European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │Issue 11│2017 doi: 10.5281/zenodo.1045349 THE USERS’ VIEWS ON DIFFERENT TYPES OF INSTRUCTIONAL MATERIALS PROVIDED IN VIRTUAL REALITY TECHNOLOGIESi Gürkan Yildirimii Faculty of Education, Computer Education and Instructional Technology Department, Bayburt University, Turkey Abstract: Today, it is seen that developing technologies are tried to be used continuously in the learning environments. These technologies have rapidly been diversifying and changing. Recently, virtual reality technology has become one of the technologies that experts have often been dwelling on. The present research tries to determine users’ opinions and preferences on the utilization of different kinds of multimedia items (pictures, videos and games) in virtual reality goggles. In this context, participants' opinions were taken through semi-structured interview forms within this research, which is designed as a case study. The data were subjected to content analysis. It is observed that participants liked and preferred virtual reality technologies. The features of the sense of reality, feeling the ambience and providing the possibility of having a tour in this ambience presented by the technologies can be listed as determinants in participants’ preferences. In addition to this, it can be said that especially the game type contents of the virtual reality technologies are preferred more than the photos and videos. It is thought that interaction and entertainment factors have a significant role in suck kind of preferences. Moreover the participants have also indicated that the use of virtual reality technologies, especially in social studies classes, may be beneficial. Besides, it is thought that virtual reality technologies can be more useful than in-class methods in the sciences and other fields and the VR technologies will increase permanence by creating active learning environments. This research was supported by Bayburt University Scientific Research Projects Unit (BAP), (Project code: 2016/01-28) i Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 150 Gürkan Yildirim THE USERS’ VIEWS ON DIFFERENT TYPES OF INSTRUCTIONAL MATERIALS PROVIDED IN VIRTUAL REALITY TECHNOLOGIES Keywords: virtual reality, virtual reality technologies, instructional technology, case study, participants’ views 1. Introduction The ever-expanding and evolving technology has been mediating many innovations, environments and agents to get involved in our lives. Virtual reality (VR) technology is one of these innovations that offer rich visual environments through technological means, and that are frequently used in everyday life. The VR tools have been reaching the users in different forms day by day. It can be said that the VR, which was seen as an expensive technology when it was first developed, is more accessible today. When the literature is examined, it is seen that many definitions have been made on the VR technology. The VR is defined as a technology that simulates life experiences and builds thoughts by using computers and various accessories, thus promoting communication between people, machines and other entities (Hay, 1997). Additionally, the VR is identified as a new technology that allows users to communicate in a dynamic environment by providing perceptions for sensory organs to feel real and feel like being in another place Çavaş, Çavaş and Can, 2004; Bayraktar and Kaleli, 2007 . Basically, VR technology is an environment created by the joint operation of software and hardware products. Although VR technology is mainly related to software connected to the computer environment, there is also certain hardware developed to display the contents. The users' sense of presence in the environment and interactivity are tried to be provided by these hardware, which are the basic characteristics of the VR technologies. The hardware components of the VR technologies were created by Kayapa and Tong (2011), and the components of this technology are presented in Figure 1, benefiting from the sub-components and variables table. In addition, Andolsek (1995) indicates three hardware elements that should be in VR environments as; stage, desktop and world of mirrors. VR Hardware Components Internal VR Goggles Image Generator Mobile VR Goggles VR Robots Integrated VR Goggles Interaction Tools Position Sensor Figure 1: The VR components enlisted by Kayapa and Tong (2011) European Journal of Education Studies - Volume 3 │ Issue 11│ 2017 151 Gürkan Yildirim THE USERS’ VIEWS ON DIFFERENT TYPES OF INSTRUCTIONAL MATERIALS PROVIDED IN VIRTUAL REALITY TECHNOLOGIES Image Generators: These are the devices such as three-dimensional monitors and projections, imaging devices placed on the head, virtual reality goggles, which are used for the visualization of the software data. The VR goggles;  Internal VR Goggles: Set of goggles that contain many components such as lens, screen and sensor, but need a computer or game console to be used and can  provide high quality content (HTC Vive and PlayStation VR). Mobile VR Goggles: Goggles with only image lenses on them and all other components are provided by smartphones. The product is used by placing a  smartphone inside (Google Cardboard). Integrated VR Goggles: Goggles that contain all components and equipment and do not require any additional product for the use (AMD Sulon Q). VR Robots: Mechanical tool that allows interaction with a three-dimensional environment created via software. Interaction Tools: Tools such as a mouse, a manoeuvre stick, or a data glove that allow users to interact with the content. Positional Sensor: A set of wearable and navigation based devices. Sherman and Craig (2002) mentioned four basic elements that exist within the structure of the VR technologies alongside their hardware components. These elements are briefly summarized in Figure 2 (Sürücü, 2017). In fact, the appearance levels of these factors directly affect the success degrees of VR environments. Virtual World • It is the main content presented to the users Immersion Sensory Feedback Interaction •The user's feeling of fully being in the presented virtual world, while getting out of the real one •The user is affected by the behavior that he/she has done as part of the presented environment •It is the act of responding to various actions that the users exhibit by different means. Figure 2: Four Basic Elements of VR Environments (Sherman and Craig (2002)) In addition to conducting research on VR technology in areas such as engineering, education, medicine, sports, and industrial fields, VR technology is spreading more rapidly and expanding its scope in the field of entertainment, tourism activities and other social activities. VR technology has set up its first applications with pictures, videos, three-dimensional images; and this technology has made a serious progress in interactive videos and games. Many interactive multimedia items have been developed in this direction. Each new technological development brings the questions of "Can it be used in education?", "Can it create more effective, efficient learning environments?" with it. European Journal of Education Studies - Volume 3 │ Issue 11│ 2017 152 Gürkan Yildirim THE USERS’ VIEWS ON DIFFERENT TYPES OF INSTRUCTIONAL MATERIALS PROVIDED IN VIRTUAL REALITY TECHNOLOGIES Therefore, it has begun to be questioned whether VR technology will be effective in improving the instructional environments. In this context, many researchers who work in the field have conducted educational orientations of VR technologies. While some researchers have focused on the specific educational practices of VR technologies (Passing and Eden, 2000; Yalon-Chamovitz and Weiss, 2008); some researchers have investigated various environments of VR technologies in the fields of historygeography and science-mathematics. Çavaş, Çavaş and Can, 2004, Savage et al., 2009 . However, it can be said that, today, VR technologies are used in medical education a little more than in other fields. As VR technologies are being used at every stage of daily life, it is seen that these technologies are being continuously tested in instructional environments. These tools, which are prevalent in the fields of entertainment and industry, are now in the classroom. In this context, it is important to determine attitudes of users towards these technologies and to examine the effectiveness of VR technologies in learning environments. Considering that VR technologies will begin to be perceived as a learning object in the future, it can be said that the current researches will contribute to the educational aspect of VR technologies. It is also aimed at reaching users' suggestions about VR experiences and in which areas they will be more effective in terms of teaching by using multimedia items through VR goggles. In this context, the following research questions are tried to be answered in the study: 1. What are the general opinions of participants on VR technologies? 1.1. What are the superior aspects of VR technologies indicated by participants? 1.2. What are the limitations of VR technologies stated by participants? 2. What are the reasons for preferences and admirations for multimedia items used by participants in VR technologies? 3. What are the participants’ recommendations for the utilization of VR technologies for instructional purposes? For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1179 . European Journal of Education Studies - Volume 3 │ Issue 11│ 2017 153