Digital Transformation in Education Sector Using Virtual Reality with Cardboard: A Systematic Review Antonio Arroyo-Paz1, Javier Mendoza-Montoya1, Alma Marycielo Valer Vilca1, Edgar Richard Callapani Condori1 1 Universidad Tecnológica del Perú, Arequipa, Perú Abstract In this article, a systematic literature review was conducted to investigate digital transformation applied to education, specifically using virtual reality technology. A total of 411 articles were collected from different repositories and through manual searches until June 2023, and after applying inclusion and exclusion criteria, 25 articles were selected for analysis. The literature review revealed that digital transformation can play an important role in improving student learning, especially in the areas of science and humanities. The educational levels at which digital transformation is used were identified, as well as the positive effects achieved by applying virtual reality in education. The need to close the existing gap in knowledge is highlighted, and the use of cardboard is proposed as an accessible tool to implement virtual reality in public educational institutions. The research conducted aims to open new paths in the application of virtual reality in education. By obtaining results from the application of cardboard in schools, it is expected to demonstrate the benefits and possibilities offered by this technology. This research aims to provide relevant and updated information on digital transformation in education and promote its adoption in educational institutions, thus allowing the improvement of the teaching-learning process and the provision of more enriching educational experiences for students. Keywords Virtual reality, digital transformation, cardboard, education on school, effects on classroom 1 1. Introduction Nowadays, the technological revolution has cooperated to solve different problems in the world. Therefore, with the digital transformation, it is required to contribute to sustainability in educational institutions through the recognition of the various techniques.[1] The power along with audiovisual technology have advanced, at the same time, has encouraged researchers to warn that conveniently use virtual reality as an educational tool that facilitates the ability to understand educational content by students through images, sounds and graphics incorporating as language [2] An application was created where the virtual reality application of Google cardboard that represents some parts of the human anatomy was taken into account [3]. This work investigates the effects related to the interaction of students when experiencing learning through tools with virtual reality, at the same time it is intended to determine indications that students participate in classes more effectively if the virtual avatars are displayed in an almost real way, at the same time having a scope on the correct posture when using such tools with virtual reality.[4] The interest in virtual reality is growing due to its potential for embodied learning and group teaching, learning experiences and learning outcomes, it enhances the importance on the emotional experience of learners who are shown new ways of acquiring explicit knowledge.[5] CISETC 2023: International Congress on Education and Technology in Sciences 2023, December 04–06, 2023, Zacatecas, Mexico c25921@utp.edu.pe (A. Arroyo); c21195@utp.edu.pe (J. Mendoza); 1620629@utp.edu.pe (A. M. Valer); 0822410@utp.edu.pe (E. R. Callapani) 0000-0003-1838-4527 (A. Arroyo); 0000-0001-9365-1723 (J. Mendoza); 0009-0009-1728-4285 (A. M. Valer); 0009-0000-2852-6651 (E. R. Callapani) © 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org) CEUR ht tp: // ceur -ws .or g Works hop I SSN1613- 0073 Pr oceedi ngs CEUR ceur-ws.org Workshop ISSN 1613-0073 Proceedings 1.1. Research problem The process of education's transition to new technologies is now fraught with a number of serious difficulties. In spite of developments in digital transformation, there has not yet been a comprehensive investigation into and implementation of virtual reality in the educational sector, particularly via easily available devices such as Cardboard. This is despite the fact that virtual reality has the potential to significantly improve teaching and learning. Because of this gap, there are issues regarding whether or not adopting virtual reality with Cardboard as a teaching tool is feasible, whether or not it is successful, and whether or not it has any pedagogical consequences. In this context, there is a need to research how digital transformation, centered on the use of virtual reality with Cardboard, may enhance the quality and efficiency of educational processes, as well as identify potential hurdles and limits in its implementation. 1.2. Justification The educational system absolutely has to undergo a digital transformation in order to adapt its instructional practices to the ever-shifting requirements of modern society. When seen in this light, virtual reality, particularly when implemented on low-cost hardware like Cardboard, appears as a potentially game-changing instrument that may improve the quality of the educational experience. This study is necessary because there is a need to investigate in more detail the influence that virtual reality has on education, with a particular emphasis on its application via the use of Cardboard. Virtual reality with Cardboard provides a solution that is both easily accessible and inexpensive, making it especially applicable in educational settings that have a restricted amount of resources. Not only will having a better understanding of how this technology may be properly incorporated into teaching lead to an improvement in the overall quality of education, but it will also make it easier for students to participate in immersive educational experiences. This project is conceived with the aim of improving the quality of education of our future professionals, ensuring their benefit in an educational environment suitable to the demands of the digital world. Cardboard virtual reality, as described by [6], is defined as the