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In higher education institutions (HEI), particularly in biology and medical education, the use of 3D animation, virtual reality, and simulation offers great potential in terms of enhancing learning and engaging students. Higher education researchers are still investigating virtual reality’s possibilities and outcomes in various fields. This study focuses on the effects of 3D gamification using an Artificial Intelligence integrated Internet of Medical Things (AIoMT) implemented with virtual reality application for biology and medical students to learn about the human brain. Nowadays, both theoretical and practical education frequently incorporate virtual reality and augmented reality. Virtual tours of the human body’s systems are offered to biology students so that they may comprehend such systems’ functions. This study focuses on the use of 3D animation, virtual reality, and simulation in medical education, with a specific focus on the effects of a 3D gamification app using the Internet of Medical Things (AIoMT) on medical professionals’ passion for learning. This study uses the ARCS model and SEM analysis to examine the impact of virtual reality on students’ motivation and learning. The results show that virtual reality positively impacts motivation and the understanding of the concept-to-execution process through practice and simulation-based training. To assess how well students are learning, what they are analyzing, and how well they can understand the objects of analysis, a 3D-simulation-based and user-feedback-based design has been developed using the proposed research methodology. According to this article’s findings, a smartphone app that uses virtual reality can help medical professionals better understand the concept-to-execution process through practice. VR simulation-based training, as well as Biology teachers or medical colleges, can offer high-definition 3D VR models rather than organs in jars to understand the human anatomy and its functions more experientially and effectively.

Although motion capture has become integral to contemporary animation pipelines, university teaching still asks students to learn motion largely through screen-based keyframing. To address this gap, this classroom-based comparative study evaluated one structured motion-design lesson within an immersive MoCap-supported training module. Sixty-eight undergraduates in a computer animation course completed the same task in either a Keyframe condition (n = 33) or a VR-MoCap condition (n = 35), with instructional delivery mode as the only difference. Creative performance was assessed in originality, fluency, aesthetic quality, clarity, and a composite score. MANOVA revealed a significant multivariate effect of condition (Pillai’s trace = 0.454, F(4, 63) = 13.12, p < 0.001). Relative to keyframe instruction, VR-MoCap produced significantly higher originality, fluency, clarity, and composite performance, whereas aesthetic quality did not differ significantly. Supplementary group-interview responses further indicated that students experienced the immersive condition as more engaging, more intuitive, and better suited to immediate feedback and embodied movement exploration. Immersive VR-MoCap appears most useful in the early phases of motion design and is better understood as complementing, rather than replacing, conventional keyframe training.

This paper explores the efficacy of a flipped classroom model for teaching first year students three-dimensional (3D) animation, and analyses the advantages and disadvantages when compared to traditional teaching mechanisms. In 2015, within the course Introduction to CGI at the University of South Australia, two different tutorial models were utilised: standard in-class tutorials, within which students were led through a task by a tutor; and 'flipped classroom' tutorials, where students completed a task prior to the session, and then engaged with their peers and tutor in large and small group discussions in the classroom. 128 first year students participated in the course, including 22 international students. The two tutorial models were evaluated at the end of the semester in the form of an online survey, which provided participating students with the opportunity to critically reflect on the learning experience; course staff also appraised the two tutorial formats, providing insight into both learning and teaching experiences. The findings of the study are discussed in light of the growing use of student-centred teaching measures in higher education, and outline the affordances and limitations of each model. [Author abstract]

