scholarly journals Exploring the Use of Immersive Technology in Education to Bring Abstract Theoretical Concepts to Life

2020 ◽  
Vol 1 (1) ◽  
pp. 70-80
Author(s):  
Ekerin Oluseye Michael ◽  
Heidi Tan Yeen-Ju ◽  
Neo Tse Kian
Keyword(s):  
Virtual Reality ◽  
Subject Matter ◽  
Mixed Reality ◽  
Learning Experience ◽  
Health Sector ◽  
Virtual Technology ◽  
Theoretical Concepts ◽  
Head Mounted Display ◽  
The Subject ◽  
Immersive Technology

Over the years educators have adopted a variety of technologies in a bid to improve student engagement, interest and understanding of abstract topics taught in the classroom. There has been an increasing interest in immersive technology such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). The ability of VR to bring ideas to life in three dimensional spaces in a way that is easy for students to understand the subject matter makes it one of the important tools available today for education. A key feature of VR is the ability to provide multi-sensory visuals and virtual interaction to students wearing a Head Mounted Display thus providing students better learning experience and connection to the subject matter. Virtual Reality has been used for training purposes in the health sector, military, workplace training, gamification and exploration of sites and countless others. With the potential benefits of virtual technology in visualizing abstract concepts in a realistic virtual world, this paper presents a plan to study the use of situated cognition theory as a learning framework to develop an immersive VR application that would be used to train and prepare students studying Telecommunications Engineering for the workplace. This paper presents a review of literature in the area of Virtual Reality in education, offers insight into the motivation behind this research and the planned methodology in carrying out the research.

Body RemiXer: Extending Bodies to Stimulate Social Connection in an Immersive Installation

Leonardo ◽  
2020 ◽  
Vol 53 (4) ◽  
pp. 394-400
Author(s):  
John Desnoyers-Stewart ◽  
Ekaterina R. Stepanova ◽  
Bernhard E. Riecke ◽  
Patrick Pennefather
Keyword(s):  
Virtual Reality ◽  
Social Norms ◽  
Social Exchange ◽  
Mixed Reality ◽  
Social Connection ◽  
A Site ◽  
Immersive Technology

Body RemiXer is a mixed reality installation that connects immersants across the virtual/actual divide through emergent tactility and abstract embodiment. Using a virtual reality headset, Kinect and projections, the installation explores the potential of immersive technology to create copresent experiences that foster intercorporeal relationships between immersants wearing a headset and those using the projections. Immersants’ bodies are at the center of the installation, activated as a site for social exchange. Body RemiXer has been exhibited at an art festival and at several smaller events. The authors’ observations during these exhibits reveal Body RemiXer's capacity to disrupt social norms and stimulate new connections.

scholarly journals Supporting STEAM learning through student-developed Mixed Reality (MR) experiences

2021 ◽  
Vol 3 (1) ◽  
pp. 6-7
Author(s):  
Kathryn MacCallum
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Learning Experience ◽  
Low Cost ◽  
Computational Thinking ◽  
The Real