use of affordable display devices, such as Google Cardboard, to immerse users in three-dimensional virtual environments. This approach seeks to provide immersive experiences at an affordable cost, allowing users to explore and participate in virtual environments through the use of a simple viewer and their mobile device. [7] 2. Methodology In this systematic review, the search of bibliography will be carried out using the systematic review methodology PRISMA of Preferred Reporting Items for Systematic Reviews and Meta- Analyses. [8] Currently, advances in the review, methodology and terminology of PRISMA have required an update in the guide to identify, select, evaluate and synthesize studies using the 27- element PRISMA checklist. [9] In order to address the research question, an exhaustive literature search was carried out following the different steps involved in the flow of information necessary to perform an accurate systematic review (Included, Eligibility, Screening, identification) [10]. The main keywords, inclusion and exclusion criteria were identified, using articles for a rigorous systematic search process. [11] The scoping review supports general and absolute purposes that allow researchers to analyze the extent, breadth, and character of the research, as well as to assess the usefulness of conducting a systematic review.[12] A bibliographic search was carried out in Scopus, Wiley and IEEE Xplore to have the scope that the digital transformation will have in the education sector by applying virtual reality with cardboard and to know if these practices will have an effect of improvement in the learning of schoolchildren, it is essential to have evidence of the existing literature on the use of the tool that is virtual reality for the performance of schoolchildren. 2.1. Research question In order to have the scope that the digital transformation will have in the education sector by applying virtual reality with cardboard and to know if these practices will have an improvement effect on the learning of schoolchildren, it is essential to have the evidence of the existing literature on the use of the tool that is virtual reality for the performance of schoolchildren. In the process of planning the systematic review, appropriate techniques were used for the collection and analysis of primary studies. For this purpose, important repositories of indexed scientific articles were consulted, such as Springer Link, IEEE Xplore and Scopus. In addition, a review protocol was developed to identify the search needs and delimit the field of study related to articles, theses and academic information on the application of virtual reality as a digital transformation in the educational sector. Table 1 Search question, research and motivation ID Search Query Motivation Q1 How does the integration of Identify the level of digital virtual reality with cardboard transformation involving contribute to digital virtual reality in the education transformation in the sector. secondary education sector? The PICO (Problem, Intervention, Comparison, and Outcomes) method was chosen to provide a structured response. [13] It is a tool that is commonly used in quantitative systematic reviews to identify the different components of the review, and is recognized by the world's best known organization that facilitates evidence-based decision making, which is known as the Cochrane Collaboration [14] Table 2 Description of the PICO strategy Acronym Definition Description P Problem/Population Secondary education sector I Intervention Virtual Reality C Comparison Traditional vs. virtual reality teaching methods O Results Digital transformation and impact on learning 2.2. Define the search education used The search process started on April 18, 2023, with the first searches interconnecting the related key terms. "Digital transformation", "effects", "schools", "virtual reality", "education"," productivity", "anatomy", "techniques", in the following databases: IEEE Xplore, Wiley, Scopus and Springer. Table 3 Definition of the search equation used Consultation Search query Q1 ((((REALITY AND VIRTUAL AND TRANSFORMATION) AND DIGITAL) AND EDUCATION)) Q2 ((((((VIRTUAL AND REALITY) AND EDUCATION) AND CARDBOARD))) 2.3. Inclusion and exclusion criteria Next, the search was extended with the Boolean operators AND and OR. in combination with the terms "digital transformation", "education", "virtual reality", and "effects". The initial searches generated a large number of results, but many of them were found to be repetitive or irrelevant to the topic in question. Despite this, these searches provided a general idea of the spectrum of keywords that should be most effective in the search. In addition, they allowed verifying that no systematic review results were found related to the topic of digital transformation applying virtual reality with cardboard in the education sector. Table 4 Inclusion and exclusion criteria Inclusion criteria Exclusion criteria Publications related to digital transformation Articles that do not meet the inclusion criteria applying virtual reality in the education sector. Publications related to techniques to improve Review articles, theses, newsletters, books, learning in schools using virtual reality. manuals were excluded. Publications mentioning digital transformation Articles focused on the application of virtual applying virtual reality in the education sector. reality in companies were excluded. 