2016 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR)

Virtual reality (VR) technology has improved in access and availability in the area of K–12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K–12 settings examined the defining characteristics of immersion levels associated with VR, the purpose and application of the augmented reality intervention, the outcomes associated with the current use of VR, and the possibility of generalization beyond VR. The results of the review reveal that a majority of studies are utilizing nonimmersive screen-based simulations. While still considered under the VR domain, these technologies do not take advantage of the features of semi- and fully immersive VR which make it an appealing intervention for students with disabilities. Based on the results of this review, we provide recommendations to establish a strong research base on emerging VR technology and its use for students with disabilities in the K–12 classroom.

Download Full-text

Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers

Computers ◽

10.3390/computers10100134 ◽

2021 ◽

Vol 10 (10) ◽

pp. 134

Author(s):

Stylianos Mystakidis ◽

Maria Fragkaki ◽

Giorgos Filippousis

Keyword(s):

Professional Development ◽

Virtual Reality ◽

Augmented Reality ◽

Teaching Practice ◽

Development Program ◽

Online Professional Development ◽

Mixed Method Research ◽

Research Activities ◽

School Teaching ◽

K 12

Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies.

Download Full-text

Augmented Reality--Implications toward Virtual Reality, Human Perception and Performance

PsycEXTRA Dataset ◽

10.1037/e572172013-281 ◽

2012 ◽

Author(s):

R. A. Grier ◽

H. Thiruvengada ◽

S. R. Ellis ◽

P. Havig ◽

K. S. Hale ◽

...

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Human Perception ◽

And Performance

Download Full-text

Just Another Media Cluster?

MedienWirtschaft ◽

10.15358/1613-0669-2019-2-22 ◽

2019 ◽

Vol 16 (2) ◽

pp. 22-31

Author(s):

Christian Zabel ◽

Gernot Heisenberg

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Oculus Rift ◽

Pokémon Go

Getrieben durch populäre Produkte und Anwendungen wie Oculus Rift, Pokémon Go oder der Samsung Gear stößt Virtual Reality, Augmented Reality und auch Mixed Reality auf zunehmend großes Interesse. Obwohl die zugrunde liegenden Technologien bereits seit den 1990er Jahren eingesetzt werden, ist eine breitere Adoption erst seit relativ kurzer Zeit zu beobachten. In der Folge ist ein sich schnell entwickelndes Ökosystem für VR und AR entstanden (Berg & Vance, 2017). Aus einer (medien-) politischen Perspektive interessiert dabei, welche Standortfaktoren die Ansiedlung und Agglomeration dieser Firmen begünstigen. Da die Wertschöpfungsaktivitäten sowohl hinsichtlich der Zielmärkte als auch der Leistungserstellung (z. B. starker Einsatz von IT und Hardware in der Produkterstellung) von denen klassischer Medienprodukte deutlich abweichen, kann insbesondere gefragt werden, ob die VR-, MR- und AR-Unternehmen mit Blick auf die Ansiedlungspolitik als Teil der Medienbranche aufzufassen sind und somit auf die für Medienunternehmen besonders relevanten Faktoren in ähnlichem Maße reagieren. Der vorliegende Aufsatz ist das Ergebnis eines Forschungsprojekts im Auftrag des Mediennetzwerks NRW, einer Tochterfirma der Film- und Medienstiftung NRW.

Download Full-text