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All Journal Al-Hijr: Journal of Adulearn World Journal Emerging Technologies in Education
Jiwon, Han
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Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Implementing Virtual Reality in Science Education at South Korean High Schools Jiwon, Han; Jiwon, Seo; Thi Mai, Nguyen
Journal Emerging Technologies in Education Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i1.2108

Abstract

Background. The integration of Virtual Reality (VR) into educational settings has gained global momentum, offering immersive and interactive learning experiences that traditional methods often lack. In South Korea, where academic rigor and technological innovation coexist, there is a growing interest in leveraging VR to enhance science education at the secondary level. Purpose. This study investigates the implementation of VR in science classrooms across selected South Korean high schools, focusing on its pedagogical effectiveness, accessibility, and acceptance among teachers and students.Method. A mixed-methods approach was used, combining quantitative survey data from 312 students and 45 science teachers with qualitative insights from focus group interviews and classroom observations.Results. The findings reveal that VR-based instruction significantly increased student engagement, conceptual understanding, and motivation in learning complex scientific phenomena. However, challenges were noted in terms of teacher training, infrastructure limitations, and curriculum alignment.Conclusion. The study concludes that while VR holds strong potential to transform science education in South Korean high schools, successful implementation requires systemic support, including professional development and policy integration. These insights contribute to the ongoing discourse on future-ready STEM education and provide practical guidance for scalable VR adoption.
The Role of The Teacher as A Facilitator in Project-Based Learning With AI Support Yuna, Jung; Minho, Kim; Jiwon, Han; Jiwon, Lee; Suyitno, Suyitno
Al-Hijr: Journal of Adulearn World Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v4i1.855

Abstract

Project-based learning (PBL) has gained widespread recognition as an effective instructional method that promotes critical thinking, collaboration, and problem-solving skills among students. In this context, the role of the teacher as a facilitator is crucial in guiding students through the learning process while encouraging autonomy and exploration. With the increasing integration of artificial intelligence (AI) in education, AI tools have become valuable resources to support both teachers and students in PBL environments. However, the specific role of teachers as facilitators in AI-supported PBL settings remains underexplored. This study aims to investigate the role of the teacher as a facilitator in project-based learning environments where AI tools are utilized to enhance the learning experience. A mixed-methods approach was employed, including surveys, interviews, and classroom observations involving 150 students and 20 teachers from schools implementing AI-supported PBL. The study assessed the impact of AI tools on teacher facilitation and student outcomes in terms of engagement, creativity, and problem-solving abilities. The results indicate that AI tools significantly supported teachers in managing and facilitating PBL, allowing for more personalized guidance and efficient task management. Students reported higher levels of engagement and improved collaboration, while teachers emphasized the increased ability to focus on individualized support. This study concludes that the teacher’s role as a facilitator is essential in leveraging AI tools to optimize project-based learning, enhancing both teaching practices and student outcomes.
Co-Authors Jiwon, Lee Jiwon, Seo Minho, Kim Suyitno Suyitno Thi Mai, Nguyen Yuna, Jung