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All Journal International Review of Practical Innovation, Technology and Green Energy (IRPITAGE)
Jen Peng Huang
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Humanities Energy Social Sciences Other

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THE FUTURE OF EDUCATION: HOW XR AND THE METAVERSE WILL CHANGE THE WAY STUDENTS ARE VIEWED TODAY Hendra Jonathan Sibarani; Dompak Pasaribu; Debora Tambunan; Dewi Rafiah Pakpahan; Victor Maruli Pakpahan; Frans Gideon Sinuhaji; Grestin Ekalina Turnip; Tony Blayer Simangunsong; Jen Peng Huang
International Review of Practical Innovation, Technology and Green Energy (IRPITAGE) Vol. 4 No. 1 (2024): March-June 2024
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/irpitage.v4i1.2160

Abstract

The dynamic world of education, of course, will always experience developments so as not to be left behind and can produce successors or generations who have expertise and have high competence. Conventional or old-fashioned teaching methods are of course still done orally or lecture methods, reading books, watching videos, currently undergoing many changes following the development of existing technology. The development that is currently being discussed in the world of education is by utilising the metaverse. Metaverse is a technology-based virtual space concept that allows people to interact immersively in a digital world similar to the real world. In the Metaverse, users can enter the virtual world using devices such as Extended Reality (XR) which includes VR (Virtual Reality) or AR (Augmented Reality) to communicate, work, play, and do other activities. Metaverse provides many benefits to education, especially by creating a more immersive and interactive learning experience. In the Metaverse, students can learn through virtual simulations, such as exploring history in the past, learning science in a virtual laboratory, or practicing practical skills in an environment that resembles the real world. With Metaverse and Extended Reality (XR), it not only increases student engagement, but also helps students understand the material more deeply through experiential learning. In addition, Metaverse enables collaboration without geographical boundaries, where students and teachers from different parts of the world can meet and interact in a virtual space. As such, the metaverse supports a more inclusive and personalised learning system, giving access to materials and experiences that may be hard to reach in traditional education.
IMPLEMENTATION OF DIGITAL TECHNOLOGY IN GREENING AND TREE PLANTING PROGRAMME Akim Manaor Hara Pardede; Preddy Marpaung; Amin Hou; Surtan Hasibuan; M Fakhrul Hirzi; Nidya Banuari; Deby Siska Oktavia Pasaribu; Yehezkiel Wibisono Sagala; Rafael R.F. Sijabat; Jonathan Setiadi Pasaribu; Jen Peng Huang
International Review of Practical Innovation, Technology and Green Energy (IRPITAGE) Vol. 3 No. 3 (2023): November 2023 - February 2024
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/irpitage.v3i3.2161

Abstract

Afforestation and tree planting are important programmes for climate change mitigation and environmental conservation. However, the effectiveness of these programmes is often constrained by a lack of monitoring, documentation, and community involvement. The implementation of digital technology is an innovative solution to overcome these challenges. This community service aims to integrate digital technology in reforestation and tree planting programmes through the use of map-based applications, social media, and environmental sensors. This community service activity includes training on the use of location marker applications, monitoring tree growth with sensors, and digital campaigns to increase community participation. With the digital system, data related to tree conditions can be updated in real-time and easily accessed, so that it can help related parties in conducting evaluations and counselling that is more targeted. The results of this service show that digital technology increases community involvement, makes it easier to track the development of plants, and strengthens the transparency of the greening programme. This implementation is expected to become a model of sustainability in a wider community-based greening project.
Co-Authors Amin Hou Debora Tambunan Deby Siska Oktavia Pasaribu Dewi Rafiah Pakpahan Frans Gideon Sinuhaji Grestin Ekalina Turnip Hendra Jonathan Sibarani Jonathan Setiadi Pasaribu M Fakhrul Hirzi Nidya Banuari Pakpahan, Victor Maruli Pardede, Akim Manaor Hara Preddy Marpaung Rafael R.F. Sijabat Sitorus, Dompak Surtan Hasibuan Tony Blayer Simangunsong Yehezkiel Wibisono Sagala