Mixed reality (MR) provides new opportunities for creative and innovative learning. MR supports the merging of real and virtual worlds to produce new environments and visualisations where physical and digital objects co-exist and interact in real-time (MacCallum & Jamieson, 2017). The MR continuum links both virtual and augmented reality, whereby virtual reality (VR) enables learners to be immersed within a completely virtual world, while augmented reality (AR) blend the real and the virtual world. MR embraces the spectrum between the real and the virtual; the mix of the virtual and real worlds may vary depending on the application. The integration of MR into education provides specific affordances which make it specifically unique in supporting learning (Parson & MacCallum, 2020; Bacca, Baldiris, Fabregat, Graf & Kinshuk, 2014). These affordance enable students to support unique opportunities to support learning and develop 21st-century learning capabilities (Schrier, 2006; Bower, Howe, McCredie, Robinson, & Grover, 2014).   In general, most integration of MR in the classroom tend to be focused on students being the consumers of these experiences. However by enabling student to create their own experiences enables a wider range of learning outcomes to be incorporated into the learning experience. By enabling student to be creators and designers of their own MR experiences provides a unique opportunity to integrate learning across the curriculum and supports the develop of computational thinking and stronger digital skills. The integration of student-created artefacts has particularly been shown to provide greater engagement and outcomes for all students (Ananiadou & Claro, 2009).   In the past, the development of student-created MR experiences has been difficult, especially due to the steep learning curve of technology adoption and the overall expense of acquiring the necessary tools to develop these experiences. The recent development of low-cost mobile and online MR tools and technologies have, however, provided new opportunities to provide a scaffolded approach to the development of student-driven artefacts that do not require significant technical ability (MacCallum & Jamieson, 2017). Due to these advances, students can now create their own MR digital experiences which can drive learning across the curriculum.   This presentation explores how teachers at two high schools in NZ have started to explore and integrate MR into their STEAM classes.  This presentation draws on the results of a Teaching and Learning Research Initiative (TLRI) project, investigating the experiences and reflections of a group of secondary teachers exploring the use and adoption of mixed reality (augmented and virtual reality) for cross-curricular teaching. The presentation will explore how these teachers have started to engage with MR to support the principles of student-created digital experiences integrated into STEAM domains.

scholarly journals An Overview of Spiritual Health and Experts` Viewpoints Concerning the Role of the Ministry of Health and Medical Education in Its Excellence in Community

2021 ◽  
Author(s):  
Ali Akbar Haghdoost ◽  
Bagher Larijani ◽  
Mohammad Hossein Nicknam ◽  
Reza Dehnavieh ◽  
Monireh Balochi ◽  
...  
Keyword(s):  
Health Sector ◽  
Spiritual Health ◽  
Point Of View ◽  
Theoretical Concepts ◽  
Assessment And Evaluation ◽  
Spiritual Dimension ◽  
Medical Population ◽  
The Subject

The spiritual dimension of health is the subject of much controversy; since it is not seen as a purely scientific and quantifiable aspect of health. However, it is exactly this quality of spiritual health that makes the thorough examination of the concept worthwhile. Furthermore, a comprehensive assessment of the theoretical concepts associated with it should be prioritized. The present study is a combination of a literature review followed by a series of expert interviews. First, articles addressing the different aspects of spiritual health were identified and acquired from academic databases. After a thorough assessment and evaluation, the findings were listed and prioritized in order to determine the most important aspects of spiritual health. Then, the most significant features were specified and interpreted. The interpretations were then sent to a group of experts for assessment and evaluation. The expert reviews and comments were then collected and analyzed in order to refine and improve the primary interpretations. The responsibilities of the health sector do not end with the provision and maintenance of the physical aspects of health or even the non-medical population. It includes not only promoting spiritual health in health sector graduates and personnel, but also conducting profound scientific studies, providing documentation, and interpreting the evidence for beneficiaries. However, establishing a new university major to train professionals exclusively for pursuing this objective and even adding new university credits in this field does not seem to be necessary from the point of view of experts and studies. In addition to providing the education necessary for students and personnel of each organization, providing adequate spiritual health and promoting the essential education and related skills are also the responsibilities of the health sector. Instead, it is suggested that an active secretariat be established to oversee the promotion of spiritual health in all sectors using the minimum independent facilities and manpower.

scholarly journals Examining the Efficacy of E-Service-Learning

2020 ◽  
Vol 5 ◽  
Author(s):  
Michael J. Figuccio
Keyword(s):  
Distance Learning ◽  
Developmental Disabilities ◽  
Service Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Pedagogical Practice ◽  
Course Content ◽  
Face To Face ◽  
The Subject ◽  
Atypical Development

