The Use of Virtual Reality in Geo-Education

Nurzhanat Dalelovna Shakirova, Nidal Al Said, Svetlana Mihailovna Konyushenko


The paper discussed the technological capabilities of virtual real-ity (VR) in education as a highly developed form of computer modeling. In or-der to study the impact of VR technology on the quality of e-learning, an exper-iment was conducted during an online Physical Geography course.
The current research involved 60 third-year students from the Abai Kazakh National Pedagogical University, Immanuel Kant Baltic Federal University, and Aldar University College. The respondents were divided into two groups—the first group underwent training through distance learning in the Moodle e-learning system, while the educational process of the second group was sup-plemented with technological capabilities of the latest VR services (Google Earth, Apple Maps, My Way VR, The VR Museum of Fine Art). During the study, students’ subjective assessment of the training was performed according to the basic, expected, and desirable criteria. The examination was carried out in two stages - before and after the course. At the first stage of the assessment, the use of VR corresponded to the desired quality of the educational product. How-ever, after finishing the course and acquiring virtual experience, the students’ desired criteria were transferred to the expected ones.
This indicated a high degree of adaptability of VR technology in education as well as an increase in the respondents’ requirements for the quality of subse-quent academic training. Given this, a significant impact of immersive technol-ogy’s evolution on the demands on the e-learning quality can be noted.


augmented reality (AR); cross-reality (XR); e-learning quality, immersive tech-nologies, mixed reality (MR); STEM-education; virtual reality (VR).

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Copyright (c) 2020 Nurzhanat Shakirova, Nidal Al Said

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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