Beyond the Horizon: Integrating Immersive Learning Environments in the Everyday Classroom

Dengel, Andreas; Buchner, Josef; Mulders, Miriam; Pirker, Johanna

doi:10.23919/ilrn52045.2021.9459368

Cited by 19 publications

(5 citation statements)

References 13 publications

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“…The design process-lasting more than two years-has revealed so far that the 4C/ID model generally fosters the instructional design process of an action-oriented VR training application in the field of vehicle painting. This is an important finding as instructional designs for VR are still lacking [17,19,47].…”

Section: Discussionmentioning

confidence: 93%

Vocational Training in Virtual Reality: A Case Study Using the 4C/ID Model

Mulders

2022

MTI

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Virtual reality (VR) is an emerging technology with a variety of potential benefits for vocational training. Therefore, this paper presents a VR training based on the highly validated 4C/ID model to train vocational competencies in the field of vehicle painting. The following 4C/ID components were designed using the associated 10 step approach: learning tasks, supportive information, procedural information, and part-task practice. The paper describes the instructional design process including an elaborated blueprint for a VR training application for aspiring vehicle painters. We explain the model’s principles and features and their suitability for designing a VR vocational training that fosters integrated competence acquisition. Following the methodology of design-based research, several research methods (e.g., a target group analysis) and the ongoing development of prototypes enabled agile process structures. Results indicate that the 4C/ID model and the 10 step approach promote the instructional design process using VR in vocational training. Implementation and methodological issues that arose during the design process (e.g., limited time within VR) are adequately discussed in the article.

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Section: Discussionmentioning

confidence: 93%

Vocational Training in Virtual Reality: A Case Study Using the 4C/ID Model

Mulders

2022

MTI

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“…An immersive virtual reality-based learning environment can not only improve student engagement and motivation but also promote positive emotions, and thus contributing to teacher effectiveness with more interactive learning experience [24]. Moreover, studies [25], [26], [27] reported significant improvements in students' learning outcomes in immersive classrooms with virtual and augmented reality. In terms of teachers, training programs in immersive virtual reality can be effective in developing and improving teachers' knowledge and management skills in dealing with students' challenging behaviors [28].…”

Section: Discussionmentioning

confidence: 99%

“…While providing insights on these aspects discussed by the selected articles, the current study also highlighted the need for further research in this area, particularly regarding the long-term impact of immersive learning on teacher effectiveness. Studies have reported the need for development of simulation-based programs for teacher professional development [37], analysis of the practical challenges of immersive technology integration in everyday classrooms [25], design of appropriate educational activities and materials for immersive learning environments [29], provision of adequate technical support and training to teachers to overcome barriers affecting technology-integrated teaching process [30], and integration of immersive technology into teacher preparation programs that can help teachers develop necessary skills and competencies for effective teaching in the 21 st century [31]. While focusing on these areas, it is equally important to explore and investigate barriers and challenges impacting technology integration into the teaching and learning process.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Immersive Learning on Teacher Effectiveness: A Systematic Study

Buragohain,

Deng,

Sharma

et al. 2024

IEEE Access

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Immersive learning, or experiential learning, involves placing teachers in realistic scenarios where they can practice their skills and receive feedback in a safe, controlled environment. This study conducts systematic research to investigate the impact of immersive learning on teacher effectiveness. The research included 16 articles from electronic databases including IEEE, ERIC, and Google Scholar that met the inclusion criteria based on PRISMA guidelines. Evaluation of the selected articles was based on the CASP checklist. The findings suggest that immersive learning has a positive impact on teacher effectiveness, improving teachers' content knowledge, pedagogical skills, and confidence in their abilities to handle reallife situations in the classroom. The study highlights the need for further research in this area, particularly regarding the long-term impact of immersive learning on teacher effectiveness. The use of immersive learning in teacher education can enhance the quality of teacher preparation programs and provide professional development opportunities for practicing teachers.

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“…For AR and VR, research showed that implementation in the classroom is a complex matter (e.g. Dengel et al, 2021;Southgate et al, 2019). For example, previous studies have clearly shown that without instructional elements, such as learning strategies, VR can even be a hindrance to learning (for overviews see Makransky & Petersen, 2021;Mulders et al, 2020).…”

Section: Ar and Vr Classroom Integrationmentioning

confidence: 99%

The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality

Buchner

Hofmann

2022

Int J Educ Technol High Educ

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The purpose of this study was to investigate whether a learning design based entirely on the micro level strategies of the Synthesis of Qualitative Data (SQD) model is better suited to promote teachers augmented and virtual reality-related Will, Skill, and Tool (WST) compared to a learning design based less on the SQD model. To this end, we first developed two learning designs that were randomly distributed across two teacher professional development courses. In one course (n = 23), teachers learned according to our developed and fully SQD-based Tell–Show–Enact–Do (TSED) learning design; in the other course, teachers (n = 22) followed a Tell–Show–Enact (TSE) learning design that was less SQD-based. The results of the quasi-experimental field study show that the developed fully SQD-based TSED learning design is better able to promote the elements WST in teachers regarding the integration of augmented and virtual reality in the classroom. The results of the study have implications for theory and practice. For example, the developed TSED learning design can serve as a blueprint for other teacher educators, and the empirical findings support the micro level strategies recommended in the SQD model. Additional findings are discussed.

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Beyond the Horizon: Integrating Immersive Learning Environments in the Everyday Classroom

Cited by 19 publications

References 13 publications

Vocational Training in Virtual Reality: A Case Study Using the 4C/ID Model

Vocational Training in Virtual Reality: A Case Study Using the 4C/ID Model

The Impact of Immersive Learning on Teacher Effectiveness: A Systematic Study

The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality

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