2.4. Information extraction The information was organized and structured for subsequent analysis. The figure shows the processing flow diagram following the PRISMA method. Figura 1: Extraction of information according to Prisma Method 3. Results A total of 411 documents were found, including articles and conferences from different academic repositories, from which 25 articles were selected and analyzed through the Prisma system. Table 5 Number of articles per database Databases Number of articles Scopus 49 Springer 327 IEEE Xplore 35 TOTAL 411 After a thorough examination of the specific databases, significant findings were obtained in several categories. These findings covered not only aspects related to the application in question, but also data on the countries involved, the research techniques used and the years in which the relevant articles were published. The table below shows the number of publications found per year in the databases analyzed. Figure 2: Results by Year A steady increase (Fig. 2) in the number of publications can be observed from 2022 to 2023, indicating a trend of growth in research related to the research topic. It is important to keep in mind that these data reflect the situation up to the date of June 2023, so it is possible that there are additional publications after that period that are not included in this study. This fact highlights the dynamism and continuous advancement of the research field, as new knowledge is constantly being generated and more research is being conducted around digital transformation through virtual reality applying cardboard. Twenty-five articles were found, where the most important information of each one of them was highlighted in relation to the research being carried out. Table 6 Items with description N° Title Description 1 Digital transformation towards A systematic review was carried out in the sustainability in higher study using the Scopus database. A total of education: state-of-the-art and 672 publications were analyzed using future research insights VOSviewer software to visualize and understand the structure of the data. Subsequently, a content analysis was performed on 72 selected publications using ATLAS.ti and Zotero software. The purpose of this study was to investigate how educational institutions may benefit from digital transformation in order to become more environmentally responsible. [1] 2 Digital Learning and Digital The purpose of this research is to present an Institution in Higher Education overview of major components of the process of implementing digital transformation in higher education institutions. This will be accomplished via the use of both primary and secondary sources. Nevertheless, it acknowledges the need for more study in order to get a deeper comprehension of the means by which these organizations may confront the digital transition and meet the requirements of the Fourth Industrial Revolution. [11] 3 Managing Digital The study analyzes the essential factors that Transformation: A Case Study in drive and facilitate this transformation from a Higher Education Institution the point of view of the internal stakeholders involved. The case method is used as the methodological approach due to the complexity of the phenomenon. The results show the need to implement appropriate technological innovations, establish effective communication channels and transform the traditional culture into a digital culture. [12] 4 How does interactive virtual According to the findings, presence and reality enhance learning pleasure play an important role in the outcomes via emotional process. These findings support IVR experiences? A structural (Interactive Virtual Reality) based equation modeling approach instructional design and have practical implications for the application of IVR in experiential and group teaching, as well as for digital transformation and improvement in education. [5] 5 The Need of Integrating Digital The article highlights the challenges facing Education in Higher Education: higher education and describes technological Challenges and Opportunities resources and methodologies used to embrace digital transformation. It aims to offer ideas for the digitization of higher education in the present and future. [15] 6 Asynchronous industrial A proof of concept for the COVE-VR platform collaboration: How virtual is offered here. This proof was built via a reality and virtual tools aid the partnership between academia and industry, process of maintenance method and it was assessed with the assistance of development and subject matter experts. The virtual reality documentation creation (VR) platform provides users with access to virtual settings as well as the tools necessary to interact with virtual prototypes and create digital content. The results demonstrate that the proposed solution is pertinent to the requirements of the various industrial divisions and that it is able to facilitate asynchronous communication. [16] 7 Visualization of Digital Twinmotion, Bigscreen and 3D Vista Virtual Transformation of Industrial Tour Pro software environments are used to Production into the Educational create a virtual production space and a digital Process prototype of a machinery manufacturing plant. Immersive 3D visualization is leveraged for various activities such as online discussions, staff training, emergency drills and educational missions. [17] 8 The Influence of Competency- This study investigates the effects of an Based VR Learning Materials on interactive virtual reality (VR) course on Students’ Problem-Solving learners' course identity and behavioral Behavioral Intentions—Taking intentions, single-group pre-test and post- Environmental Issues in Junior test designs were employed to gather and High Schools as an Example analyze data on learners' responses before and after the installation of a virtual reality (VR) learning course, the outcome reveals that it has beneficial impacts on both the identity of the course and learners' behavioral intents to absorb and issue solve. [18] 9 Transforming Higher Education The research highlights that the use of Using WebVR: A Case Study WebVR tools in education can be an effective strategy to enhance the student experience and foster skills development. However, it is important to ensure adequate technical resources and promote the acquisition of digital skills to take full advantage of these emerging technologies. [19] 10 The Influence of Digital This article provides an analysis of the Transformation on Intelligent evolution of intelligent architecture design in China as a result of the ongoing success of China's social economy as well as advancements in science and technology. In the current digital age, where real and virtual surroundings coexist, digital transformation also has a long-lasting influence on intelligent building design, which helps shape a new paradigm for the development of cities. [20] 11 Development of digital In this article, several methodologies and transformation technologies for tools were used, such as foresight, the theory university practical learning in of decision making under uncertainty, the risk industrial area management approach, the techniques used to develop databases and the technologies associated with the web and virtual reality. The analysis reveals that university practical learning has distinctive characteristics of digital transformation.