Learning With Immersive Technology

2020 ◽  
pp. 1-21
Author(s):  
Robert Z. Zheng
Keyword(s):  
Virtual Reality ◽  
Cognitive Processing ◽  
Future Research ◽  
Technology In Education ◽  
Deep Processing ◽  
Technology In Teaching ◽  
Cognitive Theories ◽  
And Training ◽  
Immersive Technology ◽  
Made In

The current chapter focuses on the cognitive process relating to immersive technology in learning. By reviewing the cognitive theories in human architecture, the author argues that learners' learning can be significantly improved with technologies that promote deep processing through sensory immersive experience like virtual reality. Discussion of the features of immersive technologies is made in relation to human cognitive processing. Suggestions for future research and application of immersive technology in education are included to help educators and professionals to better integrate immersive technology in teaching and training.

scholarly journals Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs

10.28945/4288 ◽  
2019 ◽  
Vol 16 ◽  
pp. 061-070 ◽  
Author(s):  
Wing Shui Ng ◽  
Gary Cheng
Keyword(s):  
Teacher Training ◽  
Content Knowledge ◽  
Training Needs ◽  
Pedagogical Knowledge ◽  
Future Research ◽  
Technology In Education ◽  
Technology In Teaching ◽  
Subject Content Knowledge ◽  
And Training

Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.

scholarly journals Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs

10.28945/4289 ◽  
2019 ◽  
Keyword(s):  
Teacher Training ◽  
Content Knowledge ◽  
Training Needs ◽  
Pedagogical Knowledge ◽  
Future Research ◽  
Technology In Education ◽  
Technology In Teaching ◽  
Subject Content Knowledge ◽  
And Training

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.

Virtual Reality & Immersive Technology in Education

2011 ◽  
pp. 252-256
Author(s):  
Patrick E. Connolly
Keyword(s):  
Virtual Reality ◽  
Position Paper ◽  
Technology In Education ◽  
Educational Settings ◽  
Technological Advances ◽  
Degree Of Certainty ◽  
Further Development ◽  
Immersive Technology

Virtual reality, also known as VR, is an exciting but ill-defined field of discovery. The question of how technological advances in this field will impact education is difficult to answer at present with any degree of certainty, but is one that must be considered by educational researchers, teachers, and administrators. This position paper presents the foundational definitions and positions of several investigators in this realm, along with thoughts on difficulties and complex issues that currently hinder the application of virtual reality in educational settings. It is recommended that the excitement that VR generates be leveraged into applications research in order to validate both the effectiveness of VR in education and encourage further development of the technology.

Exploring 3D Immersive and Interactive Technology for Designing Educational Learning Experiences

2018 ◽  
pp. 1088-1106
Author(s):  
Min Liu ◽  
Simon Su ◽  
Sa Liu ◽  
Jason Harron ◽  
Cynda Fickert ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Learning Experiences ◽  
Interactive Technology ◽  
Future Research ◽  
Technology In Education ◽  
Research Directions ◽  
Technology Tools ◽  
Future Research Directions

The purposes of this chapter are three-fold: to (a) review the research on 3D immersive and interactive technology (or virtual reality, VR) conducted so far for educational purposes both in the earlier years of the technology and in more recent years, (b) discuss a few VR technology tools available today, and (c) describe three scenarios in science, mathematics, and language learning to demonstrate how the current VR technology can be designed for education. In addition, primary challenges of using 3D immersive and interactive technology in education are also discussed along with future research directions. The intent of this chapter is to provide ideas and insights for researchers and designers who are interested in applying the VR technology in education.

scholarly journals A review of immersive virtual reality serious games to enhance learning and training

2019 ◽  
Vol 79 (9-10) ◽  
pp. 5501-5527 ◽  
Author(s):  
David Checa ◽  
Andres Bustillo
Keyword(s):  
Virtual Reality ◽  
Serious Games ◽  
Evaluation Procedure ◽  
Future Research ◽  
Immersive Virtual Reality ◽  
End User ◽  
Knowledge Area ◽  
Software And Hardware ◽  
Training Methodologies ◽  
And Training

AbstractThe merger of game-based approaches and Virtual Reality (VR) environments that can enhance learning and training methodologies have a very promising future, reinforced by the widespread market-availability of affordable software and hardware tools for VR-environments. Rather than passive observers, users engage in those learning environments as active participants, permitting the development of exploration-based learning paradigms. There are separate reviews of VR technologies and serious games for educational and training purposes with a focus on only one knowledge area. However, this review covers 135 proposals for serious games in immersive VR-environments that are combinations of both VR and serious games and that offer end-user validation. First, an analysis of the forum, nationality, and date of publication of the articles is conducted. Then, the application domains, the target audience, the design of the game and its technological implementation, the performance evaluation procedure, and the results are analyzed. The aim here is to identify the factual standards of the proposed solutions and the differences between training and learning applications. Finally, the study lays the basis for future research lines that will develop serious games in immersive VR-environments, providing recommendations for the improvement of these tools and their successful application for the enhancement of both learning and training tasks.

scholarly journals The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

2021 ◽  
Author(s):  
Guido Makransky ◽  
Gustav B. Petersen
Keyword(s):  
Virtual Reality ◽  
Procedural Knowledge ◽  
Self Regulation ◽  
Theoretical Framework ◽  
Theoretical Research ◽  
Future Research ◽  
Immersive Virtual Reality ◽  
Immersive Learning ◽  
Control Factors ◽  
And Training

AbstractThere has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.

Exploring 3D Immersive and Interactive Technology for Designing Educational Learning Experiences

2016 ◽  
pp. 243-261 ◽  
Author(s):  
Min Liu ◽  
Simon Su ◽  
Sa Liu ◽  
Jason Harron ◽  
Cynda Fickert ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Learning Experiences ◽  
Interactive Technology ◽  
Future Research ◽  
Technology In Education ◽  
Research Directions ◽  
Technology Tools ◽  
Future Research Directions

The purposes of this chapter are three-fold: to (a) review the research on 3D immersive and interactive technology (or virtual reality, VR) conducted so far for educational purposes both in the earlier years of the technology and in more recent years, (b) discuss a few VR technology tools available today, and (c) describe three scenarios in science, mathematics, and language learning to demonstrate how the current VR technology can be designed for education. In addition, primary challenges of using 3D immersive and interactive technology in education are also discussed along with future research directions. The intent of this chapter is to provide ideas and insights for researchers and designers who are interested in applying the VR technology in education.

Virtual Reality & Immersive Technology in Education

2008 ◽  
pp. 2168-2172 ◽  
Author(s):  
Patrick E. Connolly
Keyword(s):  
Virtual Reality ◽  
Position Paper ◽  
Technology In Education ◽  
Educational Settings ◽  
Technological Advances ◽  
Degree Of Certainty ◽  
Further Development ◽  
Immersive Technology

Virtual reality, also known as VR, is an exciting but ill-defined field of discovery. The question of how technological advances in this field will impact education is difficult to answer at present with any degree of certainty, but is one that must be considered by educational researchers, teachers, and administrators. This position paper presents the foundational definitions and positions of several investigators in this realm, along with thoughts on difficulties and complex issues that currently hinder the application of virtual reality in educational settings. It is recommended that the excitement that VR generates be leveraged into applications research in order to validate both the effectiveness of VR in education and encourage further development of the technology.

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