classrooms to support students’ conceptual understanding of numeracy concepts. Virtual reality manipulatives may be the most appropriate mathematics tools for the next generation. In conclusion, this research proposes a feasible virtual reality model for cognitive learning that can be used to guide the design of other virtual reality learning environments. <s> BIB001 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> E. Virtual reality <s> We analyze two emotional regulation strategies through of Emotiv EPOC.We use a virtual reality environment to induce a sadness emotion.Assessed activations are consistent with those obtained in other studies.Emotiv Epoc can be used in emotional regulation studies like an objective tool. Emotional regulation strategies are used by people to influence their emotional responses to external or internal emotional stimuli. The aim of this study is to evaluate the brain activations that are associated with the application of two different emotional regulation strategies (cognitive reappraisal and expressive suppression) during virtual reality mood induction procedures. We used Emotiv EPOC to measure the brain electrical activity of participants while sadness is induced using a virtual reality environment. We monitored 24 participants, who were distributed among three experimental groups: a control group, a cognitive reappraisal group and an expressive suppression group. In the control group, we found significant activations in several right frontal regions that are related to the induction of negative emotions'. We also found significant activations in the limbic, occipital, and parietal regions in the emotional regulation groups. These regions are related to the application of emotional regulation strategies. The results are consistent with those shown in the literature, which were obtained through clinical neuroimaging systems. <s> BIB002
The virtual reality (VR) is a newly emerging computer interface characterized by high degrees of immersion, believability, and interaction, with the goal of making the user believe, that he is actually within the computer-generated environment BIB001 . According to BIB002 , VR is " technology that allows us to create environments where we can interact with any object in real time, and that has been widely used for training and learning purposes." Integration some of the technologies, such as computer and graphics, can generate the technology of the VR. So, the VR can outline as it is a progressing computer interface to allow the person to be immersed within a simulated environment generated by a computer.