[21] 12 Investigating science teachers’ This study investigated the relationship intention to adopt virtual reality between social and personal factors and the through the integration of intention to use virtual reality in education. diffusion of innovation theory The results revealed that attitude, social and theory of planned norms, and perceived control have an impact behaviour: the moderating role on intention to use, with attitude being the of perceived skills readiness most influential factor. In addition, relative advantage was found to affect attitude, while compatibility and observability have no significant effect. Perceived readiness reinforces the relationship between virtual reality features and attitude. The importance of teachers' readiness to use virtual reality in the educational setting, especially in the science classroom, is highlighted. [22] 13 Virtual reality in chemical and There is an increasing interest in the use of biochemical engineering virtual reality in the subject of chemical education and training engineering among academics, as well as among professionals working in the field. It is widely acknowledged that virtual reality is an effective medium for distance education. Although they cannot totally take the place of real-world encounters, virtual reality technologies provide a workable alternative in circumstances when such encounters are impossible to organize. [23] 14 The modality effect reverses in a Current evidence suggests that virtual reality virtual reality learning requires additional cognitive capabilities. environment and influences Identifying these capabilities and how to cognitive load support them in the future is an important goal for future research on virtual reality learning. [24] 15 Virtual reality enhances active In this article, the benefits of using virtual student learning reality (VR) headsets and settings like Second Life (SL) to inspire students and promote active learning are discussed. Visualization and interaction in a three-dimensional environment are highlighted as key benefits of VR. Research results and examples of problem-based learning activities in SL are also presented, as well as creative ideas for using VR headsets in lessons. [25] 16 A virtual reality classroom to A virtual reality educational application teach and explore crystal solid designed to help students understand the state structures internal structure of crystals is presented. Teachers can use it to teach in a shared virtual environment, both remotely and locally. The application has been validated with human subjects and has received positive feedback. [26] 17 A low-cost mobile vr Virtual walkthrough system is widely used in walkthrough system for university education. This research focuses displaying multimedia works on an interactive system based on Maya and based on Unity3D Unity3D that allows walking, interacting and replaying works. The system facilitates the dissemination of works through Google Cardboard and is useful for learning, although it lacks full interaction and flexibility. [27] 18 Digital Transformation and The results of the VOS viewer are closely Technological Innovation on related to empirical data and areas such as Higher Education Post-COVID-19 engineering education. Teachers recognize the importance of incorporating training strategies that foster flexible virtual learning environments using advanced digital technologies. [28] 19 Pupils' opinions on an In the study, the flow experience in an educational Virtual Reality game educational virtual reality (VR) game was in terms of flow experience evaluated by considering several aspects. These included the balance between challenge and skills, integration of action and awareness, clarity of goals, clear feedback, task focus, sense of control, loss of self- consciousness, perception of time, and overall experience. [29] 20 Creation of Virtual Reality for Virtual reality allows virtual exploration, Education Purposes presenting interesting places and objects. This allows students to visualize information in new ways, thus improving their ability to retain it. With the help of the ISTAGING system, the aim is to introduce students to the facilities of their future professional training, showing information, equipment and work procedures. [30] 21 A Virtual Reality Laboratory for The study evaluates a virtual reality workshop Blended Learning Education: given by the JANUS project who had the Design, Implementation and objective of maintaining virtual reality Evaluation workshops. Since they have a significant impact on education, research and society. By providing interactive experiences, they improve student engagement, motivation and learning outcomes. [31] 22 Impact of VR Application in an The study included 117 students, where 97 Academic Context watched a recorded video and 20 used virtual reality (VR) headsets, while another 20 students used traditional learning methods. The results showed a high level of satisfaction and confidence in the VR experience. The study demonstrates that VR is an excellent alternative to transform conventional education. [32] 23 A qualitative exploration of For the purpose of this case study of the cardboard architecture in post- Unboxy project, a set of cardboard shapes pandemic schools and connections was sent to a total of 18 educational institutions located throughout Australia. The use of qualitative research demonstrates how this cardboard architecture project assisted students in their transition from summer