Exploring Immersive Learning Experiences: A Survey

Kuhail, Mohammad Amin; ElSayary, Areej; Farooq, Shahbano; Alghamdi, Ahlam

doi:10.3390/informatics9040075

Cited by 41 publications

(22 citation statements)

References 86 publications

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“…The second step of transformation level is redefinition, where we can notice clear cut transformation and active learning as here the use of technology is done to create new tasks. Example: use of immersive technology, use of interactive learning tools etc [15]. This SAMR model of teaching was taken as the theoretical framework in the present study, where related literatures regarding the immersive learning environment were collected and critically analysed, from which the application and effects of immersive learning environment were derived along with the challenges in its implementation part.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Immersive Learning Environments in Education: Application, Effect and Challenges

Meher,

Meher

2024

AJESS

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The objectives of the present study are to search and critically analyse the immersive learning environments; and deriving the applications and effects of immersive learning environment in education with suitable examples by supporting empirical evidences. Based on the objectives and limitations of the present study, important research questions for critical analysis are formulated. The “Substitution Augmentation Modification Redefinition Model” (SAMR) of Dr Ruben Puentedura was used as the theoretical framework. The study is review-based and analytical in nature, where related literatures regarding the uses, effects and challenges of immersive learning environments in education in present and futuristic perspectives. Both inclusion and exclusion criteria were followed. From the intensive literature review regarding the immersive learning environments widely used in educational setting, the four important aspects were found, viz. immersive learning, virtual reality, augmented reality and mixed reality. The results revealed that ILEs have wide educational effects like providing learning autonomy, increasing attention, providing permanent learning, self-regulated learning, active participation, increasing comprehension of lesson, providing in-depth learning etc. in terms of cognitive effects. ILEs have some affective effects of students like satisfaction, fun, curiosity, enjoyable, interesting, exciting, motivating etc. After the critical analysis of the immersive learning environment systems used in education, game-based learning, project-based learning, experiential learning, collaborative learning etc. were found to be most frequently used. So far as its implementation part is concerned, some sorts of challenges have been noticed in research studies i.e., difficulty in understanding, technical problems, insufficient instruction, limited time, and health problems. Suggestions for further research were provided.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Immersive Learning Environments in Education: Application, Effect and Challenges

Meher,

Meher

2024

AJESS

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“…Although it provides good findings for teachers and developers alike, it does not review the actual technical tools used for content creation. Another study [36] evaluated seven aspects of the immersive learning experiences including the educational field, type of immersive technology, role of technology in education, pedagogical strategies, interaction techniques, evaluation methods and challenges. It stated that most studies, including 42 reviewed papers, presented programming tools and development platforms in addition to 3D creation modelling tools, which are only accessible to programmers and developers.…”

Section: Literature Reviewmentioning

confidence: 99%

Creating an Immersive XR Learning Experience: A Roadmap for Educators

Meccawy¹

2022

Electronics

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The use of extended reality (XR) technologies, namely Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR) in education, has attracted much attention in recent years. Many educators have described how XR benefits learners and how useful AR and VR technologies are in the classroom. However, creating AR and VR educational tools, apps or learning environments is a complex process, hence providing an immersive learning experience using these technologies is not a straightforward journey. As a result, the adoption of these emerging technologies in education might be delayed or halted despite their reported benefits to today’s learners. In this paper, websites, technical articles, academic journals, reports and mobile app stores, relating to the use of XR technologies in education, have been examined. A number of themes have emerged and been reported in this paper, which provides a roadmap for those who would like to create XR experiences for learning and training purposes. The paper also describes the factors that should be considered when selecting an option to follow to introduce such immersive learning experiences.

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“…The inquiry-based approach in learning process means that students have the opportunity to discover something new while learning, offer explanations of the phenomena studied, develop concepts and build processes, check the progress of their work (assess) and evaluate its results (evaluate) on the basis of the received data [10]. In addition, inquiry-based learning is the learning process where students are at center of this process and take the lead in their own learning [11].…”

Section: Fig 1 сLassification Of Pedagogical Strategiesmentioning

confidence: 99%

Pedagogical Strategies With Immersive Technologies for Teaching and Learning the Japanese Language

Gayevska

Soroko²

2022

ITLT

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The article addresses the choice of pedagogical strategies for application of immersive technologies in foreign language teaching and learning, using the Japanese language as an example. The authors defined and substantiated the main pedagogical strategies using immersive technologies: inquiry-based approach, project-based learning, mixed learning, flipped learning, mobile learning, game learning, joint learning, and independent learning. A study was conducted on the aspects of application of immersive technologies by 3rd year students of the Education and Research Institute of Philology of the Taras Shevchenko National University of Kyiv during their educational projects. The students’ attitude to pedagogical strategies using augmented and virtual reality was analyzed. It has been determined that it is difficult for students to apply these technologies, because they do not have enough experience of using them in language learning. Nevertheless, these tools significantly help them in the formation and development of research skills, digital competence, expand their ability to use information and communication technologies in learning Japanese. In our further research, we plan to actively implement augmented and virtual reality in the teaching of the Japanese language to students using basic pedagogical strategies, especially through the inquiry-based approach and project-based learning, combined with other applicable pedagogical strategies - such as blended learning, flipped learning, mobile learning, game-based learning, collaborative learning and self-directed learning.

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Exploring Immersive Learning Experiences: A Survey

Cited by 41 publications

References 86 publications

Immersive Learning Environments in Education: Application, Effect and Challenges

Immersive Learning Environments in Education: Application, Effect and Challenges

Creating an Immersive XR Learning Experience: A Roadmap for Educators

Pedagogical Strategies With Immersive Technologies for Teaching and Learning the Japanese Language

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