scholarly journals Alternative Embodied Cognitions at Play Evaluation of Audio-Based Navigation in Virtual Settings Via Interactive Sounds

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Enrico Gandolfi ◽  
Robert Clements
Keyword(s):  
Embodied Cognition ◽  
Learning Environments ◽  
Completion Time ◽  
Visual Cues ◽  
Spatial Thinking ◽  
Previous Knowledge ◽  
Related Literature ◽  
Virtual Spaces ◽  
Spatial Exploration ◽  
Effective Design

The current study addresses the concept of mediated embodied cognition (EC) by focusing on audio inputs/outputs rather than sight and visual cues. N=10 subjects were involved with the navigation of five virtual mazes with different design and sensorial affordances. A virtual audiocane was developed (within a middleware - NEED - aimed to improve learning environments’ accessibility) for supporting spatial exploration and scanning. Data collected span spatial thinking, previous knowledge of digital settings, completion time, ability to visualize virtual spaces, and usability and perception of the different design/sensorial situations provided. Results points to effective design choices and factors to consider when staging mediate EC instances. With these findings, the article addresses three current gaps in EC related literature: 1) lack of attention to special needs and diverse embodiments, 2) insufficient focus on audio inputs/outputs as interactive affordances; and 3) poor efforts in evaluating design and assistive elements in EC integrations.

scholarly journals Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments

2012 ◽  
pp. 50-74
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Spaces ◽  
Educational Facilities ◽  
Design Elements ◽  
Virtual Spaces ◽  
E Learning

3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

scholarly journals What If We Look at the Body? An Embodied Perspective of Collaborative Learning

2021 ◽  
Author(s):  
Juliene Madureira Ferreira
Keyword(s):  
Collaborative Learning ◽  
Embodied Cognition ◽  
Language Processing ◽  
Theoretical Perspective ◽  
The Body ◽  
Spatial Thinking ◽  
Learning And Development ◽  
Theoretical Frameworks ◽  
Cognitive Neurosciences ◽  
Methodological Considerations

AbstractThe bodily experiences and implications of understanding the functioning of the human brain–body mechanism has been a center of attention in the field of cognitive neurosciences for over two decades. Research in this field has enlarged the theories of learning and development, and contributed to changes in educational practices involving language processing, mathematics, and spatial thinking; however, these changes have not yet been applied to the analysis of transversal competencies such as collaborative learning. The aim of this paper is to bridge the theoretical and applied advances in the field of embodied cognition, specifically collaborative learning. The definitions, theoretical frameworks, and current methodological approaches in the field of collaborative learning are reviewed, with a particular focus on those studies that have investigated interactive dynamics in collaborative situations. The need to take the field further by exploring the theoretical perspective of embodied cognition as a possibility that can open the field is also presented. The relevance of investigating learning in groups by analyzing bodily engagements and intersubjectivity is demonstrated and methodological considerations are raised.

Revoicing, Bridging, and Stuttering Across Formal, Physical, and Virtual Spaces

2018 ◽  
Vol 10 (2) ◽  
pp. 21-46
Author(s):  
Grant Van Eaton ◽  
Douglas B Clark ◽  
Pratim Sengupta
Keyword(s):  
Learning Environments ◽  
Interaction Analysis ◽  
Digital Learning ◽  
Virtual Spaces ◽  
Learning Game ◽  
Games And Simulations ◽  
Abstract Spaces ◽  
Evidence Of Impact ◽  
Digital Learning Environments ◽  
Physics Curriculum

As digital games and simulations become more commonplace in educational settings, it is important to document and analyze the way such digital learning environments merge with the traditional discourses and spaces of classroom-based learning environments. The current study contributes toward this goal by analyzing a representative transcript from a veteran traditional teacher's discussion with her class about the Newtonian relationships at the heart of a digital learning game she has integrated into her physics curriculum. This article presents an interaction analysis of the material, virtual, and abstract spaces employed and navigated across by the teacher to clarify common challenges as well as opportunities. The authors then analyze subsequent transcripts of student-teacher interactions for evidence of impact on student learning and understanding.

