Supporting Teachers' SRL Beliefs and Practices with Immersive Learning Environments: Evidence from a Unique Simulations-Based Program

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.

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Trends and issues of immersive learning environments in higher education from 2001 to 2020: perspectives on adaptive ubiquitous learning experiences

International Journal of Mobile Learning and Organisation ◽

10.1504/ijmlo.2022.119968 ◽

2022 ◽

Vol 16 (1) ◽

pp. 95

Author(s):

Pongpon Seprum ◽

Charoenchai Wongwatkit

Keyword(s):

Higher Education ◽

Learning Environments ◽

Learning Experiences ◽

Ubiquitous Learning ◽

Immersive Learning

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

Education in the Knowledge Society (EKS) ◽

10.14201/eks.23680 ◽

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.

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Supporting Teachers’ Instrumental Genesis with Dynamic Mathematical Software

K-12 Education ◽

10.4018/978-1-4666-4502-8.ch038 ◽

2013 ◽

pp. 647-670

Author(s):

Sandra Madden

Keyword(s):

Learning Environments ◽

Classroom Environment ◽

Research Council ◽

National Research Council ◽

Mathematical Practice ◽

Content Standards ◽

Habits Of Mind ◽

Mathematical Software ◽

Design Elements ◽

Supporting Teachers

This chapter addresses the need to prepare and support teachers of mathematics in order that they will be able to co-construct with their students classroom environments in which the Standards for Mathematical Practice as well as the content standards (CCSSM, 2010) are implemented fruitfully. Specifically, the chapter describes and illustrates design elements of learning environments with potential to positively impact pre- and in-service teachers’ knowledge of mathematics, facility with technology, and beliefs about how mathematics may be learned. The practice of using appropriate tools strategically is highlighted; however, each of the practice standards is integral to a classroom environment which supports mathematical proficiency (National Research Council, 2001). This chapter examines and illustrates the explicit and intentional instructional design features of using provocative tasks, dynamic technology scaffolding, and sustained intellectual press, which together interact in classrooms to promote the mathematical practices and habits of mind explicated in the CCSSM.

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Problem-Based Learning

Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3949-0.ch015 ◽

2018 ◽

pp. 280-293

Author(s):

Ernest Ampadu ◽

Emmanuel Adjei-Boateng

Keyword(s):

Learning Environments ◽

Learning Process ◽

Teaching And Learning ◽

Authentic Learning ◽

Problem Based Learning ◽

Pedagogical Practices ◽

Teacher Education Programs ◽

Education Programs ◽

Strategic Approach ◽

Supporting Teachers

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to provide authentic learning environment is through Problem-Based Learning (PBL). PBL offers opportunity for students to learn about something that is real and beneficial. Teacher education programs, pre-service or in-service, should help teachers to understand how to use PBL to provide students with authentic learning environments. The chapter aims at supporting teachers' understanding and application of PBL so that they can provide students with meaningful learning experiences. Specifically, this chapter is intended to assist teachers have a better understanding of PBL as a strategic approach to meaningful teaching and learning as well as identify effective ways to incorporate this approach into their pedagogical practices.

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Implementing Augmented Reality Into Immersive Virtual Learning Environments

Implementing Augmented Reality Into Immersive Virtual Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4222-4.ch006 ◽

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.

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Interactive Immersive Learning in Higher Education

Creative Nursing ◽

10.1891/1078-4535.16.3.106 ◽

2010 ◽

Vol 16 (3) ◽

pp. 106-109 ◽

Cited By ~ 2

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.

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

Higher Education Studies ◽

10.5539/hes.v9n1p144 ◽

2019 ◽

Vol 9 (1) ◽

pp. 144 ◽

Cited By ~ 4

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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