Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2024, Cilt: 4 Sayı: 1, 31 - 36, 07.07.2024

Öz

Kaynakça

  • Arnaldi, B., Guitton, P., & Moreau, G. (2018). Virtual reality and augmented reality: Myths and realities. John Wiley & Sons.
  • Carvalho, G. S., & Berger, D. (2012). School health education nowadays. Science Education Research and Practice in Europe (pp. 309–340). Springer.
  • Hain, V., & Hajtmanek, R. (2021). Industrial heritage education and user tracking in virtual reality. In Cvetković, D. (Ed.), Virtual Reality and Its Application in Education. IntechOpen.
  • International Maritime Organization. (2012). Guidelines for the implementation of MARPOL Annex V. International Maritime Organization.
  • Lege, R., & Bonner, E. (2020) Virtual Reality in Education: The Promise, Progress, and Challenge. JALT CALL Journal, 16(3), 167–180.
  • Ma, D., Gausemeier, J., Fan, X., & Grafe, M. (2012). Virtual reality & augmented reality in industry. Springer Science & Business Media.
  • Mallam, S. C., Nazir, S., & Renganayagalu, S. K. (2019). Rethinking maritime education, training, and operations in the digital era: Applications for emerging immersive technologies. Journal of Marine Science and Engineering, 7(12), Article 428. Miyusov, M. V., Nikolaieva, L. L., & Smolets, V. V. (2022). The future perspectives of immersive learning in maritime education and training. Transactions on Maritime Science, 11(2), Article 14.
  • OMS-VR Maritime trainer. (2023, March 15). Home page. Retrieved from https://oms-vr.com/
  • Palchenko, A. A. (2022). European integration of Ukraine and maritime law of the countries of the European Union. South Ukrainian Law Journal, 3(4), 191–196.
  • Paszkiewicz, A., Salach, M., Dymora, P., Bolanowski, M., Budzik, G., & Kubiak, P. (2021) Methodology of implementing virtual reality in education for Industry 4.0. Sustainability, 13(9), Article 5049.
  • Quezada, K. V., & Conde, D. A. (2023). Complex and transdisciplinary analysis of the Bolivian maritime enclaustration. In Pinho, M., Antonio, M., do Rocio, S. D. Brostulin Principles and Concepts for Development in Nowadays Society (pp. 388–395). Seven Publishing.
  • Rieke, L., & Laudan, M. (2021). Comparing a VR ship simulator using an HMD with a commercial ship handling simulator in a CAVE setup. Proceedings of the 23rd International Conference on Harbor, Maritime and Multimodal Logistic Modeling & Simulation.
  • Soliman, M., Pesyridis, A., Dalaymani-Zad, D., Gronfula, M., & Kourmpetis, M. (2021) The application of virtual reality in engineering education. Applied Sciences, 11(6), Article 2879.
  • Tabakova, V. (2020). Role-specific functions on MOODLE. In e-Learning in Medical Physics and Engineering (pp. 69–96). CRC Press.
  • Tsigkounis, K., Komninos, A., Politis, N., & Garofalakis, J. (2021). Monitoring maritime industry 4.0 systems through VR environments. CHI Greece 2021: 1st International Conference of the ACM Greek SIGCHI.
  • Uluyol, Ç. (2019). Augmented reality in education. In Education. Oxford.
  • Yurzhenko, A. (2018). Pedagogical conditions for training of future ship engineers in the process of English for specific purpose learning. Engineering and Educational Technologies, 6(4), 48–57.

Ensuring Environmental Sustainability in the Context of Innovation through High-Quality Training of Seafarers Using VR Technologies

Yıl 2024, Cilt: 4 Sayı: 1, 31 - 36, 07.07.2024

Öz

The paper examines the use of VR technologies in the provision of quality training for seafarers, particularly in the context of innovations to ensure environmental sustainability. The authors review the current training provisions for seafarers and highlight the need for a more environmentally conscious approach to it. They then discuss the advantages of using VR in training scenarios and explore how this technology can be used to provide high-quality training that promotes sustainable practices. The article provides a detailed analysis of the different VR applications that can be used to develop seafarers' knowledge in relation to green sustainability including modelling energy-efficient navigation, prevention of marine pollution from ships and waste management. The paper concludes that the use of VR technologies in seafarers' training can promote the development of sustainable practices in marine industry and contribute to a more environmentally conscious approach to shipping.

