Integrating Didactic Games in Higher Education: Benefits and Challenges

The purpose of this chapter is to specify various notions of virtual reality (VR) and augmented reality (AR) including the historical development and illustrate how they are applied to train and mentor instructors in higher education settings. This study also presents various industry-wide examples of utilizing VR and AR for training and education. Benefits and limitations of using VR and AR in academic settings are discussed as well. Additionally, this study provides up to date VR and AR applications that can be adopted in training and mentoring instructors of higher education. Based on a comparative analysis of available technologies, the authors suggest possible future research to improve existing practices in the use of AR and VR in training and mentoring instructors in higher education settings.

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Marketing Higher Education: Benefits and Risks for the American Academic System

The Journal of Higher Education ◽

10.1080/00221546.1980.11780029 ◽

1980 ◽

Vol 51 (1) ◽

pp. 40-59 ◽

Cited By ~ 9

Author(s):

Larry H. Litten

Keyword(s):

Higher Education ◽

Education Benefits ◽

Academic System ◽

Marketing Higher Education ◽

American Academic

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Context Matters in Gifted Education

Education Sciences ◽

10.3390/educsci11080424 ◽

2021 ◽

Vol 11 (8) ◽

pp. 424

Author(s):

Bruce M. Shore

Keyword(s):

Higher Education ◽

General Education ◽

Gifted Education ◽

Preschool Age ◽

Gifted Learners ◽

Education Benefits ◽

Social Constructivist Theory ◽

Based Instruction ◽

High Level ◽

Active Learner

Bruce M. Shore’s research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners’ educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental Online bibliography. First, giftedness benefits from being conceptualized in terms of theories that address the development of expertise. Featured expert–gifted parallels include interconnectedness of knowledge, metacognitive processes, perspective taking, active learner roles, affinity for novelty and complexity, and task representation and planning. Illustrative research is described from preschool age through higher education, including connections to creativity research. Second, gifted education benefits when guided by social-constructivist theory of education and its expression in inquiry-based instruction. Examples include building upon learner interests, question asking, collaborative inquiry, and active learner roles. Desirable specific instructional practices are framed by the above theories and by being considered in the contexts of widely recommended and best practices with their research support. Third, gifted education, at all levels including higher education and teacher education, needs to be an integral part of the context of general education. Most specific gifted education practices also work in general education, including learning high-level skills within subject matter. Nineteen examples are cited about how gifted education contributes to the quality of general education.

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