E-service-learning is a pedagogical technique in which instruction and/or service occur online. Students in a distance learning section of Atypical Development created a Google Site with resources for individuals with developmental disabilities. Additionally, students met with youths with developmental disabilities biweekly via Blackboard Collaborate Ultra sessions. At the end of the semester, students completed a questionnaire assessing their e-service-learning experience and wrote reflection papers. Students reported that the e-service-learning experience was related to course content, increased their understanding of individuals with disabilities, increased student engagement, helped them relate the subject matter to everyday life, positively impacted their future academic and career choices, and overall had a positive experience. Students in a traditional face-to-face section of Atypical Development who completed an in-person service-learning project did not significantly differ on any of the aforementioned questionnaire measures. Interestingly, students in the distance learning section reported in their reflection papers that the e-service-learning experience reduced their levels of anxiety. Course evaluations were also examined for both sections. Students in the e-service-learning section reported greater satisfaction than the in-person service-learning course. Specifically, e-service-learning students reported: the instructor attempted to make the course relevant to students; the assignments helped me learn the subject matter; I enjoyed the class greater than students in the in-person service-learning course. These results indicate that e-service-learning is an efficacious pedagogical practice in distance learning courses.

Mixed Augmented Reality Systems for Real World Integration

2017 ◽  
pp. 159-190
Author(s):  
Raajan N. R. ◽  
Nandhini Kesavan
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Real World ◽  
Efficient Solution ◽  
New World ◽  
Mixed Reality ◽  
Vital Role ◽  
Virtual Object ◽  
Visual Computing ◽  
The Subject

Augmented Reality (AR) plays a vital role in the field of visual computing. AR is actually different but often confused to be the same is Virtual Reality (VR). While VR creates a whole new world, AR aims at designing an environment in real time with virtual components that are overlaid on the real components. Due to this reason, AR comes under the category of 'mixed reality'. AR could be viewed on any smart electronic gadgets like mobile, laptop, projector, tablet etc., AR could be broadly classified as Marker-based and Markerless. If it is marker-based, a pattern is used whereas in markerless system there is no need of it. In case of marker, if we show the pattern to a webcam it will get details about it and impose the object on the marker. We are incorporating a new efficient solution for integrating a virtual object on to a real world which can be very much handful for tourism and advertisement for showcasing objects or things. The ultimate goal is to augmenting the 3D video onto a real world on which it will increase the person's conceptual understanding of the subject.

The Acrobatics of Flipping

2017 ◽  
pp. 48-72
Author(s):  
David Starr-Glass
Keyword(s):  
Collaborative Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Learning Activities ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Structure And Dynamics ◽  
Learner Centered ◽  
The Subject ◽  
Active Learner

The flipped learning experience provides learners with pre-class activities that allow them to understand subject matter. This understanding is subsequently use during the class to develop higher-level appreciations of the subject through problem-based and collaborative learning activities. The reoriented roles and dynamics of learning afforded by flipping provide opportunities for active learner-centered learning; however, these opportunities are sometimes not considered or underappreciated. This chapter rethinks the structure and dynamics of flipped courses and explores the instructional possibilities offered. In particular, it considers the opportunities and challenges of flipped instruction and examines the author's experience in flipping an Introduction to Accounting course. The chapter provides suggestions on how instructors and learners can best take advantage of the opportunities created when the learning experience is flipped.

Spur Gear Design and Analysis ATAPS Package

2020 ◽  
pp. 128-153
Keyword(s):  
Problem Solving ◽  
Subject Matter ◽  
Mechanical Engineering ◽  
Learning Experience ◽  
Spur Gear ◽  
Divide And Conquer ◽  
Gear Design ◽  
Computer Aided ◽  
The Subject ◽  
Significant Attention

The subject of spur gear design problem in mechanical engineering (ME) deserves significant attention since the subject relies heavily on the combination of complex mathematics formulas, graphs, and tables. Many students are facing difficulty in understanding the subject of spur gear design in Universiti Tenaga Nasional (UNITEN). Hence, a study was conducted to enhance the learning experience of UNITEN's ME students in the subject matter. In this research, the deterministic, divide, and conquer algorithms were employed to improve the problem-solving technique. The combination of these algorithms provided room for students to make assumption based on their input rather than having the computer to do all the calculation and as well as to break down the complicated problems into sub problems. Additionally, it was designed to examine the effectiveness of using computer-aided software to improve the learning experience and comparing it to the conventional approach.

