Principales contaminantes que genera la producción de queso y yogurt

The main objective of this research was to discover what aspects and features are needed and wanted in a virtual reality tool for teachers where a teacher can make guided lessons with the use of premade 3D models from third parties. This main objective was achieved by making a prototype of a lesson that should be able to be made with this tool with the help of co-creation. In order to achieve this goal, a number of sub-questions had to be asked first.

The first sub-question was: _​How can teachers implement virtual reality in a way that it can help students to get a better understanding of certain subjects? _​This question has been answered in the state-of-the-art research and led to the conclusion that keeping the

immersion and motivation levels high would help students get a better understanding of the subject. Furthermore, the conclusion that the method to keep the immersion high would be to use motion-tracked controllers, make an environment where the students are in control of their own navigation, making an environment where there is guidance by teachers inside the environment and make sure that an orientation process is integrated into the learning path for the student. All these aspects were important and therefore they were tried to implement into the final prototype. The guidance of teachers inside the environment was incorporated in the virtual reality lesson by letting the teacher add voice-overs in which the teacher was guiding the students. Additionally, the orientation process has been implemented by letting the students know their whereabouts in a voice-over at the beginning of the lesson.

Furthermore, navigational control was incorporated in the movement of the head. Along with a lot of other requirements, both the motion-tracked controllers and navigational control were taken into account with the next sub-question: _​which type of virtual reality tools should be used? _​The concluding virtual reality tool that was best for this project was a standalone VR device. One of those standalone VR devices, the Oculus Go, was used to show the lesson to the students.

The third sub-question read: _​What is the available 3D content that can be useful in VR on the topic of biology, which can be used for educational purposes? _​And could be answered after some research into the topic, the needs, and the available 3D models. In conclusion, the topic that was chosen was DNA, more specific DNA replication.

The fourth sub-question was possibly the biggest question: _​What is needed to make a guided virtual reality lesson with voice recordings where teachers are satisfied with the interaction? _​This question was answered by making such a guided lesson by using co-creation with a teacher. The final lesson that was designed was the answer to this

question. The important lessons that could be concluded from this design were that animations can be an important aspect of a lesson in VR. Additionally, there must be a source of information in the lessons, this can be in the form of voice-overs. Furthermore, questions, assignments, and interaction are important aspects when designing a lesson. Therefore, a feedback source is needed for the teachers to be able to see the answers to the questions.

Additionally, to the previous question, the fifth question also looks at the teacher satisfaction: _​What is the reaction of the teacher to the created virtual reality lesson? _​This question looks mainly at the difference between the design and the result of the lesson. The teacher was asked to give feedback on the VR lesson and the feedback gave some possible options to further develop the lesson to make it better. Overall, the teacher was satisfied with the result.

Furthermore, the last question also looks at the reaction, only of the students instead of the teacher: _​What is the reaction to the student interaction with the virtual reality lesson?

The conclusion that was drawn for this question was that the lesson was positively received by the students. This conclusion is important to check if students are open to virtual reality lessons made by a teacher and is an important aspect to consider before making a virtual reality tool.

The virtual reality lesson that has been created was positively received by students and the biology teacher. Additional changes that could improve the lesson include,

incorporating branches to help distinguish between the needs of different students and make some changes to the 3D model and to the animation.

Additional to the improvements of the VR lesson, the virtual reality lesson also helped identify important aspects for the development of a virtual reality tool for teachers. The main aspects that are needed in such a tool are the possibility to add animations, the ability to add text, questions and voice-overs, and the option to have different stages and let the teachers decided when the student goes to another stage are important. Additionally, there needs to be some sort of library where teachers can find 3D models, animations and environments because the teachers should only have to deliver the lesson plan and not any 3D content in the virtual reality environment. Moreover, an environment for the teacher to see the results of the questions that the students answered in the VR lesson is desired.

Chapter 8 – Future Work

Working on a virtual reality tool has identified some gaps in the current knowledge that could be remedied by additional research.

One of these gaps includes the research that has been done regarding if teachers are qualified to make virtual reality lessons. Research on this topic is minimal, nonetheless, this research could be important to address the competencies of a teacher regarding making lessons with the use of virtual reality. Additionally, research can be done concerning the best way to make a virtual reality lesson in order to reach the full educational potential regarding the use of virtual reality in the classroom.

Furthermore, research on the benefit of a tool where the teacher can make a virtual reality lesson needs to be done. This could include possible time benefits for teachers and possible learning benefits for students.

Since only one teacher was consulted, it is advised to repeat this research with multiple different teachers to check for different results. Additionally, this research could be repeated with school subjects other than biology. Moreover, different teachers should be asked their opinion on the functionalities of the virtual reality tool as they are defined in this research project. Additionally, the lesson that was made could be investigated and

developed further. Finally, a virtual reality tool for teachers still needs to be made,

researched and analyzed. This would include more research regarding the usability of such a tool, and research into making the tool teacher-friendly.