A Serious Game for Amplifying Awareness on Multimodal Teaching: Game Design and Usability Study

Lameras, Petros; Philippe, Stéphanie; Oertel, Lars

doi:10.1007/978-3-030-49932-7_53

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Those conclusions are also in line with Walker and Leary's meta-analysis [9] . Based on previous meta-analysis and systematic reviews [10][11][12][13][14][15] , serious games [16] may also be efficient in various contexts, if combined with informed learning instructions.…”

Section: Introductionmentioning

confidence: 99%

Multimodal teaching, learning and training in virtual reality: a review and case study

Philippe¹,

Souchet

Lameras

et al. 2020

Virtual Reality & Intelligent Hardware

133

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It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings, spaces, processes, and teaching strategies for discerning a global perspective on constructing the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality (VR). VR environments may aid students' efforts to be active learners through consciously attending to, and reflecting on, critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change. This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments.

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Section: Introductionmentioning

confidence: 99%

Multimodal teaching, learning and training in virtual reality: a review and case study

Philippe¹,

Souchet

Lameras

et al. 2020

Virtual Reality & Intelligent Hardware

133

View full text Add to dashboard Cite

show abstract

“…In the field of education, multi-modal interactive environment gives teachers and students more convenient ways of communication as their communication is no longer limited to the face-to-face communication, but can be conducted via multiple means including languages, body gestures, and facial expressions [5,6]. However, despite the increasing application of multi-modal interactive environment and its positive influence on the communicative empathy of teachers and students, it hasn't received enough attention from field scholars yet [7][8][9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Establishing Teacher-Student Communicative Empathy in a Multimodal Interactive Environment and Skill Enhancement

Cai

2023

Int. J. Emerg. Technol. Learn.

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The multi-modal interactive environment is an important object of research in the field of modern education, and its influence on the communicative empathy of teachers and students gets increasingly obvious these days. However, the complex and dynamic features of communicative empathy of teachers and students are usually overlooked in existing studies, so this paper aims at investigating the teacher-student communicative empathy in a multi-modal interactive environment to fill in the said research gap. At first, the problem of feature fusion of communicative emotions of teachers and students in a multi-modal interactive environment was discussed, and a comprehensive and detailed model was established for measuring the features of these emotions. Then, problems of the recognition of emotional intentions of teachers and students and the establishment of their communicative empathy were studied, and a set of effective measures were proposed for enhancing the said communicative empathy, in the hopes of providing useful theoretical and practical evidences for noticing the importance of teacher-student communicative empathy in teaching and enhancing the ability of the said emotions.

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“…The multimodal teaching approach adds a variety of semiotic modes -linguistic, visual, and aural meaning to the conventional single modal interactivity of texts or verbal languages of teachers, in this way, we could create richer learning experience for students, and they can use multiple sense organs for learning [1][2][3][4][5][6][7][8][9]. Multimodal teaching can make up for the shortcomings of conventional single modal teaching, enrich the teaching content, attract students' attention, help teachers express their emotions, and help students deepen their understanding of the teaching materials [10][11][12][13][14][15]. Now the MBT has gradually transformed from the instruction-style which centers on skill training to the cultivation of students' MPA [16][17][18].…”

Section: Introductionmentioning

confidence: 99%

The Cultivation of Students’ Multiple Practical Ability Under the Multimodal Blended Teaching Mode

Wang¹

2022

Int. J. Emerg. Technol. Learn.

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To adapt to the requirements of diversified development of modern education and the multi-modal communication between teachers and students, now high-techs and multi-modality have been introduced into the cultivation of the Multiple Practical Ability (MPA). However, existing studies on multimodal teaching generally focus on college students or high school students, few have concerned about the teaching design of practical ability cultivation under the synergy of different modalities. Therefore, to fill in this research blank, this paper took English teaching as an example to research the cultivation of MPA under the Multimodal Blended Teaching (MBT) mode. At first, this paper gave a flow chart of MBT and constructed a framework for the teaching modality system of MPA cultivation. Then, a Super-Efficiency Slacks-Based Measure (SE-SBM) model with objectively assigned combinatorial weights was established for evaluating the cultivation effect of students’ MPA, and the said cultivation effect under the MBT mode was analyzed in detail. At last, the effectiveness of the proposed model was verified via experiment, and the analysis results of the differences in the MPA cultivation of students under different conditions were given.

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A Serious Game for Amplifying Awareness on Multimodal Teaching: Game Design and Usability Study

Cited by 5 publications

References 5 publications

Multimodal teaching, learning and training in virtual reality: a review and case study

Multimodal teaching, learning and training in virtual reality: a review and case study

Establishing Teacher-Student Communicative Empathy in a Multimodal Interactive Environment and Skill Enhancement

The Cultivation of Students’ Multiple Practical Ability Under the Multimodal Blended Teaching Mode

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