Ethical Considerations in Designing Virtual and Augmented Reality Products—Virtual and Augmented Reality Design With Students in Mind: Designers’ Perceptions

Steele, Patricia; Burleigh, Cheryl; Kroposki, Margaret; Magabo, Myrene; Bailey, Liston

doi:10.1177/0047239520933858

Cited by 28 publications

(7 citation statements)

References 33 publications

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“…Such technology focused on interactive learning environment ignites excitement among the students towards the concept of innovation [22]. One important outcome of this work is a set of design principles for supporting smart classroom [23].…”

Section: Discussionmentioning

confidence: 99%

Augmented Reality Interactive Learning Model, using the Imagineering Process for the SMART Classroom

Wannapiroon¹,

Nilsook²,

Kaewrattanapat³

et al. 2021

TEM Journal

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The objective of this research is to create an augmented reality interactive learning model, using the Imagineering process for the SMART classroom. The overall method is divided into 4 stages: (1) development of the augmented reality interactive learning model; (2) development of using augmented reality learning materials; (3) development of best practices teachers of ICT; and (4) expanding these results with the augmented reality interactive learning model. The target group for the research is 30 excellent tertiary teachers, 20 vocational instructors, 600 vocational students and 900 tertiary students. Qualified experts certified that the interactive learning model developed is at the most appropriate level. The interactive learning material activities consist of four main processes: preparation, prototype teacher development, outreach, and evaluation. The results of evaluation indicate that the quality of creative innovation is at the highest level.

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Section: Discussionmentioning

confidence: 99%

Augmented Reality Interactive Learning Model, using the Imagineering Process for the SMART Classroom

Wannapiroon¹,

Nilsook²,

Kaewrattanapat³

et al. 2021

TEM Journal

View full text Add to dashboard Cite

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“…Then came the first immersive pieces that used virtual reality to absorb the consumer into the surroundings of the story (Jones, 2017). These techniques have raised ethical debates (Pérez-Seijo and López-García, 2019), some about the actual design of immersive and augmented realities (Steele et al, 2020). It is clear that digital tools can help improve journalistic narratives for online media (Dunham, 2020).…”

Section: State Of the Artmentioning

confidence: 99%

Redefining journalism narratives, distribution strategies, and user involvement based on innovation in digital native media

et al. 2022

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Digital journalism is seeking to redefine its role in the communicative ecosystem in the network society of the third decade of the 21st century. This has been made through innovation processes that entail renewed narratives and formats, greater user involvement, and advanced dissemination strategies. Thousands of digital native media, most of which have come to prominence in last ten years, have undertaken this process of adaptation and reinvention. It has happened during a period of intense media coverage and constant technological changes. Based on the most recent research in the journalistic field, and on an empirical study of the most innovative digital native media within reach from an international perspective (n = 26; 20 digital native media + 6 traditional newspapers), this text reflects on current trends and the likely consequences of the changes underway within journalism, the journalistic profession, and research in the journalistic field. The results are structured according to the three assessed areas: mobile narratives, diffusion strategies, and user involvement.

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“…The development of an AR learning technology must focus on the suitability of learning materials with target competencies. Accountability for the ethical design of AR product development in a learning environment is essential, especially when integrating media into learning content [17]. The target competencies that are focused on in this research are students' unique abilities.…”

Section: The Attractiveness Of Augmented Reality Learning Media With Interactive 3d Models Learning Mediamentioning

confidence: 99%

The Innovation of Augmented Reality Learning Media with Interactive Component Model to Improve Special Ability of Vocational Education Knowledge in the Digital Era

Tuwoso

Putra

Muhammad

2021

Int. J. Interact. Mob. Technol.

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This learning media innovation research aims to: (1) develop learning innovations of augmented reality learning media interactive tractor machine with 3D model; (2) test the feasibility level of the most recent advances learning media innovation; and (3) test the effectiveness of the most recent advances learning media innovations. The researcher selected to utilize the research and development (R&D) method for this research, and then used a quasi-experimental research method to examine the effectiveness of the development of learning media innovation. Two teams of professionals, e-learning media professionals and vocational education material professionals, work together to validate products. The study's results include the following: First, two teams of validators determined that the augmented reality learning media with interactive 3D produced had a high attraction. Second, in the digital 4.0 era, augmented reality learning media with interactive 3D produced can help vocational students strengthen their specific abilities.

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Ethical Considerations in Designing Virtual and Augmented Reality Products—Virtual and Augmented Reality Design With Students in Mind: Designers’ Perceptions

Cited by 28 publications

References 33 publications

Augmented Reality Interactive Learning Model, using the Imagineering Process for the SMART Classroom

Augmented Reality Interactive Learning Model, using the Imagineering Process for the SMART Classroom

Redefining journalism narratives, distribution strategies, and user involvement based on innovation in digital native media

The Innovation of Augmented Reality Learning Media with Interactive Component Model to Improve Special Ability of Vocational Education Knowledge in the Digital Era

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