A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom

Taljaard, Johann

doi:10.5204/jld.v9i2.274

Cited by 28 publications

(14 citation statements)

References 32 publications

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“…Taljaard stated in 2016 that virtual field trips allow users to visit simulated places, which could be inaccessible or dangerous. For example, geologists could experience a VR field trip that takes place on the top of a volcano (Taljaard, 2016). An example of immersive VR being implemented with a purpose focused on safety would be the Distributed Situation Awareness study, featuring safety awareness training in industrial plant operators, reported by Nazir et al (2015).…”

Section: Safetymentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

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Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.Concannon et al. Immersive VR in Post-secondary EducationConclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.

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Section: Safetymentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

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“…Dans la mesure où les connaissances et compétences se complètent et se soutiennent, l'approche Sciences, Technology, Engineering and Maths (STEM), qui se base sur des applications du monde réel, peut être intéressante dans ces projets. Les développements les plus récents proposent une approche STEAM, intégrant les arts, qui souligne l'importance de la créativité dans l'enseignement scientifique (maquettes, résolutions de problèmes en environnement) (Taljaard, 2016). L'éducation scientifique prend en compte la compréhension des enjeux sociétaux liés au développement des sciences, en les reliant à des questionnements relatifs à des valeurs.…”

Section: Exposé Des Trois Focalesunclassified

Les fondements épistémologiques des pédagogies de l’EDD : quel outil pour répondre aux enjeux de la formation enseignante ?

Redondo¹,

Gibert²

2023

Edu

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Notre communication s'appuie sur un état des lieux établi dans la thèse de Redondo (2018) à partir d'une enquête sur les pratiques d'enseignants en éducation au développement durable (EDD). L'analyse didactique met en évidence un écart important entre les modalités pédagogiques mises en oeuvre et les appuis théoriques à l'origine de ces pédagogies, que la formation permettrait de combler. À partir de cette analyse, nous présentons un outil de positionnement de projets pédagogiques élaboré par un groupe de travail du Conseil scientifique de l'Éducation nationale (CSEN) qui pourrait constituer une ressource possible pour la pratique enseignante. ABSTRACT. The epistemological foundations of ESD pedagogies: what Our communication is based on an inventory established in Redondo's thesis (2018) from a survey of the practices of teachers in education for sustainable development (ESD). The didactic analysis highlights a significant gap between the pedagogical methods implemented and the theoretical supports at the origin of these pedagogies, which the training would make it possible to fill. Based on this analysis, we present a tool for positioning educational projects developed by a work-group of the Scientific Concil of National Education which could be a source for teaching practice. MOTS-CLÉS. Éducation au développement durable (EDD), pédagogies, fondements épistémologiques, formation, enseignants.

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“…With a wider scope, Richard et al [147,146] surveyed existing works including haptic or olfactory feedback in the field of education, and described a simulation VR platform that provides haptic, olfactory and auditory feedback, which they tested in various teaching scenarios. Lastly, Taljaard [191] reviewed the literature on multi-sensory technology in a science, technology, engineering, arts and mathematics (STEAM) classroom, and how they affect student engagement and learning. All those works in turn concluded that multimodality offered higher user engagement than unimodal or traditional environments, leading to a better experience and learning transfer.…”

Section: Education and Trainingmentioning

confidence: 99%

Multimodality in VR: A survey

Martin,

Malpica,

Gutierrez

et al. 2021

Preprint

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Virtual reality has the potential to change the way we create and consume content in our everyday life. Entertainment, training, design and manufacturing, communication, or advertising are all applications that already benefit from this new medium reaching consumer level. VR is inherently different from traditional media: it offers a more immersive experience, and has the ability to elicit a sense of presence through the place and plausibility illusions. It also gives the user unprecedented capabilities to explore their environment, in contrast with traditional media. In VR, like in the real world, users integrate the multimodal sensory information they receive to create a unified perception of the virtual world. Therefore, the sensory cues that are available in a virtual environment can be leveraged to enhance the final experience. This may include increasing realism, or the sense of presence; predicting or guiding the attention of the user through the experience; or increasing their performance if the experience involves the completion of certain tasks. In this state-of-the-art report, we survey the body of work addressing multimodality in virtual reality, its role and benefits in the final user experience. The works here reviewed thus encompass several fields of research, including computer graphics, human computer interaction, or psychology and perception. Additionally, we give an overview of different applications that leverage multimodal input in areas such as medicine, training and education, or entertainment; we include works in which the integration of multiple sensory information yields significant improvements, demonstrating how multimodality can play a fundamental role in the way VR systems are designed, and VR experiences created and consumed.

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A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom

Abstract: This article reviews the literature on multi-sensory technology and, in particular, looks

Cited by 28 publications

References 32 publications

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Les fondements épistémologiques des pédagogies de l’EDD : quel outil pour répondre aux enjeux de la formation enseignante ?

Multimodality in VR: A survey

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