Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom

Dengel, Andreas; Buchner, Josef; Mulders, Miriam; Pirker, Johanna

doi:10.1007/978-3-031-18138-2_7

Cited by 9 publications

(2 citation statements)

References 32 publications

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“…However, teachers should understand the value of this tool, what speci c pedagogical objectives may be addressed, and whether implementing is worth the investment of their time and effort. Dengel et al (2022) provide theoretical models for immersive teaching and learning that are distinguished by three pedagogical levels: macro, meso, and micro. The macro level includes institutional and governmental factors, such as ethical and safety regulations, availability of time and space, curricula, and teachers' training.…”

Section: Literature Reviewmentioning

confidence: 99%

Virtual Reality for language learning: preliminary soft touch exploratory research

Khukalenko,

Wilson

2024

Preprint

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This exploratory study delves into a language-learning virtual reality software, utilizing the VARVARA pilot application for contextualized English speaking practice. Involving 23 language teachers from 19 schools in 12 Russian regions, the mixed-methods approach combines quantitative survey responses, qualitative feedback, and platform data analysis. Results showcase a positive reception, with 82% of teachers reporting student enjoyment. Key strengths include user-friendliness, effective instructional design, and VR's innovative aspect. Despite challenges like limited hardware and classroom management, teachers express interest in integrating virtual reality. This study offers pivotal insights into the pragmatic implementation of virtual reality in language education, emphasizing the importance of teacher training, supportive infrastructure, and well-crafted educational content for effective integration.

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Section: Literature Reviewmentioning

confidence: 99%

Virtual Reality for language learning: preliminary soft touch exploratory research

Khukalenko,

Wilson

2024

Preprint

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“…This increases the level of student engagement and interest, helps them to understand complex concepts, and provides an opportunity to apply the knowledge they have gained in practice. This approach can be used in a variety of disciplines, such as history, art, science and technology, languages, and others (Lion-Bailey et al, 2023;Lock & MacDowell, 2023;Dengel et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Virtual Pedagogy: Scenarios for Future Learning with VR and AR Technologies

2023

FeD

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Modern education and science are at the stage of active practical implementation of digital technologies aimed at improving the efficiency of the educational process. The fourth wave of industrial development offers digital and technological solutions that enhance the practical learning experience through the use of immersive technologies such as augmented and virtual reality. The purpose of this study is to assess the possibilities of using currently available Virtual Reality / Augmented Reality (VR/AR) technologies and to develop specific recommendations for improving the quality of the educational process, as well as to explore promising areas for the development of immersive education. The study used methods of criterion-based selection of the optimal tool for creating educational virtual content. This selection was made among the research nomenclature of currently available relevant digital platforms based on the calculation of specialised metrics for assessing the focal technical and technological capabilities of the studied cloud resources. Based on the results of this study, the optimal and currently available means of creating educational content has been identified, which provides users with the opportunity to use VR/AR technologies without acquiring special skills and abilities. Pedagogical scenarios that have already been immersed and can be adapted to different sectors of education are proposed. Probable vectors for the further development of educational VR/AR technologies are considered, and a hypothesis is formed about the need to use real experience in implementing immersive and virtualised educational processes to adjust and moderate the future development of global education in the context of the and Education 4.0 paradigms. The results of this study indicate the dynamic development of the field of immersive and virtualised educational space, formulate practical recommendations for using currently available tools for creating virtual educational content, and also point to the problem of low scientific support for the development of the studied field, which requires a systematic approach and a generally accepted strategy in the transformational processes of civilisational evolution. According to the results of the study, it is recommended to actively introduce available cloud-based platforms for creating virtual educational content into educational processes, as well as to use a nomenclature of pedagogical scenarios that have already been adapted and transformed to the use of VR/AR technologies in educational processes. It is necessary to constantly monitor and moderate the processes of involving immersive and virtualisation tools in the educational space.

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Conclusion: The Future of Immersive Learning: Designing for Possibilities

MacDowell

Lock

2022

Immersive Education

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Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom

Cited by 9 publications

References 32 publications

Virtual Reality for language learning: preliminary soft touch exploratory research

Virtual Reality for language learning: preliminary soft touch exploratory research

Virtual Pedagogy: Scenarios for Future Learning with VR and AR Technologies

Conclusion: The Future of Immersive Learning: Designing for Possibilities

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