PurposeThe future of management studies is invariably steering towards online and hybrid modes of course delivery. Therefore, assessing the effectiveness of online course delivery is exceptionally crucial. This study attempts to evaluate the effectiveness of online course delivery in management education involving the instructor, participant and technological component. This study contributes to the body of knowledge in three ways. First, the study proposes an approach to assess the effectiveness of online courses in management education. The study demonstrates this by taking a case study of a business school (B-school) in southern India. Second, the study identifies the shortcomings and areas that need improvement to enhance the overall effectiveness further. Third, the study outlines suggestive measures to improve the effectiveness of online course delivery by addressing technical, infrastructural, instructor and student behavioral components.Design/methodology/approachTo accomplish the objectives, a case study approach has been adopted and fuzzy logic has been used as a methodology to assess the effectiveness of online course delivery in management education.FindingsThe findings suggest that instructors' use of cases and animation during online sessions, use of whiteboards, digital pens and other tools, attempts to draw participant's interest and the users' sense of belongingness in the online cohort, self-discipline and motivation from students' side, easy to use Learning Management System (LMS), audio-visual platforms, active electronic communication and training on the technical aspect of the online platform need to be improved to enhance the effectiveness of online course delivery further. The current effectiveness of online course delivery in the case of B-school was found to be “Fair,” which is average in relation to the effectiveness labels.Research limitations/implicationsThis study doesn't investigate the factors that moderate the effectiveness of online course delivery and how the factors influence each other. Future research endeavors can be extended in this direction to enrich the body of knowledge with new insights. Apart from this, the results outlined in this study are about the status quo of the case B-school and can't be generalized. However, the methodology and approach can be adopted by other B-schools or higher educational institutes to measure the schools' and institutes' current level of effectiveness in online teaching.Originality/valueSo far, only a few studies have paid attention to the empirical assessment of the effectiveness of online course delivery consisting of engagement from the technical, instructor and participants' dimensions. This study proposes a novel approach to measure the level of effectiveness and identifies the shortfalls that impede good effectiveness in online course delivery.

This paper reports on a case study that explores how the integrative model of program planning can be applied to better understand the process of mobile learning efforts in diverse African contexts. The authors discuss how Scientific Animations Without Borders (SAWBO), a Purdue University-based program, creates educational videos accessible in over 220 languages and disseminates them for use on a diversity of electronic platforms, inclusive of but not limited to cell phones. The authors aim to advance important discussions related to how human resource development research and practice can be responsive to local communities while working to enhance agricultural productivity and gender equity in the Global South.

Since the teaching in colleges and universities is divided into disciplines according to knowledge fields, so there is distinct boundary between disciplines in actual teaching, which leads to the lack of interdisciplinary thinking and cross-professional knowledge of students, and it also becomes difficult for colleges and universities to cultivate talents. The development of the new era places new demands on higher education. The construction of new liberal arts and new agricultural sciences requires innovative research on interdisciplinary research methods, talent training models, and research and development of the teaching content. VR virtual reality technology is used to carry out interdisciplinary research on animation teaching and agricultural microbiology teaching, and develop new curriculum, which can effectively enhance the effectiveness of teaching in various disciplines, and open up new teaching content and research ideas for animation and agricultural microbiology courses. Virtual reality technology and digital animation art provide an interactive and immersive teaching experience for the teaching and research of agricultural microbiology, and also inspire new ideas for teaching and research of new agricultural sciences. The content of agricultural microbiology provides research content for the creation of animation arts and expands the space for technology research and development. This article will discuss from the perspective of research background and research analysis, promote the development of interdisciplinary research in higher education, and also explore the research model of interdisciplinary curriculum development.

The purpose of this study is to determine which 3D viewers should be used for the display of interactive graphic engineering documents, so that the visualization and manipulation of 3D models provide useful support to students of industrial engineering (mechanical, organizational, electronic engineering, etc). The technical features of 26 3D visualization software programmes (viewers, publishers, 3D output formats) are examined, to select the three visualization configurations that best meet our needs at the Graphic Expression Department of the University of Burgos (Solidworks plus Solidworks eDrawings; Catia plus Catia eDrawings and 3DXML; several Computer-Aided Design software programmes plus Adobe Acrobat Pro Extended). These are compared using the Quality Function Deployment tool known as House of Quality. The House of Quality has enabled us to identify and quantify the importance attached by engineering teachers to each of their requirements for 3D viewers, and to identify and quantify the technical importance of each of the measurable features of these viewers.

Here is this week’s news of grants or gifts to historically Black colleges and universities or for programs of particular interest to African Americans in higher education.