AI and AR

This chapter presents some of the possibilities and approaches that are used in the application of AI (artificial intelligence) and AR (augmented reality) in the new learning environments. AI will add another dimension to distance learning or eLearning that in some cases already includes AR (augmented reality) virtual learning environments. Because of this advent in available technology and the impact it will have on learning, assessment of newly structured parameters and their impact on student outcomes is crucial when measuring student learning. For some of us there might be a concern about the domination of AI as seen in the movie The Terminator, but we can take ease in the notion that it is not only AI versus humans. A new version of human augmented intelligence (HI) is being developed as we speak.

Technical Details and Educational Applications for Virtual Reality Technologies

The application of virtual reality (VR) in higher education has drawn attention. Understanding the state of the art for VR technologies helps educators identify appropriate applications and develop a high-quality engaging teaching-learning process. This chapter provides a comprehensive survey of current hardware and software supports on VR. Secondly, important technical metrics in VR technology are considered with comparisons of different VR devices using identified metrics. Third, there is a focus on software tools and an explore of various development frameworks, which facilitate the implementation of VR applications. With this information as a foundation, there is a VR use in higher education. Finally, there is a discussion of VR applications that can be potentially used in education.

Board Games, Zombies, and Minecraft

Games have been played throughout human history and in all cultures, exposing almost everyone to gameplay in some form. Higher education is exploring ways faculty can leverage games to enhance course development and the student learning experience. The primary pedagogical use of games is gamification, in which gaming is used to transform learning activities. This chapter will 1) provide an overview of gamification theory and practice in higher education, 2) share ideas for faculty to consider when using gamification as a teaching tool, and 3) explore how the game Minecraft was used through educational and practical applications to teach a local government course.

Engaging Students in a Computer Diversity Course Through Virtual Worlds

Virtual world technology allows for an immersive 3D experience with rich content and interactive potential for students. Through this richness and interactivity, educators have abundant creative power to design and facilitate meaningful learning experiences and collaboration opportunities. In this chapter, the authors discuss one such initiative using Second Life as an educational space for a community college course activity to enhance student engagement. A brief literature review of the educational use of virtual worlds will be presented, which underpin our pedagogical methodology for the project framework. Focusing on a specific community college course titled “Diversity in a Technological Society,” the course goals and project requirements will be discussed. The chapter concludes with a detailed description of the proposed methodology for the next phase, recommendations, and future work.

Creating a Virtual Reality Lab

Use of virtual reality (VR) has increased in higher education in recent years and is projected to continue to increase. At the same time, there is a growing emphasis for institutions of higher education to re-envision learning spaces and teaching strategies that are student-centered rather than faculty centered. Use of VR, by faculty, requires a new pedagogy of teaching as well as a willingness to explore the use of an unknown technology in delivering curriculum. Having access to a technology lab that uses VR can be a welcomed support for faculty. VR can be expensive and creating a VR lab may not seem doable in settings other than large, well-funded universities. This chapter describes a technology lab that was established at a small Midwest liberal arts university, funded by a student technology fee and created by a student-led technology committee.

Developing an Immersive Virtual Classroom

As virtual reality (VR) technologies continue to improve and become more accessible, educators are increasingly incorporating VR learning experiences in teacher education contexts. This chapter is a case study of TeachLivE™, a virtual classroom platform designed for practicing teaching in a safe virtual space. This chapter describes the system, development, and challenges faced when incorporating immersive VR technologies. Recommendations are provided for future research, development, use, and facilitation of immersive VR learning experiences.

Using Virtual Reality in College Student Mental Health Treatment

When students leave home to attend college, they encounter many adjustments and new experiences. Some students have difficulty coping with the challenges they experience and over time may develop mild to severe mental health issues. Mental health illness among college students is associated with long-term adverse academic outcomes, including dropout. With an exponential rise in mental health issues among university students, there is a dire need to reach out to newer technologies to help students effectively cope with academic and social challenges. Given the increased accessibility and practicality of virtual reality (VR) use in mental health, it becomes paramount to extend the utility of VR to university counselling settings including the preliminary assessment, diagnosis, and treatment strategies to guide students to effectively address any mental health challenges. There are potential implications and challenges associated with the use of VR within universities' counselling settings as well.

Virtual Reality, Augmented Reality, and Mixed Reality in Education

Virtual reality (VR), augmented reality (AR), and mixed reality (MR) are three different technologies developed in the last decades of the 20th century. They combine hardware and software solutions. They permit the creation of three-dimensional (3D) virtual worlds and virtual objects. This chapter describes how VR, MR, and AR technologies find positive application fields in educational environments. They support different learning styles, offering potential help in teaching and in learning paths.

A Literature Review on the Use of Three-Dimensional Virtual Worlds in Higher Education

Three-dimensional virtual worlds (3DVW) have been substantially adopted in teaching and learning worldwide. The current study conducted a literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed on nine scientific databases, and following scrutiny according to inclusion criteria, 176 papers were selected for review. The literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for 3DVWs in higher education were found and classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. This study found that a wide range of virtual environments and tools have been implemented by 3DVW technology and applied for teaching and learning in higher education.

Virtual Reality in Social Work Education

The use of virtual reality (VR) as a learning tool occupies a whole new and exciting domain for social work education. Engaging in virtual worlds expands the potential for students to connect with the learning experience on multiple levels, pedagogically aligns with stimulating affective processes to enhance cognitive engagement, and aligns with the domains of knowledge acquisition in competency-based social work education. In this chapter the author outlines the affordances necessary for student engagement in a virtual learning experience (VLE). The author explores applications for virtual reality in social work education and outlines several distinct opportunities for virtually-enhanced classroom learning. Practical guidelines to assist instructors in facilitating a VR learning experience are proposed, and the chapter concludes with commentary on the future of VR in social work education.