Immersive Learning

Mystakidis, Stylianos; Lympouridis, Vangelis

doi:10.3390/encyclopedia3020026

Cited by 27 publications

(18 citation statements)

References 64 publications

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“…However, technical skill acquisition in "3D Modeling and Animation" was challenging within the event's timeframe, demonstrating the need for prolonged exposure, similar to traditional educational settings [36,37]. Nevertheless, aspects such "Understanding VR Hardware", "Game Engine Proficiency", and collaborative "Testing/Debugging" received satisfactory feedback, highlighting the value of immersive learning in fostering practical skills [38]. This suggests that, while VR/AR technologies hold promise for educational innovation, they require strategic integration into traditional teaching curricula to fully harness their potential.…”

Section: Discussion and Further Workmentioning

confidence: 99%

Empathy, Education, and Awareness: A VR Hackathon’s Approach to Tackling Climate Change

AlQallaf,

Elnagar,

Aly

et al. 2024

Sustainability

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Climate change education is crucial for fostering informed and engaged future generations. However, traditional pedagogies often fail to engage learners fully and provide real-world, experiential learning. This paper presents a novel approach to climate change education through a three-day virtual reality (VR) hackathon. The hackathon focused on four United Nations (UN) Sustainable Development Goals (SDGs)—Quality Education, Affordable and Clean Energy, Sustainable Cities and Communities, and Climate Action. Using VR technology and game design software, engineering students worked in teams. They competed against each other in designing immersive environments that demonstrated their understanding of these SDGs and climate change. Our goal was to encourage the development of empathy, education, and awareness around these critical global issues. The hackathon also integrated authentic assessments, mirroring real-world engineering tasks and providing a more practical and relevant learning experience. Our findings suggest that this VR hackathon has significantly enhanced students’ understanding of the SDGs and climate change issues, their competency with VR technologies, as well as their teamwork and problem-solving skills. This paper discusses the hackathon’s design, implementation, and outcomes, highlighting the potential of such innovative approaches in tackling climate change education and awareness.

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Section: Discussion and Further Workmentioning

confidence: 99%

Empathy, Education, and Awareness: A VR Hackathon’s Approach to Tackling Climate Change

AlQallaf,

Elnagar,

Aly

et al. 2024

Sustainability

View full text Add to dashboard Cite

show abstract

“…For instance, MVM makes use of VR, AR and MR technologies, which offer an experience that is close to reality by merging sensory feedback for sight, hearing, smell, taste and touch. According to Mystakidis and Lympouridis (2023), this encourages speedy customer assimilation of marketing content, which has an effect on CI in MVM activities. Suk and Laine (2023) and tom Dieck et al (2023) assert that the use of MVM in conjunction with VR, AR and MR technology enables customers to have realistic experiences, generating the psychological state of "presence" that has an effect on CI.…”

Section: Customer Immersionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“…The focus of earlier research on CI has been on areas like immersive learning (Mystakidis and Lympouridis, 2023), immersive virtual reality (Suk and Laine, 2023), CI processes (Blumenthal, 2020; Blumenthal and Jensen, 2019) and interaction immersion (Hamilton et al ., 2016). For instance, the study on immersive learning by Mystakidis and Lympouridis (2023) highlighted how the metaverse, AR and VR might trigger episodic memory related to marketing activities. The authors further assert that immersive learning organised in marketing through roleplaying, games, simulations, gamifications, storytelling and storyliving can uncover enormous customer creative potentials (co-creation) for successful prescriptive and emergent formal and informal activities in virtual worlds like the metaverse.…”

Section: Literature Reviewmentioning

confidence: 99%

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Transforming metaverse marketing into strategic agility in SMEs through mediating roles of IMT and CI: theoretical framework and research propositions

Abrokwah-Larbi

2024

JCMARS

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PurposeThis study aims to explore the conversion of metaverse marketing (MVM) into strategic agility among SMEs based on dynamic capabilities (DC) and dynamic management capabilities (DMC) theories. This paper discusses how constructs such as immersive marketing technologies (IMT), customer immersion (CI) and managerial capabilities (MC) play critical role in the transformation of MVM into strategic agility (SA).Design/methodology/approachA theoretical framework based on DC and DMC theories, and a comprehensive review of the literature on MVM, IMT, CI, MC and SA, was developed in order to theoretically investigate the relationships between MVM and SA. In this theoretical framework, MVM is the independent variable, while the dependent variable is SA. Also, IMT and CI both mediate the association between MVM and SA, while MC moderate the association between MVM and SA in one stream; and CI and SA in another stream.FindingsThis research study develops a theoretical framework that recommends nine set of important research propositions in MVM. An extensive literature review was conducted to examine the theoretical framework on the effect of MVM on SA. The proposed theoretical framework suggests that brand community development and communication, experiential marketing and personalisation in MVM, once accessed through IMT (i.e. VR, AR, MR) and CI (i.e. customer engagement, customer absorption-customer acquisition and assimilation of knowledge, presence) can produce significant SA through customer experience management, value co-creation and process innovation.Originality/valueThis current study develops a theoretical framework that theorise the relationship between MVM and SA rooted in literature on MVM and SA, and also based on DC and DMC perspective. The moderating effect of MC on the relationship between IMT and SA on one hand, and CI and SA on the other, provides support to IMT and CI as mediators in the transformation of MVM into SA. This study also provides insight into SME adoption of MVM and how it generates SA. Lastly, the current study contributes to the body of knowledge on MVM, IMT, CI, MC and SA.

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Examining the impact of head‐mounted augmented reality on learning engineering drawings: A case study for three‐view drawing

Yuan,

Shou,

et al. 2024

Comp Applic In Engineering

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As the cornerstone of spatial geometry and engineering drawings, three‐view drawing lays the necessary foundation for students to learn geography, graphics, industrial design, geographic information science, and so forth. However, teaching three‐view drawing can be challenging due to its abstraction. Currently, desktop and handheld augmented reality (AR) systems are widely applied to three‐view teaching. However, existing systems suffer from visuo‐tactile inconsistency and contain unfriendly interactions, resulting in a poor learning experience. In this paper, head‐mounted AR is introduced for the first time in the teaching of three‐view drawing. A system was designed for learning three‐view drawing to facilitate students' free exploration and learning in lessons. Additionally, a comparative experiment was designed and conducted to investigate whether multimodal interaction and head‐mounted AR help students to better understand the relationship between concrete three‐dimensional (3D) objects and abstract two‐dimensional planes and the impact on subjective perceptions. The results demonstrated that the proposed system significantly improved learning performance. Furthermore, the proposed system heightened students' interest in learning, made reproducing 3D structures more intuitive, and students were more willing to use such systems in their future studies.

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Immersive Learning

Abstract: Immersive learning conceptualizes education as a set of active phenomenological experiences that are based on presence. Immersive learning can be implemented using both physical and digital means, such as virtual reality and augmented reality.

Cited by 27 publications

References 64 publications

Empathy, Education, and Awareness: A VR Hackathon’s Approach to Tackling Climate Change

Empathy, Education, and Awareness: A VR Hackathon’s Approach to Tackling Climate Change

Transforming metaverse marketing into strategic agility in SMEs through mediating roles of IMT and CI: theoretical framework and research propositions

Examining the impact of head‐mounted augmented reality on learning engineering drawings: A case study for three‐view drawing

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