**6. Virtual reality**

Virtual reality (abbreviate V.R.) simulates multiple senses, including vision, hearing, and touches, immersing students into the artificial world like no other technology. In this way, virtual reality occupies students in the learning environment. When the. V.R. handset is placed, which leads to a simulated setting that completely distances them from the actual environment. The primary object of virtual reality is a visual simulation. Each handset aims to perfect its approach to creating a 3D environment. EachV.R. handset sets the screen (or two - one for each eye) in front of your eyes, eliminating any interaction with the real world. There are usually two lenses for automatic focusing between the screen and the vision adjusted based on the eye's unique movement and positioning. Visual displays on the screen are displayed using a mobile phone or an HDMI cable connected to the computer [23].

Virtual reality allows learners to learn through practical experience because students are immersed in a world that simulates real life. Learning through experience has been proven to be the most effective way of learning, and research has shown that it increases the quality of learning and retention by 70–90%. Through this type of learning, the information is more meaningful, and those who learn can connect with it because they use information in their way through their responses and behaviors.

Research has shown that virtual reality can increase engagement and improve retention learned that the fundamental challenges that a traditional school is struggling. Some of the benefits of experiential learning with virtual reality are that repetitive learning can dramatically be improved by visualizing learning materials while providing a safe learning environment. When students make mistakes during travel, the consequences are minimal because they appear in a safe and controlled virtual world. Students learn the theory about a particular topic, which they can then experience in an interactive 3D environment, which gives pupils an unforgettable learning experience [24].

These virtual adventures can be embedded in the human brain's emotional center by misleading the mind to believe that users are really "teleported" out of the classroom into an environment that fully occupies their senses. Research has already shown that we remember only 10% of what we read, 20% of what we hear, and 30% of what we hear and see together. However, virtual reality can deceive the brain's core to feel that a dinosaur or emotional depression is being haunted by life in a refugee camp. The joy of walking on the moon's surface or passing through the deadly trenches of the First World War can trigger an emotional reaction deeper than any film.

According to a scientific study of biometric monitoring of the eye movement and direction of view, electrodermal reaction, and heart rate, 27% of users of virtual reality were more emotionally involved in these contents than those available through a two-dimensional, conventional video [25].

At the beginning of last year, the U.S. teachers met 55 million new students to offer new tools to capture students' attention and inspire their imagination with virtual reality.

Hundreds of new intriguing experiences, many of which are free, can transfer students back through history where they can enjoy critical historical events or travel through our solar system without actually taking a school bus [26].

### **7. Conclusions**

The online program and online classes' organization enables students to access content and fulfill tasks according to their time organization. Knowledge is acquired at place and time that increase the opportunities for personal growth and development. Most students use the Internet every day and communicate with peers on social networks, which undoubtedly contributes to their readiness to accept newI.T. solutions in the learning process. Therefore, the differences in attitudes towards e-learning are also related to the purpose and frequency of using the Internet. Students, when being asked to respond on issues concerning the virtual learning environment and the application of e-learning tools, have confirmed that e-learning offers opportunities to acquire knowledge and skills that are not available in the schools they have attended.

There was a statistically significant correlation between previous experiences that students had in the virtual learning environment, meaning that positive learning experiences and communication in the virtual learning environment influenced students' preferences and their choice of modalities of learning. Students enrolled in this research have a highly positive attitude towards e-learning, which leads to the conclusion that students are willing to learn using I.T. solutions in the classroom.

One of the main disadvantages of using the e-learning model is that it still heavily relies on social support in the sense that e-learning depends on the teacher's ability and readiness to create and prepare course materials and use online educational

*The e-Learning in Bosnia and Herzegovina Classrooms DOI: http://dx.doi.org/10.5772/intechopen.94897*

tools. Necessary prerequisites for successfully implementing the e-learning model are acquiring appropriate technological infrastructure, sound educational content produced by teachers who possess computer skills, and a culture that fosters learning and knowledge sharing in a virtual environment.
