Assessing the Outcomes of Digital Soil Science Curricula for Agricultural Undergraduates in the Global South
This academic inquiry examines the efficacy of virtual reality (VR)-based pedagogy for higher learning, specifically analyzing immersive digital instruction for rural agriculture undergraduates studying soil science in Colombia. The investigation tests two hypotheses: first, simulated learning situa...
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| Format: | Article |
| Language: | English |
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De Gruyter
2024-12-01
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| Series: | Open Education Studies |
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| Online Access: | https://doi.org/10.1515/edu-2024-0021 |
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| _version_ | 1832570453223276544 |
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| author | Rico Heidy de la Puente Mario de Oro Carlos Navarro Daniela Lambis Juan Londoño Guillermo |
| author_facet | Rico Heidy de la Puente Mario de Oro Carlos Navarro Daniela Lambis Juan Londoño Guillermo |
| author_sort | Rico Heidy |
| collection | DOAJ |
| description | This academic inquiry examines the efficacy of virtual reality (VR)-based pedagogy for higher learning, specifically analyzing immersive digital instruction for rural agriculture undergraduates studying soil science in Colombia. The investigation tests two hypotheses: first, simulated learning situations improve academic achievement and student investment compared to conventional in-person lectures; and second, modern modalities cultivate affirmative perspectives of the material. Employing a meticulous investigative blueprint across three Colombian university campuses situated in pastoral communities, the assessment involved 89 volunteers separated into experimental and control groups over 14 weeks analyzing soil nutrient administration. Scholastic aptitude, student absorption, and viewpoint appraisals were conducted before and after the module. Statistical calculations including independent sample examinations, variance examinations, effect magnitude, and association analyses were utilized to validate the hypotheses. The results endorse both hypotheses, evidencing augmented academic performance, student engagement, and affirmative attitudes toward soil science among participants experiencing VR-based coursework. This inspection lends valuable discernment into advanced technology’s potential to address rural student challenges, elevating educational outcomes and furthering constructive pedagogical encounters in the developing world. |
| format | Article |
| id | doaj-art-a9f3e41366404857b21f7137206c02fd |
| institution | Kabale University |
| issn | 2544-7831 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Education Studies |
| spelling | doaj-art-a9f3e41366404857b21f7137206c02fd2025-02-02T15:45:19ZengDe GruyterOpen Education Studies2544-78312024-12-0161111410.1515/edu-2024-0021Assessing the Outcomes of Digital Soil Science Curricula for Agricultural Undergraduates in the Global SouthRico Heidy0de la Puente Mario1de Oro Carlos2Navarro Daniela3Lambis Juan4Londoño Guillermo5Department of Entrepreneurship, Corporacion Universitaria Minuto de Dios UNIMINUTO, Barranquilla, ColombiaDepartment of Political Science and International Relations, Universidad Del Norte, Barranquilla, ColombiaDepartment of Mathematics and Statistics, Universidad Del Norte, Barranquilla, ColombiaDepartment of Law, Universidad Del Norte, Barranquilla, ColombiaDepartment of Entrepreneurship, Corporacion Universitaria Minuto de Dios UNIMINUTO, Barranquilla, ColombiaDepartment of Global Business, Politecnico Costa Atlantica, Barranquilla, ColombiaThis academic inquiry examines the efficacy of virtual reality (VR)-based pedagogy for higher learning, specifically analyzing immersive digital instruction for rural agriculture undergraduates studying soil science in Colombia. The investigation tests two hypotheses: first, simulated learning situations improve academic achievement and student investment compared to conventional in-person lectures; and second, modern modalities cultivate affirmative perspectives of the material. Employing a meticulous investigative blueprint across three Colombian university campuses situated in pastoral communities, the assessment involved 89 volunteers separated into experimental and control groups over 14 weeks analyzing soil nutrient administration. Scholastic aptitude, student absorption, and viewpoint appraisals were conducted before and after the module. Statistical calculations including independent sample examinations, variance examinations, effect magnitude, and association analyses were utilized to validate the hypotheses. The results endorse both hypotheses, evidencing augmented academic performance, student engagement, and affirmative attitudes toward soil science among participants experiencing VR-based coursework. This inspection lends valuable discernment into advanced technology’s potential to address rural student challenges, elevating educational outcomes and furthering constructive pedagogical encounters in the developing world.https://doi.org/10.1515/edu-2024-0021higher educationrural studentssoil scienceglobal southacademic curricula |
| spellingShingle | Rico Heidy de la Puente Mario de Oro Carlos Navarro Daniela Lambis Juan Londoño Guillermo Assessing the Outcomes of Digital Soil Science Curricula for Agricultural Undergraduates in the Global South Open Education Studies higher education rural students soil science global south academic curricula |
| title | Assessing the Outcomes of Digital Soil Science Curricula for Agricultural Undergraduates in the Global South |
| title_full | Assessing the Outcomes of Digital Soil Science Curricula for Agricultural Undergraduates in the Global South |
| title_fullStr | Assessing the Outcomes of Digital Soil Science Curricula for Agricultural Undergraduates in the Global South |
| title_full_unstemmed | Assessing the Outcomes of Digital Soil Science Curricula for Agricultural Undergraduates in the Global South |
| title_short | Assessing the Outcomes of Digital Soil Science Curricula for Agricultural Undergraduates in the Global South |
| title_sort | assessing the outcomes of digital soil science curricula for agricultural undergraduates in the global south |
| topic | higher education rural students soil science global south academic curricula |
| url | https://doi.org/10.1515/edu-2024-0021 |
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