Deep Meaningful Learning

Mystakidis, Stylianos

doi:10.3390/encyclopedia1030075

Cited by 55 publications

(41 citation statements)

References 55 publications

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“…Telepresence, avatar body language and facial expression fidelity will enable virtual participation to be equally effective. Additionally, social mixed reality in the Metaverse can enable blended active pedagogies that foster deeper and lasting knowledge [71]. More importantly, it can become a democratizing factor in education, enabling world-wide participation on equal footing, unbound by geographical restrictions.…”

Section: Discussionmentioning

confidence: 99%

Metaverse

2022

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The Metaverse is the post-reality universe, a perpetual and persistent multiuser environment merging physical reality with digital virtuality. It is based on the convergence of technologies that enable multisensory interactions with virtual environments, digital objects and people such as virtual reality (VR) and augmented reality (AR). Hence, the Metaverse is an interconnected web of social, networked immersive environments in persistent multiuser platforms. It enables seamless embodied user communication in real-time and dynamic interactions with digital artifacts. Its first iteration was a web of virtual worlds where avatars were able to teleport among them. The contemporary iteration of the Metaverse features social, immersive VR platforms compatible with massive multiplayer online video games, open game worlds and AR collaborative spaces.

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Section: Discussionmentioning

confidence: 99%

Metaverse

2022

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“…VR and AR are not educational panaceas; they should be used for specific pedagogical purposes and activities just like any other technological medium when their use can deliver tangible learning advantages to students. Empowered teachers can facilitate deeper learning [48] with enjoyable and memorable experiences in VR and AR through enhanced visualization, interaction with 3D content, engagement, immersion, and co-presence in the direction of creating their own educational holodecks. In this direction, more teacher professional development programs will be required.…”

Section: Discussionmentioning

confidence: 99%

Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers

2021

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Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies.

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“…students enjoy the learning process that takes place because it is following their interests and talents. Mystakidis [15] (2021) defined Deep meaningful learning as higher-order thinking by involving active intellectuals in constructing meaning through pattern recognition and concept association. These include inquiry, critical thinking, creative thinking, problem-solving, and metacognitive skills.…”

Section: Theoretical Foundationmentioning

confidence: 99%

The Implementation of Independent Learning Independent Campus: The New Paradigm of Education in Indonesia

Sa’diyah¹,

Nurhayati²,

Endri³

et al. 2022

Preprint

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Independent Learning Independent Campus (MBKM) is a program to develop an educational ecosystem that is in harmony with learning in higher education and the needs of industry. The limited link and match between universities and the business and industrial world in Indonesia are obstacles in realizing Indonesia as a developed country in the Industrial Revolution 4.0 era. The purpose of this study is to analyze the impact of the Independent Learning Independent Campus (MBKM) program on improving the performance of Ibn Khaldun University Bogor. The method used in this study is descriptive statistics with quantitative analysis. The sample that participated in this study consisted of all active students, lecturers, and administration staff. The research data was obtained through distribution to 6100 students, 233 lecturers, and 150 education staff. The research stages include socializing the understanding of MBKM, filling out the survey, calculating the distribution of respondents' filling, and concluding the assessment category using the weighted mean score (WMS) method. Based on the result, the implementation of MBKM in University of Ibn Khaldun Bogor based on all indicators can conclude that MBKM improve the performance of Ibn Khaldun Bogor University in the good category with an average percentage assessment criteria above 75%

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Deep Meaningful Learning

Cited by 55 publications

References 55 publications

Metaverse

Metaverse

Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers

The Implementation of Independent Learning Independent Campus: The New Paradigm of Education in Indonesia

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