Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills

2018 ◽  
Vol 23 (4) ◽  
pp. 425-436 ◽  
Author(s):  
George Papanastasiou ◽  
Athanasios Drigas ◽  
Charalabos Skianis ◽  
Miltiadis Lytras ◽  
Effrosyni Papanastasiou
Keyword(s):  
Augmented Reality ◽  
Tertiary Education ◽  
First Century ◽  
Education Students ◽  
Virtual And Augmented Reality ◽  
Twenty First Century ◽  
Twenty First Century Skills ◽  
K 12

Identifying Group Processes and Affect in Learners

Gamification ◽  
2015 ◽  
pp. 1479-1505
Author(s):  
Kate Thompson ◽  
Lina Markauskaite
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Tertiary Education ◽  
Analytical Techniques ◽  
Group Processes ◽  
First Century ◽  
Assessment Of Learning ◽  
Twenty First Century ◽  
Twenty First Century Skills

In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.

scholarly journals Collecting Virtual and Augmented Reality in the Twenty-First Century Library

2019 ◽  
Vol 44 (2-4) ◽  
pp. 277-295
Author(s):  
Matthew Hannah ◽  
Sarah Huber ◽  
Sorin Adam Matei
Keyword(s):  
Augmented Reality ◽  
First Century ◽  
Virtual And Augmented Reality ◽  
Twenty First Century

Identifying Group Processes and Affect in Learners

2014 ◽  
pp. 175-210 ◽  
Author(s):  
Kate Thompson ◽  
Lina Markauskaite
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Tertiary Education ◽  
Analytical Techniques ◽  
Group Processes ◽  
First Century ◽  
Assessment Of Learning ◽  
Twenty First Century ◽  
Twenty First Century Skills

In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.

Identifying Group Processes and Affect in Learners

2016 ◽  
pp. 2056-2082
Author(s):  
Kate Thompson ◽  
Lina Markauskaite
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Tertiary Education ◽  
Analytical Techniques ◽  
Group Processes ◽  
First Century ◽  
Assessment Of Learning ◽  
Twenty First Century ◽  
Twenty First Century Skills

In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.

The Role of Education Colleges in Yemeni Universities to Develop Twenty-First Century Skills among Students

2021 ◽  
Vol 14 (47) ◽  
pp. 103-130
Author(s):  
عبد الغني أحمد علي الحاوري ◽  
محمد عبد الله حسن حميد
Keyword(s):  
Creative Thinking ◽  
Effective Communication ◽  
First Century ◽  
Self Management ◽  
Colleges Of Education ◽  
Use Of Technology ◽  
Study Results ◽  
Twenty First Century ◽  
Twenty First Century Skills

The study aimed to examine the role of colleges of education in Yemeni universities in developing the twenty-first century skills among students. The skills include critical thinking and problem-solving; creative thinking; effective communication and cooperation with others; flexibility; adaptation and change management; self and continuous learning; leadership and working with a team; taking responsibility and making decisions; using technology efficiently; understanding and interacting with diverse cultures; and work and self-management. The followed the descriptive and analytical method, using a questionnaire that was distributed to a random sample of (408) students selected from the fourth level of the Faculties of Education in four public universities: Sana'a, Hajjah, Amran, and Hodeidah.  The study results revealed a medium role that the colleges of education in Yemeni universities play in developing the twenty-first century skills among their students. The skill of effective communication and cooperation with others received the highest attention, while the skills of work, self-management and the skills of using technology efficiently received the lowest level of attention.  The study concluded with a number of conclusions, including absence of a vision for the challenges and requirements of the twenty-first century and lack of support provided to colleges to purchase facilities and equipment. The study recommended that the colleges of education should pay more attention to developing the twenty-first century skills, especially work and self-management skills and the efficient use of technology. Keywords: role, education college, skills, twenty-first century, Yemeni universities.

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