Toward Interprofessional Education of Pharmacogenomics: An Interdisciplinary Assessment

Pharmacology ◽  
2021 ◽  
pp. 1-8
Author(s):  
Alaa Yehya ◽  
Laila Matalgah
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Online Survey ◽  
Pharmacy Students ◽  
Previous Knowledge ◽  
Health Care Students ◽  
Related Literature ◽  
Interdisciplinary Field ◽  
Interdisciplinary Assessment ◽  
Level Of Knowledge

<b><i>Introduction:</i></b> Pharmacogenomics, which emerged from disciplines such as pharmacology and genetics, is an increasingly important interdisciplinary field of health research, as indicated by the rapid growth of related literature. The aim of this study was to evaluate knowledge among genetics and pharmacology health-care students and to evaluate their exposure to and perceptions of pharmacogenomics. <b><i>Methods:</i></b> An anonymous, 28-item online survey was distributed to medical and pharmacy students enrolled at Yarmouk University, Jordan. <b><i>Results:</i></b> The respondents (<i>n</i> = 300) had an overall moderate level of knowledge regarding genetics and pharmacology. Most respondents recognized the benefits of pharmacogenomics for therapy optimization, but they had insufficient exposure to the topic. Most respondents supported providing pharmacogenetic testing in Jordan. The most preferred educational format in pharmacogenomics was integration in pharmacology courses. <b><i>Discussion/Conclusion:</i></b> Medical and pharmacy students are becoming increasingly aware of the importance of pharmacogenomics in therapy optimization. Challenges such as the complexity of the topic and low retention of previous knowledge should be addressed to promote pharmacogenomics education. More work is needed to increase students’ exposure to pharmacogenomics information. A deeper integration of pharmacogenomics applications into pharmacology courses is proposed to emphasize applications of pharmacogenomics.

A Framework for Designing Interactive Digital Learning Environments for Young People

2018 ◽  
pp. 221-241
Author(s):  
Virgínia Tiradentes Souto
Keyword(s):  
Young People ◽  
Learning Environments ◽  
Learning Process ◽  
User Interaction ◽  
Digital Learning ◽  
Related Literature ◽  
Interface Characteristics ◽  
Main Components ◽  
Descriptive Framework ◽  
Digital Learning Environments

In this chapter a descriptive framework for designing interactive digital learning environments for young people is proposed. The proposed framework aims to analyse and compare interactive digital learning environments. This framework may be useful to guide the design of digital learning environments for young people and also to provide a structure for understanding the interface characteristics of such environments and how users interact with them. Young people's characteristics are briefly discussed in relation to the learning process. The approach to creating the framework is presented with the related literature. The framework is described and consists of three main components: learning, user interaction, and visual. Finally, conclusions on the design of interactive digital learning environments are drawn.

Continuity in the Development of Technical Thinking

2020 ◽  
pp. 96-116
Author(s):  
Jaak Umborg ◽  
Anne Uukkivi
Keyword(s):  
General Education ◽  
Learning Environments ◽  
Learning Motivation ◽  
Spatial Thinking ◽  
Student Interest ◽  
Basic Principles ◽  
Web Based ◽  
Technological Tools ◽  
Virtual And Augmented Reality ◽  
Development Of Students

This chapter addresses the development of students' technical thinking using modern technological tools. The aim of the chapter is to show for academics of technical subjects how to increase the efficiency of the learning process with the help of ICT according to the realization of the requirements of the basic principles of didactics. Emphasis is placed on the need for consistency between general education and higher education institutions (HEI) in designing and developing technical thinking and the structure of the technical thinking and its components and how different components of thinking vary in different learning methods. The use of virtual and augmented reality learning environments to enhance student interest and learning motivation and to develop spatial thinking is discussed. Many didactic opportunities and economic advantages of using a web based remote laboratory (RL) and virtual laboratory (VL) are discussed.

scholarly journals Sensing the Same Space – Spatial Understanding and Engagement in Higher Education

2019 ◽  
Vol 14 (27) ◽  
pp. 83-97
Author(s):  
Jyri Lindén ◽  
Mikko Kanninen ◽  
Reijo Kupiainen ◽  
Johanna Annala
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Physical Space ◽  
Spatial Thinking ◽  
Digital Learning ◽  
Spatial Understanding ◽  
Starting Point

The aim of this theoretically oriented review is to examine the role of space and spatial thinking in the changing teaching and learning environments in higher education. The starting point is that educational space is not a pre-set institution or only a physical space but a social construction. As such, space is a crucial element in the learning process and student engagement. In the paper, basic concepts of educational space and spatiality are discussed. The complexity of the relations between spatial understanding and student engagement is demonstrated by referring to a specific drama and theatre course as a case example. The case was a joint master-level course between two European universities (in UK and Finland) where multiple online platforms were used. By the means of the learning space in the case, we discuss the nexus of spaces, comprising a dynamic spatial plurality across the learning environments. Blurring boundaries between formal and informal spaces seems to give room for meaningful and embodied experiences - social, situational and emotional connectedness with students in different places. Formal ICT solutions of digital learning do not automatically pay enough attention to spatial aspects of learning and engagement. Understanding the connections between spatial thinking and the meanings of engagement and senses of belonging brings vital elements to the development of digital learning and learning environments. Parallel with the discussions of the distinctive role of interaction and communication in digital environments, spatial understanding can offer an important contribution to increase understanding of personal meanings of learning. Based on the theoretical reflections of the presented case, bodily experiences of the sense of “sharing a space” appears to interrelate with the feelings of belonging and ownership in learning.