to fall classes. The findings show that students built safe places for group work and safety structures throughout the epidemic, utilizing the tools at their disposal to verbalize how they felt about the situation. [33] 24 The Implementation of The results were obtained by using a mosaic Interactive VR Application and selection model, FoV caching and coverage, Caching Strategy Design on and applying a heuristic algorithm to solve Mobile Edge Computing (MEC) the problem. [34] 25 Utilising Google Cardboard According to the findings, using Google Virtual Reality for Visualization Cardboard is more effective than using in Multivariable Calculus PowerPoint presentations in encouraging positive attitudes and active participation among students in the process of learning multivariable calculus. In addition, the usefulness of Google Cardboard as a content distribution technology does not seem to be very different from that of PowerPoint presentations. [35] The graphic shows the geographical distribution of the publications (Fig. 3), highlighting the diversity and international scope of the research topic. The countries with the highest number of publications, according to the table, are Saudi Arabia, China, Russia and Taiwan, each with two publications. This suggests significant interest or investment in the field of study in these regions. Although the subject of these publications is not specified, their geographic distribution indicates a wide relevance and applicability of the subject worldwide. The rest of the countries listed, including Brazil, Spain, Finland, Mexico, Malaysia, the United States, Germany, Japan, Italy, Canada, Peru, Turkey, Slovakia, Greece, Romania, Australia and Singapore, all with one publication each, also contribute to this field of study. The presence of these countries in the list shows that the topic of study is of global interest, covering a wide variety of cultural and economic contexts. Figura 3: Results per Countries The information organized into eight study categories (Fig. 4) reveals a diversified approach to research on the use of virtual reality in education. Among these, "Applied Research" stands out with six studies, focused on applying virtual reality to solve specific problems in educational contexts. The "Critical Analysis" and "Quantitative Research" studies, with three and four studies respectively, examine the effectiveness and implications of virtual reality in learning from analytical and data-driven perspectives. "Experimental Studies," with five examples, test hypotheses about how virtual reality can enhance teaching and learning. "Qualitative Research," also with four studies, delves into students' experiences and perceptions. On the other hand, the categories "Literature Review", "Descriptive" and "Case Study", although less frequent, provide theoretical contexts, detailed descriptions and in-depth analysis of specific instances of the use of virtual reality in education. Figura 4: Results by Methods 4. Discussion The implementation of virtual reality in the secondary education sector has generated a growing interest in the educational community and has raised the following research question: How does the integration of virtual reality with cardboard contribute to digital transformation in the secondary education sector? The collected articles highlight different aspects of this transformation and offer interesting perspectives for discussion. Compared to the main points of discussion would be how digital transformation can contribute to sustainability in secondary education institutions. The first article highlights the importance of exploring how digital transformation can promote sustainability in the educational context. Also, the role of virtual reality in improving learning outcomes. It also highlights the positive influence of virtual reality on learning and teaching. It would be interesting to discuss how the emotional experiences and interactivity of virtual reality can be maximized to improve education. In addition, several articles highlight the need to adopt technological resources and digital methodologies in educational institutions, to manage the challenges and opportunities of integrating digital education in higher education. Collaboration and cooperation have been significantly improved as a result of the use of cardboard in higher education. Students are given the chance to discuss what they have learned and share their experiences using virtual reality, which encourages students to communicate with one another and contributes to the expansion of their group's collective knowledge. In addition, teachers may utilize the cardboard to create and distribute individualized instructional material that caters to the need of their pupils in a manner that can be easily shared. This makes it possible for more tailored and enriching instruction, which in turn improves the quality of education received as a whole. 5. Conclusions According to the findings of the study, the research had a good impact not only on the students' comprehension of the many topics covered in the courses, but also on the students' behavioral intentions about problem-solving. In other words, students' perceptions, engagement, and ease of learning were all boosted by the usage of virtual reality, as was their drive to study. It is necessary to have sufficient technical resources and to encourage the acquisition of digital competencies in order to take full advantage of emerging technologies in education. This not only involves the adoption of new tools and technologies, but it also involves a change in the culture and mentality of educational institutions. The introduction of virtual reality experiences built with cardboard in this new age of digital change in the educational system paves the way for new possibilities to enhance classroom instruction and student education. On the other hand, it is very necessary for instructors to acquire training in information technology (IT) so that they may incorporate their own expertise into the lessons they teach their pupils. 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