Predicting the future of experiential and adventurous learning in the metaverse

Priest, Simon

doi:10.1080/14729679.2023.2220835

Cited by 4 publications

(1 citation statement)

References 75 publications

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“…Experiential education has been called by different names. Roberts (2012) citing Priest and Miles [15] and Adkins and Simmons [16], identified at least four different names for experiential education. It has been referred to as "adventure education," "outdoor education," "challenge education," and "environmental education" (p. 3).…”

Section: Definition Of Experiential Learningmentioning

confidence: 99%

First-Year Students in Experiential Learning in Engineering Education: A Systematic Literature Review

Tembrevilla,

Phillion

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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This complete theory paper is a literature review that outlines the introduction of experiential learning in undergraduate engineering education. Using a population-intervention-comparison framework and PRISMA flow diagram, we investigated how experiential learning was implemented in undergraduate engineering education between 1995-2020. This paper is part of a larger review highlighting engineering education research findings that apply to the first-year experience.From a total of 220 studies that were synthesized, 45 studies purely involved first-year students and 39 studies pertained to a combination of first-year students and second-year to fourth-year students. These 84 studies examined what students learned in their first-year and addressed the nature of preparation and composition of students entering engineering. Experiential learning was mostly measured through the lens of student performance (89%) through different forms of evaluations including performance checks, surveys, and individual interviews. A second lens was faculty evaluations (7%) including instructors' observations, feedback, and reflections of students' performance and experience. Finally, a third lens was industry feedback (4%), obtained to inform capstone design courses where students work at industrial sites on company based projects with industry mentors.From our literature survey, we identified four key elements with corresponding insights that described successful implementation of experiential learning that might serve as consideration for future implementation for engineering educators and researchers. These four key insights include: 1.) Relevance and collaboration with stakeholders, students, academe, industry, and society, 2.) Students engagement and ownership, 3.) Scaffolding and integration across levels, and 4.) Importance of assessment.

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Section: Definition Of Experiential Learningmentioning

confidence: 99%

First-Year Students in Experiential Learning in Engineering Education: A Systematic Literature Review

Tembrevilla,

Phillion

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Exploring students’ acceptance and continuance intention in using immersive virtual reality and metaverse integrated learning environments: The case of an Italian university course

Di Natale,

Bartolotta,

Gaggioli

et al. 2024

Educ Inf Technol

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Immersive virtual reality (IVR) and Metaverse applications are gaining attention in the educational field, showing potentials in transforming traditional learning methods by supporting active and experiential forms of learning. Our study, conducted within the context of an Italian university course, employs the Extended Expectation-Confirmation Model (EECM) as a theoretical framework to explore the key aspects of students’ acceptance and continued intention to use IVR and Metaverse integrated learning environments in educational settings. The EECM, which bridges the gap between pre-adoption expectations and post-adoption experiences, provides a comprehensive perspective for exploring technology adoption in education. Students’ attitudes were assessed before and after they completed an elective course offered by the university that delved into IVR and Metaverse applications. During the course, students explored the theoretical and practical applications of these technologies, engaging in a variety of experiences, from immersive relaxation exercises to immersive educational platforms in the emerging Metaverse. Contrary to common assumptions, pre-adoption factors like performance and effort expectancy had limited impact on expectancy confirmation. However, when students’ initial expectations matched their experiences, their perceptions of the technology’s usefulness, satisfaction, and confidence in its use were positively enhanced, influencing their continued intention to integrate these tools in education.

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Social media as a learning resource for outdoor enthusiasts: a Canadian perspective

Huebner,

Mercure,

Gadais

2024

Journal of Adventure Education and Outdoor Learning

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Predicting the future of experiential and adventurous learning in the metaverse

Cited by 4 publications

References 75 publications

First-Year Students in Experiential Learning in Engineering Education: A Systematic Literature Review

First-Year Students in Experiential Learning in Engineering Education: A Systematic Literature Review

Exploring students’ acceptance and continuance intention in using immersive virtual reality and metaverse integrated learning environments: The case of an Italian university course

Social media as a learning resource for outdoor enthusiasts: a Canadian perspective

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