scholarly journals Education in the Virtual Space: A Sustainable Strategy for Achieving Tension-free and Inclusive Learning in COVID-19 Dispensation

2021 ◽  
Vol 1 (2) ◽  
pp. 17-35
Author(s):  
Moses Obla ◽  
◽  
Ejeng Ukabi ◽  
Keyword(s):  
Developing Countries ◽  
Learning Environments ◽  
Instructional Delivery ◽  
Virtual Space ◽  
Conceptual Approach ◽  
Tertiary Institutions ◽  
Tension Free ◽  
Virtual Spaces ◽  
Educational Challenges ◽  
Inclusive Learning

Apart from scalable classrooms, learning in virtual space for pro-technology and pro-Internet generation contributes significantly to developing their inherent domains. This process manifests through the use of digital materials, making the pedagogical scheme enjoyable, catchy, innovative, and inclusive. Today’s staggering educational challenges of tertiary institutions, because of the COVID-19 Pandemic, call for operational rejig. Still alarming is the difficulty of containing the recent evolution into variants. Sequel to this, different countries adopted various strategies to achieve tension-free and inclusive learning environments as part of the ‘new normal.’ This study addresses the pertinence: Could the use of virtual spaces for instructional delivery constitute sustainable strategies for tension-free, and more inclusive, methods of educating learners during and after COVID-19 dispensation? To answer this question, we adopted a theory-based adaptation conceptual approach and inside-outside approach and brought the Nigerian situation into focus where virtual learning was sceptically debunked because of operational and policy slackness. This study agreed with the positive potentials of virtual space and disagrees with earlier studies deficient at uncertainty variables. Based on these, recommends areas of gaps filling in developing countries’ education systems, who stopped learning during the pandemic period for future adoption and adaptation.

Supporting Self-Directed Vocabulary Study: Towards Effective Design of OERs for Mobile Learning Environments

2020 ◽  
pp. 48-71
Author(s):  
Ingrid Barth ◽  
Bin Zou ◽  
Elana Spector-Cohen ◽  
Rosalie Sitman
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Vocabulary Learning ◽  
Independent Study ◽  
Open Educational Resources ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Improved Performance ◽  
Design Factors ◽  
Effective Design

Although open educational resources (OERs) can help bridge high-school – university vocabulary gaps, optimal utilization of OERs requires effective self-directed learning. This bi-national two-year study adopted a design-based research paradigm to collect Chinese university students' (n = 358) perceptions regarding design factors that support self-directed vocabulary learning in mobile learning environments (MLEs). Results showed that additional scaffolding after Year One in the form of L1 translations of high-frequency academic words significantly correlated with improved performance on basic level vocabulary exercises and pop quizzes. However, results suggest that moving mobile learning into the mainstream will require (1) design features that provide additional scaffolding for more complex vocabulary learning, (2) clearer guidelines for students on integrating desktop and mobile devices and (3) ongoing guidance from teachers to develop students' capacity for self-directed learning to ensure optimal benefit from independent study of vocabulary OERs.

Future Identities of the Self Among Learners Across Physical and Virtual Spaces

2017 ◽  
pp. 257-278
Author(s):  
Themba M. Ngwenya
Keyword(s):  
Virtual Environment ◽  
Learning Environments ◽  
Wearable Technology ◽  
The Self ◽  
Environment Design ◽  
Virtual Spaces ◽  
The Future ◽  
Evaluation And Assessment

This chapter seeks to examine the future identities of the self among learners across physical and virtual spaces and attempts to explain how these roles could flourish across the tech-centric learning environments. The study discusses the origin of identities, how they relate to current and future models of education, and what future identities and roles are possible. Challenges mentioned include those associated with evaluation and assessment of the virtual spaces, as well as new ways of capturing the environment feedback by utilizing sensors and wearable technology. Highlights involve virtual environment design using gamification techniques and security aspects of the future identities. The conclusion summarizes factors and stakeholders that need consideration when creating adequate physical and virtual spaces for the future identities of self.

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