Inhabitat: An Imaginary Ecosystem in a Children’s Science Museum

Leonardo ◽  
2018 ◽  
Vol 51 (4) ◽  
pp. 343-348
Author(s):  
Haru Hyunkyung Ji ◽  
Graham Wakefield
Keyword(s):  
Virtual Reality ◽  
Mixed Reality ◽  
Science Museum ◽  
Imaginary World ◽  
Large Screen ◽  
Head Mounted Display ◽  
Artificial Nature

Inhabitat is a mixed-reality artwork in which participants become part of an imaginary ecology through three simultaneous perspectives of scale and agency; three distinct ways to see with other eyes. This imaginary world was exhibited at a children’s science museum for five months, using an interactive projection-augmented sculpture, a large screen and speaker array, and a virtual reality head-mounted display. This paper documents the work’s motivations and design contributions, along with accounts of visitors’ playful engagements and reflections within the complex interconnectivity of an artificial nature.

scholarly journals “Regime” e “Informação”: a aproximação de dois conceitos e suas aplicações na Ciência da Informação | "Regime" and "Information": the dialogue between two concepts and their application in the Information Science.

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Maria Cristina Brasil Magnani ◽  
Marta Macedo Kerr Pinheiro
Keyword(s):  
Subject Matter ◽  
Information Science ◽  
Information Policy ◽  
Global Information ◽  
Policy Regime ◽  
Theoretical Concepts ◽  
Innovative Idea ◽  
The Subject ◽  
Concept Of Information ◽  
Information Regime

Resumo O artigo discute a interlocução dos conceitos de “regime” e “informação” e sua aplicação na Ciência da Informação. Toma como base a noção de regime de informação apresentada por Frohmann, em artigos chaves da área de CI, publicados em 1994 e 1995, e a idéia inovadora defendida por Braman em 2004, sobre a formação de um  regime global de política de informação. Sem imergir no acervo teórico que envolve ambos os conceitos de “regime” e de “informação”, esse trabalho explora a visão de Frohmann e Braman, na articulação desses dois termos, complementada por outros autores interessados na temática e apresenta exemplos da aplicabilidade dessas visões, na CI.  Pela falta de consenso na determinação do objeto de estudo da disciplina e amplitude de aplicações do conceito de regime de informação, esse artigo visa consolidar e validar esse conceito, que segundo Frohmann e Braman, parece ser mais pertinente à compreensão da política de informação nos dias atuais. Palavras-chave regime de informação; política de informação; regime global de política de informação. Abstract The article works on the dialogue between "regime" and "information" and its application in Information Science. It is supported by the notion of information regime presented in Frohmann´s key articles in the area of Information Science, published in 1994 and 1995, and on the innovative idea advocated by Braman, in 2004, of the formation of a global information policy regime. With no intention of going in depth, in the collection that involves both theoretical concepts of "regime" and "information", this work explores the vision of Frohmann and Braman of these two terms, supplemented by others interested in the subject, and provides examples of the applicability of these views, in the Information Science. For lack of consensus in determining the subject matter of the discipline and breadth of applications of the concept of information regime, the reflection proposed in this article aims to consolidate and validate this concept, which according Frohmann and Braman seems to be  relevant to understanding information policy, currently. Keywords information regime; information policy; the global information policy regime.

The Acrobatics of Flipping

2015 ◽  
pp. 74-98
Author(s):  
David Starr-Glass
Keyword(s):  
Collaborative Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Learning Activities ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Structure And Dynamics ◽  
Learner Centered ◽  
The Subject ◽  
Active Learner

The flipped learning experience provides learners with pre-class activities that allow them to understand subject matter. This understanding is subsequently use during the class to develop higher-level appreciations of the subject through problem-based and collaborative learning activities. The reoriented roles and dynamics of learning afforded by flipping provide opportunities for active learner-centered learning; however, these opportunities are sometimes not considered or underappreciated. This chapter rethinks the structure and dynamics of flipped courses and explores the instructional possibilities offered. In particular, it considers the opportunities and challenges of flipped instruction and examines the author's experience in flipping an Introduction to Accounting course. The chapter provides suggestions on how instructors and learners can best take advantage of the opportunities created when the learning experience is flipped.

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