Conclusion: The Future of Immersive Learning: Designing for Possibilities

MacDowell, Paula; Lock, Jennifer

doi:10.1007/978-3-031-18138-2_16

Cited by 4 publications

(5 citation statements)

References 16 publications

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“…Numerous studies (e.g. Annamalai et al, 2023;Barrett et al, 2021;Chen and Hwang, 2022;Daniela, 2020;Liu et al, 2017;Luo et al, 2024;MacDowell and Lock, 2022;Qiu et al, 2023;Qiu et al, 2024;Southgate, 2022;Southgate et al, 2022) have explored the potential of VR, which seamlessly merges the real and virtual worlds to provide users with natural interactions in a fully computer-generated environment. In language education, researchers have emphasized the importance of realistic simulations, authenticity, a strong sense of presence and exposure as crucial factors (Bonner and Reinders, 2018;Godwin-Jones, 2016;Lan, 2020).…”

Section: Virtual Reality In Language Educationmentioning

confidence: 99%

From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

Tafazoli

2024

JME

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Purpose This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran. Design/methodology/approach This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews. Findings Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.” Research limitations/implications One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices. Originality/value Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

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Section: Virtual Reality In Language Educationmentioning

confidence: 99%

From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

Tafazoli

2024

JME

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“…The networked nature of educational mechanisms (Jones and Kennedy, 2023;MacDowell and Lock, 2023;Nica, 2018) configures data-driven leadership by use of technology tools in schools throughout teaching and learning processes. Robust infrastructures of professional learning networks are pivotal in monitoring student achievement by enabling individualized instruction, collaboration, and mentoring.…”

Section: Digital and Data-driven Educational Leadershipmentioning

confidence: 99%

“…Virtual reality modeling and synthetic data tools, image processing computational and visual perception algorithms, and immersive 3D and remote sensing technologies (Jones and Kennedy, 2023;MacDowell and Lock, 2023;Rowland et al, 2022) shape educational big data. Spatial cognition and sensor data processing algorithms, digital twin modeling and visual analytics tools, and image recognition and immersive education technologies optimize innovative learning contents.…”

Section: Digital and Data-driven Educational Leadershipmentioning

confidence: 99%

“…Immersive visualization systems, predictive modeling and computer vision algorithms, and data visualization and mining tools (MacDowell and Lock, 2023;Nica, 2018;Rowland et al, 2022) are pivotal in engaging learning processes and assessments. Simulation modeling and deep learning-based ambient sound processing tools, immersive virtual and image recognition technologies, and visual perception and multisensor fusion algorithms are instrumental in smart pedagogies.…”

Section: Digital and Data-driven Educational Leadershipmentioning

confidence: 99%

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Scholarly Responses to “Who Leads, Who Follows?”

Wang,

Jackson,

Tsang

et al. 2023

Beijing Int. Rev. Educ.

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“…The literature chosen for inclusion in this paper may include, but is not limited to, department of education documents related to curriculum design and peer-reviewed academic research articles. We can see that there is an increasing demand for simulation and XR applications in the education space (Fischetti et al, 2022;Gu & Blackmore, 2015;Horst & Dörner, 2018;MacDowell & Lock, 2022;Matthews et al, 2020), with a focus on immersive education and designing for learning. However, the course content and teaching approach for developing these skills and production processes are not yet well-established.…”

Section: Introductionmentioning

confidence: 99%

Playable Experiences Through Technologies: Opportunities and Challenges for Teaching Simulation Learning and Extended Reality Solution Creation

See

Ledger²,

Goodman

et al. 2023

JITE:IIP

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Aim/Purpose: This paper describes a technologies education model for introducing Simulation Learning and Extended Reality (XR) solution creation skills and knowledge to students at the tertiary education level, which is broadly applicable to higher education-based contexts of teaching and learning. Background: This work is made possible via the model’s focus on advancing knowledge and understanding of a range of digital resources, and the processes and production skills to teach and produce playable educational digital content, including classroom practice and applications. Methodology: Through practice-based learning and technology as an enabler, to inform the development of this model, we proposed a mixed-mode project-based approach of study within a transdisciplinary course for Higher Education students from the first year through to the post-graduate level. Contribution: An argument is also presented for the utility of this model for upskilling Pre-service Teachers’ (PSTs) pedagogical content knowledge in Technologies, which is especially relevant to the Australian curriculum context and will be broadly applicable to various educative and non-Australian settings. Findings: Supported by practice-based research, work samples and digital projects of Simulation Learning and XR developed by the authors are demonstrated to ground the discussion in examples; the discussion that is based around some of the challenges and the technical considerations, and the scope of teaching digital solutions creation is provided. Recommendations for Practitioners: We provide a flexible technologies teaching and learning model for determining content for inclusion in a course designed to provide introductory Simulation Learning and XR solution creation skills and knowledge. Recommendation for Researchers: The goal was to provide key criteria and an outline that can be adapted by academic researchers and learning designers in various higher education-based contexts of teaching and inclusive learning design focused on XR. Impact on Society: We explore how educators work with entities in various settings and contexts with different priorities, and how we recognise expertise beyond the institutional interests, beyond discipline, and explore ‘what is possible’ through digital technologies for social good and inclusivity. Future Research: The next step for this research is to investigate and explore how XR and Simulation Learning could be utilised to accelerate student learning in STEM and HASS disciplines, to promote knowledge retention and a higher level of technology-enhanced learning engagement.

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Conclusion: The Future of Immersive Learning: Designing for Possibilities

Cited by 4 publications

References 16 publications

From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

Scholarly Responses to “Who Leads, Who Follows?”

Playable Experiences Through Technologies: Opportunities and Challenges for Teaching Simulation Learning and Extended Reality Solution Creation

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