| Sažetak | Napredak informacijsko-komunikacijskih tehnologija pratila je i njihova implementacija u odgojno-obrazovnom radu od predškolskih do visokoškolskih ustanova. Njihov utjecaj svakom sljedećom generacijom sve je veći i veći, bilo da ih promatramo kao pomoćno sredstvo za poučavanje ili kao predmet koji se proučava. Cilj ovoga istraživanja jest utvrđivanje čimbenika korištenja tehnologije virtualne i proširene stvarnosti u visokoškolskom obrazovanju u Republici Hrvatskoj u kontekstu njihovoga prihvaćanja od nastavnika i studenata. U istraživanju je ukupno sudjelovalo 423 studenta odabranih metodom nasumičnoga odabira. Sudjelovalo je 226 studenata nastavničkih studija, odnosno studijskih smjerova s Učiteljskog fakulteta Sveučilišta u Zagrebu, Filozofskog fakulteta Sveučilišta u Zagrebu i Prirodoslovnomatematičkog fakulteta Sveučilišta u Zagrebu i 197 studenata nenastavničkih studija, odnosno studijskih smjerova s Fakulteta organizacije i informatike Sveučilišta u Zagrebu, Filozofskog fakulteta Sveučilišta u Zagrebu i Prirodoslovno-matematičkog fakulteta Sveučilišta u Zagrebu. U istraživanju je sudjelovao i 201 nastavnik. U istraživanju su sudjelovali nastavnici s Učiteljskog fakulteta Sveučilišta u Zagrebu, Fakulteta organizacije i informatike Sveučilišta u Zagrebu, Filozofskog fakulteta Sveučilišta u Zagrebu, Prirodoslovno-matematičkog fakulteta Sveučilišta u Zagrebu, Kineziološkog fakulteta Sveučilišta u Zagrebu, Građevinskog fakulteta Sveučilišta u Zagrebu i Arhitektonskog fakulteta Sveučilišta u Zagrebu. Svi sudionici istraživanja odabrani su metodom nasumičnoga odabira. Utvrđeno je kako najvišu razinu poznavanja sudionici ankete izražavaju za gotovo ista programska rješenja informacijskokomunikacijskih tehnologija. Studenti i nastavnici najviše su upoznati i najčešće se koriste s internetskim preglednikom i elektroničkom poštom, a najslabije poznaju i najrjeđe koriste tehnologiju virtualne i proširene stvarnosti te program za upravljanje relacijskim bazama podataka. Nije uočena statistička značajna razlika u spremnosti na korištenje i stavu o korisnosti tehnologije virtualne stvarnosti među nastavnicima koji imaju manju razinu poznavanja u odnosu na one koji imaju višu razinu poznavanja informacijsko-komunikacijskih tehnologija, kao ni među nastavnicima koji imaju manju razinu poznavanja u odnosu na one koji imaju višu
razinu poznavanja tehnologije virtualne stvarnosti. Statistički značajna pozitivna povezanost utvrđena je između spremnosti nastavnika na učenje o novim tehnologijama koje mogu pomoći studentima u svladavanju nastavnoga gradiva te njihova stava o dostupnosti tehnologije virtualne stvarnosti.
Statistički značajna razlika nije utvrđena ni između spremnosti na korištenje tehnologije virtualne stvarnosti ni u razini poznavanja informacijsko-komunikacijskih tehnologija međustudentima koji studiraju na nastavničkim u odnosu na one koji studiraju na nenastavničkim studijima ili studijskim smjerovima, kao ni među studentima različitih godina studiranja. Istraživanje učestalosti korištenja informacijsko-komunikacijskih tehnologija kod studenata koji studiraju na nastavničkim u odnosu na one koji studiraju na nenastavničkim studijima ili studijskim smjerovima pokazuje kako ne postoji statistički značajna razlika između učestalosti korištenja informacijsko-komunikacijskih tehnologija među studentima različite vrste studija, kao ni među studentima različitih godina studija. Utvrđena je statistički značajna pozitivna povezanost između stava studenata o korisnosti i želje za korištenjem tehnologije virtualne stvarnosti u procesu studiranja. Tehnologija virtualne stvarnosti sve je prisutnija u visokoškolskom obrazovanju u Republici Hrvatskoj te je spremnost i želja za njezinim korištenjem zabilježena je u odgovorima nastavnika i studenata. Obje kategorije ispitanika prepoznaju njezinu didaktičku vrijednost te će zbog toga virtualna stvarnost u budućnosti
zauzimati sve veći prostor u visokoškolskom obrazovanju |
| Sažetak (engleski) | The advancement of information and communication technologies has been accompanied by their implementation in educational work, from pre-school to higher education institutions. Their influence on each subsequent generation is increasing, whether we consider them as a teaching aid or as a subject of study in and of themselves. Among the most modern elements of information and communication technologies are virtual and augmented reality technology. The aim of this research is to determine the factors of using virtual and augmented reality technology in higher education in the Republic of Croatia in the context of their acceptance by teachers and students they teach. More precisely, the aim is to investigate the readiness of teachers to use virtual reality technology in relation to their knowledge of this technology, and to determine the factors that influence students' perspective on the use of virtual and augmented reality technology.
