Educational Opportunities for Immersive Virtual Reality

Ferdig, Richard E.; Gandolfi, Enrico; Immel, Zachary

doi:10.1007/978-3-319-53803-7_66-1

Cited by 4 publications

(4 citation statements)

References 39 publications

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“…Referring to the literature, the transition from withdrawn to mesmeric presence is what differentiates VR and immersive VR––the feeling of being there and forgetting the mediating technology (in this case, the headset and the 360 video itself) (Ferdig et al ., 2018; Freina & Ott, 2015). In contrast, with a lower sense of presence, these constraints seem to be perceived.…”

Section: Discussionmentioning

confidence: 99%

“…Immersive reality refers to a set of digital technologies that aim to situate the user within their virtual boundaries (Ferdig, Gandolfi, & Immel, 2018); in other words, immersive environments immerge the user in an alternative reality for providing experiences that are challenging to access in real life. This can be done via either artificial settings (eg, a computer‐generated setting) or recorded videos (eg, 360 videos).…”

Section: Introductionmentioning

confidence: 99%

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Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video

Gandolfi¹,

Kosko²,

Ferdig³

2020

Brit J Educational Tech

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The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program. Data provided evidence of the validity of the Extended Reality Presence Scale (XRPS) for 360 video research in preservice teacher professional development. Moreover, evidence from the study suggests that those with higher feelings of presence are less likely to jump around (or twitch) while watching 360 videos. The main implications are that: a) the XRPS is a validated and reliable instrument and b) more research is needed to examine the presence and practices for in‐service and preservice teachers while watching 360 video. What is already known about this topic? Instructional videos are widely used in preservice teacher training. 360 videos show promise for improving preservice teacher professional development in terms of immersion and presence. What this paper adds? An instrument for assessing 360 video teacher presence is presented (XRPS), targeting a current gap in the literature. Data provided evidence of the validity of the tool for future 360 video research and integration. Implications for practice and/or policy Practitioners can use XRPS for assessing preservice teachers’ experiences in immersive environments and evaluating 360 videos. Higher feelings of presence are associated with more focused viewpoints. Therefore, practitioners should support and facilitate this watching behavior. Higher scores of presence are associated with a perceived sense of agency and emotional attachment. Therefore, 360 videos should include design elements promoting these feelings.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video

Gandolfi¹,

Kosko²,

Ferdig³

2020

Brit J Educational Tech

Self Cite

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“…Researchers have been devoted to exploring the impacts of immersive virtual reality (IVR) on science education in recent years (eg, Makransky, Terkildsen, & Mayer, 2019; Parong & Mayer, 2018). The artificial simulation created by IVR environments could immerse learners with physical feelings of being inside the virtual world (Ferdig, Gandolfi, & Immel, 2018; LaValle, 2017) and support them in attaining scientific knowledge and displaying positive attitudes toward socio‐scientific issues (Markowitz, Laha, Perone, Pea, & Bailenson, 2018). To have the participants experience a stronger sense of immersion, using head‐mounted displays (HMD) to support virtual reality applications is necessary.…”

Section: Introductionmentioning

confidence: 99%

Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

Cheng

Tsai

2020

Brit J Educational Tech

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“…In the same vein, de Jager (2017) discovered a positive correlation between technology-enhanced learning and comprehension capabilities across learning barriers, active involvement in the learning process (also, [Ferdig, Gandolfi, & Immel, 2018]), and improved attention span. Bronack, et al (2008), in keeping with the socio-constructivist philosophy of traditional learning in the physical space, proposed ten principles for guiding the development and management of virtual TeLEs, in what has become widely known as the "presence pedagogy" (P2) model.…”

Section: Technology-enhanced Learning Environments (Teles)mentioning

confidence: 97%

Cybersecurity, IT-aided Education, and TeLEs: Nexus, Vistas & Realities

Ogu¹,

Ogu²

2019

InSITE Conference

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Background: The current decade has witnessed rising spates of threats and attacks that have threatened the safety and security of cyberspace, thereby giving rise to contemporary discourses pertaining the realities that these ominous trends portend for technology innovation and digitalisation, in the emerging global digital society. In the process, the technological capabilities that have been used to effectively harness the efficiency that this virtual space provides for contemporary education and learning have been defamed. Aim/Purpose: This exploratory research interrogates the possible relationships between the contemporary concerns of global cyber security, and the realities and prospects of IAE and TeLEs, while elucidating the crucial factors that impose on such relationship(s). Methodology: This research adopts the qualitative research methodology with an exploratory approach to interrogate the various contemporary concerns of global cybersecurity as contained in existing literature, especially as it affects the proliferation and adoption of IT-aided education and Technology-enhanced Learning Environments (TeLEs); based on a systematic correlational analysis of key interposing concepts. Contribution: The research presents an overview of the current status and prospects of development of IAE and TeLEs, as well as the nature of the realities associated with contemporary concerns of global cybersecurity; then also discussing how these cybersecurity concerns impact on the wider adoption and implementation of IAE and TeLEs. Findings: The contemporary concerns of global cybersecurity that were discovered to impact on IAE and TeLEs include: Academic Dishonesty, Misconduct and Malpractice, Fake News, Steganography & Malware, and Cyberbullying. The interrogation of these concerns lead to an elucidation of the associated factors and interactions that have hampered the wider development and adoption of IAE and TeLEs for education, teaching and learning in the 21st century. These are properly positioned in reality by drawing on evidences and deductions from existing researches, and supported with real-life case studies to explain the implications of the portended realities for the emerging global information society. Recommendations for Practitioners & Researchers: The EMINDA cybersecurity framework for TeLEs is presented as a better way forward for lifting the future of IAE and TeLEs out of the quagmire it has been plunged into by the contemporary concerns of global cybersecurity. This framework synthesizes aspects of existing security strategies that have been deployed successfully to insure cybersecurity for various other digital and technological application domains. Impact on Society: The revolutionary impact of technology and digitization of teaching and learning in the modern era has come to stay, with exciting prospects for the future of the emerging global information society. At the same time, the realities of global cybersecurity have equally come to stay with rather daunting consequences and debilitating future prospects. This research presents a way forward even in light of these debilitating concomitant realities. Future Research: Future research would focus on implementing the EMINDA cybersecurity framework in a prototype TeLE, and evaluating the effectiveness and efficiency of the framework in guaranteeing cybersecurity for a test case sample of participants that would feature in the evaluation.

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Educational Opportunities for Immersive Virtual Reality

Cited by 4 publications

References 39 publications

Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video

Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video

Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

Cybersecurity, IT-aided Education, and TeLEs: Nexus, Vistas & Realities

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