Kaynakça

  • Arnaldi, B., Guitton, P., & Moreau, G. (2018). Virtual reality and augmented reality: Myths and realities. John Wiley & Sons.
  • Carvalho, G. S., & Berger, D. (2012). School health education nowadays. Science Education Research and Practice in Europe (pp. 309–340). Springer.
  • Hain, V., & Hajtmanek, R. (2021). Industrial heritage education and user tracking in virtual reality. In Cvetković, D. (Ed.), Virtual Reality and Its Application in Education. IntechOpen.
  • International Maritime Organization. (2012). Guidelines for the implementation of MARPOL Annex V. International Maritime Organization.
  • Lege, R., & Bonner, E. (2020) Virtual Reality in Education: The Promise, Progress, and Challenge. JALT CALL Journal, 16(3), 167–180.
  • Ma, D., Gausemeier, J., Fan, X., & Grafe, M. (2012). Virtual reality & augmented reality in industry. Springer Science & Business Media.
  • Mallam, S. C., Nazir, S., & Renganayagalu, S. K. (2019). Rethinking maritime education, training, and operations in the digital era: Applications for emerging immersive technologies. Journal of Marine Science and Engineering, 7(12), Article 428. Miyusov, M. V., Nikolaieva, L. L., & Smolets, V. V. (2022). The future perspectives of immersive learning in maritime education and training. Transactions on Maritime Science, 11(2), Article 14.
  • OMS-VR Maritime trainer. (2023, March 15). Home page. Retrieved from https://oms-vr.com/
  • Palchenko, A. A. (2022). European integration of Ukraine and maritime law of the countries of the European Union. South Ukrainian Law Journal, 3(4), 191–196.
  • Paszkiewicz, A., Salach, M., Dymora, P., Bolanowski, M., Budzik, G., & Kubiak, P. (2021) Methodology of implementing virtual reality in education for Industry 4.0. Sustainability, 13(9), Article 5049.
  • Quezada, K. V., & Conde, D. A. (2023). Complex and transdisciplinary analysis of the Bolivian maritime enclaustration. In Pinho, M., Antonio, M., do Rocio, S. D. Brostulin Principles and Concepts for Development in Nowadays Society (pp. 388–395). Seven Publishing.
  • Rieke, L., & Laudan, M. (2021). Comparing a VR ship simulator using an HMD with a commercial ship handling simulator in a CAVE setup. Proceedings of the 23rd International Conference on Harbor, Maritime and Multimodal Logistic Modeling & Simulation.
  • Soliman, M., Pesyridis, A., Dalaymani-Zad, D., Gronfula, M., & Kourmpetis, M. (2021) The application of virtual reality in engineering education. Applied Sciences, 11(6), Article 2879.
  • Tabakova, V. (2020). Role-specific functions on MOODLE. In e-Learning in Medical Physics and Engineering (pp. 69–96). CRC Press.
  • Tsigkounis, K., Komninos, A., Politis, N., & Garofalakis, J. (2021). Monitoring maritime industry 4.0 systems through VR environments. CHI Greece 2021: 1st International Conference of the ACM Greek SIGCHI.
  • Uluyol, Ç. (2019). Augmented reality in education. In Education. Oxford.
  • Yurzhenko, A. (2018). Pedagogical conditions for training of future ship engineers in the process of English for specific purpose learning. Engineering and Educational Technologies, 6(4), 48–57.
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Deniz Mühendisliği (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Serhii Voloshynov Bu kişi benim 0000-0001-7436-514X

Vadym Danyk Bu kişi benim 0000-0002-4439-0309

Alona Yurzhenko 0000-0002-6560-4601

Yayımlanma Tarihi 7 Temmuz 2024
Gönderilme Tarihi 17 Nisan 2024
Kabul Tarihi 1 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 4 Sayı: 1

Kaynak Göster

APA Voloshynov, S., Danyk, V., & Yurzhenko, A. (2024). Ensuring Environmental Sustainability in the Context of Innovation through High-Quality Training of Seafarers Using VR Technologies. Seatific Journal, 4(1), 31-36.