The research involved a total of 423 randomly selected students. Of these, 226 were teacher education students or students from related programs from the Faculty of Education, University of Zagreb, the Faculty of Humanities and Social Sciences, University of Zagreb, and the Faculty of Science, University of Zagreb. The remaining 197 students were from non-teacher education programs or related programs from the Faculty of Organization and Informatics, University of Zagreb, the Faculty of Humanities and Social Sciences, University of Zagreb, and the Faculty of Science, University of Zagreb. In addition, 201 teachers participated in the research. These teachers were from the Faculty of Education, University of Zagreb, the Faculty of Organization and Informatics, University of Zagreb, the Faculty of Humanities and Social Sciences, University of Zagreb, the Faculty of Science, University of Zagreb, the Faculty of Kinesiology, University of Zagreb, the Faculty of Civil Engineering, University of Zagreb, and the Faculty of Architecture, University of Zagreb. The participants were selected by random sampling. Two online questionnaires were created for the research, one for teachers and one for students. The first part of the student questionnaire asked for general information about the participant, such
as their program of study and year of study. The second part of the student questionnaire assessed the participant's level of competency and experience in using information and communication technologies. The teacher questionnaire consisted of three parts. In the first and second parts of the questionnaire, teachers assessed their professional competencies and experience in using information and communication technologies. In the third part, teachers evaluated their knowledge and readiness to use and the usefulness of virtual reality technology in higher education based on 14 statements provided in the questionnaire. The passage describes the analysis of research results related to the level of knowledge and usage of information and communication technology (ICT) among students and teachers. The study found that the participants were most familiar with and frequently used web browsers and email, while they were least familiar with and least likely to use virtual and augmented reality technology and relational database management software. There was no statistically significant difference in the readiness and attitudes towards virtual reality technology among teachers who had lower levels of ICT knowledge compared to those with higher levels of ICT knowledge. However, there was a statistically significant positive correlation between the willingness of teachers to learn new technologies that can help students in mastering the course material and their attitude towards the availability of virtual reality technology.
In the data processing phase, descriptive statistics were used to obtain basic statistical indicators, while the normality of variable distribution was tested using the Kolmogorov-Smirnov test. Univariate analysis of variance (ANOVA) was used to determine differences in the readiness to use virtual reality technology among students studying on teaching and nonteaching programs and according to the year of study. The level of ICT knowledge among students was also tested using univariate ANOVA, depending on their program and year of study. The Pearson correlation coefficient was used to determine the relationship between students' attitudes towards the usefulness of virtual reality technology in the study process and their desire to use it. The Levene's test was used to test variance homogeneity, while the statistical significance of mean differences between groups was determined using the F-value.If the Levene's test showed significant differences in variances, the Welch F test, which does not require homogeneity of variance, was used for further analysis.
The statistical significance of the differences was tested at the level of significance p < 0.05 using the STATISTICA version 14.0.0.15 software by TIBCO Software Inc.
Statistical significance was not found between the readiness to use virtual reality technology and the level of knowledge of information and communication technologies among students studying teaching compared to those studying non-teaching programs, nor among students of different years of study. Research on the frequency of use of information and communication technologies among students studying teaching compared to those studying non-teaching programs or study programs shows that there is no statistical significance in the frequency of use of information and communication technologies among students of different types of studies, nor among students of different years of study. A statistically significant positive correlation between students' attitudes towards the usefulness and desire to use virtual reality technology in the studying process has been established. Virtual reality technology is increasingly taking up space in higher education in Croatia, and readiness and desire for its use has been recorded among both teachers and students. Both categories of respondents recognize its didactic value, and therefore virtual reality will occupy an increasingly important place in higher education in the future. |
