Mirror Worlds: Examining the Affordances of a Next Generation Immersive Learning Environment

Gautam, Aakash; Williams, Daron; Terry, Krista P.; Robinson, Kelly; Newbill, Phyllis

doi:10.1007/s11528-017-0233-x

Cited by 12 publications

(6 citation statements)

References 15 publications

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“…The device captures a user's body movements instantly occurring within a certain distance range from it. Such contactless embodied interactions have been employed in some studies in this recent decade (e.g., Chao et al, 2013;Cisneros et al, 2019;Gautam et al, 2018;Junokas et al, 2018;Kosmas et al, 2018;Kosmas et al, 2019).…”

Section: Technology-enabled Embodied Learning Environmentmentioning

confidence: 99%

Understanding embodied immersion in technology‐enabled embodied learning environments

Kang

Yan

2021

Computer Assisted Learning

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ObjectiveThe aim of this current paper is to investigate the salient embodiment features in the empirical studies on technology‐enabled embodied learning environments (TEELEs), and to contribute a comprehensive conceptual framework to direct the understanding and the designing of TEELEs – to embody and how to embody.MethodIn this thematic paper, we carefully selected and reviewed 28 empirical studies (peer‐reviewed journal articles published in the recent decade between 2010 and 2020) on TEELEs, and analyzed their salient features concerning embodiment.Results and ImplicationsSynthesizing the characteristics distilled from the selected studies, we propose the conceptual framework of embodied immersion, which consists of three major dimensions, namely, physical, sensory, and cognitive immersions. Eight factors – means of embodiment, amount of motoric movements, point of view, media effects, haptic effects, operational congruency, learning congruency, and personalization – contribute to these three dimensions, and are carefully articulated, discussed, and explicated. The discussions around the embodied immersion framework are rooted in the concepts of presence, immersion, and agency. We regard our framework as a trinity borrowing the ingredients from each of those three that will guide through the understanding and the designing of TEELEs.

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Section: Technology-enabled Embodied Learning Environmentmentioning

confidence: 99%

Understanding embodied immersion in technology‐enabled embodied learning environments

Kang

Yan

2021

Computer Assisted Learning

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“…There are some typical examples of content creation and diverse usage of virtual worlds. In education, for example, immersive learning environments (Immersive learning environments are the virtual learning environments which employ VR, AR, or mixed reality (MR) to enhance community, presence and authentic situated learning experiences [25]) provide simulated and controlled situations to improve student's performance and motivation in studies [25]. Additionally, dynamic content generation can decrease development efforts for teachers to customize learning games [26].…”

Section: Diversitymentioning

confidence: 99%

“…provide simulated and controlled situations to improve student's performance and motivation in studies [25]. Additionally, dynamic content generation can decrease development efforts for teachers to customize learning games [26].…”

Section: Diversitymentioning

confidence: 99%

A Study on Design Requirement Development and Satisfaction for Future Virtual World Systems

et al. 2020

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Virtual worlds have become global platforms connecting millions of people and containing various technologies. For example, No Man’s Sky (nomanssky.com), a cross-platform virtual world, can dynamically and automatically generate content with the progress of user adventure. AltspaceVR (altvr.com) is a social virtual reality platform supporting motion capture through Microsoft’s Kinect, eye tracking, and mixed reality extension. The changes in industrial investment, market revenue, user population, and consumption drive the evolution of virtual-world-related technologies (e.g., computing infrastructure and interaction devices), which turns into new design requirements and thus results in the requirement satisfaction problem in virtual world system architecture design. In this paper, we first study the new or evolving features of virtual worlds and emerging requirements of system development through market/industry trend analysis, including infrastructure mobility, content diversity, function interconnectivity, immersive environment, and intelligent agents. Based on the trend analysis, we propose a new design requirement space. We, then, discuss the requirement satisfaction of existing system architectures and highlight their limitations through a literature review. The feature-based requirement satisfaction comparison of existing system architectures sheds some light on the future virtual world system development to match the changing trends of the user market. At the end of this study, a new architecture from an ongoing research, called Virtual Net, is discussed, which can provide higher resource sufficiency, computing reliability, content persistency, and service credibility.

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“…In contrast, ILEs are often open-ended, allowing for users to learn via both formal and informal approaches (Freitas & Neumann, 2009). Finally, computer-based simulations are less able to offer the freedom of embodied movement available in ILEs (Gautam, Williams, Terry, Robinson, & Newbill, 2018;Monroy et al, 2018;Ritz & Buss, 2016). ILEs with HMDs, glasses, or other motion detection allow learners to physically explore and move around in the virtual space.…”

Section: Moocs Simulations and Ilesmentioning

confidence: 99%

Immersive Learning Environments at Scale: Constraints and Opportunities

Siegle

Roscoe

Schroeder

et al. 2020

Proceedings of the Human Factors and Ergonomics Society Annual

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The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

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Mirror Worlds: Examining the Affordances of a Next Generation Immersive Learning Environment

Cited by 12 publications

References 15 publications

Understanding embodied immersion in technology‐enabled embodied learning environments

Understanding embodied immersion in technology‐enabled embodied learning environments

A Study on Design Requirement Development and Satisfaction for Future Virtual World Systems

Immersive Learning Environments at Scale: Constraints and Opportunities

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