Beyond the Horizon: Integrating Immersive Learning Environments in the Everyday Classroom

2021 ◽  
Author(s):  
Andreas Dengel ◽  
Josef Buchner ◽  
Miriam Mulders ◽  
Johanna Pirker
Keyword(s):  
Learning Environments ◽  
Immersive Learning ◽  
The Everyday ◽  
Everyday Classroom

Immersive Learning Environments at Scale: Constraints and Opportunities

2020 ◽  
Vol 64 (1) ◽  
pp. 1165-1169
Author(s):  
Robert F. Siegle ◽  
Rod D. Roscoe ◽  
Noah L. Schroeder ◽  
Scotty D. Craig
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Educational Systems ◽  
Virtual Reality Technology ◽  
Immersive Learning ◽  
Potential Benefits ◽  
Theoretical Paper

The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

scholarly journals Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region

2021 ◽  
Vol 22 ◽  
pp. e23680
Author(s):  
Ana Paula Faria-Ferreira ◽  
Patrícia Alexandra Faria Ferreira ◽  
Célio Gonçalo Marques
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Immersive Learning ◽  
Transmedia Storytelling ◽  
The Creation ◽  
Level Of Motivation ◽  
The Impact

The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com  pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.

Implementing Augmented Reality Into Immersive Virtual Learning Environments

2021 ◽  
pp. 102-118
Author(s):  
Pooja Siddharth Sukhdeve
Keyword(s):  
Augmented Reality ◽  
Learning Environment ◽  
Learning Environments ◽  
Design Process ◽  
Learning Process ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Background Information ◽  
Immersive Learning ◽  
Artificial Environment

Technology is ever-changing and ever-growing. One of the newest developing technologies is augmented reality (AR), which can be applied to many different existing technologies, such as computers, tablets, and smartphones. This chapter discusses the immersive learning process and the usage of AR into a simulated or in an artificial environment. Discussed is the background information on how the AR use in educational industries and the design process of AR immersive learning environment. The chapter also evaluates the benefits if immersive learning and AR.

Interactive Immersive Learning in Higher Education

2010 ◽  
Vol 16 (3) ◽  
pp. 106-109 ◽  
Author(s):  
Patrick Mattis
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Immersive Learning ◽  
Patient Simulators

An expanded defi nition of simulation encompasses patient simulators, avatars, and virtual learning environments. This article explains the elements and advantages of each of these education modalities.

scholarly journals Reading Nature- experienced teachers’ reflections on a teaching sequence in ecology: implications for future teacher training

2012 ◽  
Vol 2 (3) ◽  
pp. 67-81 ◽  
Author(s):  
Ola Magntorn ◽  
Gustav Helldén
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Primary Teachers ◽  
Natural World ◽  
Ecological Literacy ◽  
Cd Rom ◽  
The Everyday ◽  
Material Cycling ◽  
Everyday Classroom ◽  
Previous Learning

This article explores experienced primary teachers views on teaching for ‘reading nature’. The concept ‘reading nature’ has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. It has to do with the natural world that we face outside and the tools we have are our experiences from previous learning situations both in and out-of-doors. The teachers were asked to comment on the content of a CD-ROM with teaching sequences from a primary class studying a river ecosystem. Perceptions that teachers held were found to be supportive but complex and varied regarding the possibilities and advantages of implementing this type of teaching design in the everyday classroom. The paper finishes by identifying some implications for teacher training to support fieldwork and ecological literacy in primary schools in the future.

scholarly journals Virtual Immersive Learning Environments (VILEs) Based on Digital Storytelling to Enhance Deeper Learning for Undergraduate Students

2019 ◽  
Vol 9 (1) ◽  
pp. 144 ◽  
Author(s):  
Thada Jantakoon ◽  
Panita Wannapiroon ◽  
Prachyanun Nilsook
Keyword(s):  
Deep Learning ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Digital Storytelling ◽  
Review Of The Literature ◽  
Immersive Learning ◽  
Research Results ◽  
Immersive Technology ◽  
Three Components

This research aimed at proposing virtual immersive learning environments (VILEs) based on digital storytelling to enhance deeper learning for undergraduate students in all fields. The VILEs based on digital storytelling to enhance deeper learning for undergraduate students was developed based on the review of the literature, the expert’s interview and evaluated by five experts. The research results were found that the VILEs based on digital storytelling to enhance deeper learning for undergraduate students consist of three components were (1) Immersive technology, (2) Digital storytelling process, and (3) Stories Evaluation. The experts also evaluated which step of the VILEs based on digital storytelling to enhance deep learning for undergraduate students was suitable for the development of the respective aspects of deeper learning.

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