Special Issue on Mobile Mixed Reality

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In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres.(page number not for citation purpose) learning practically anywhere in collaboration with anyone Pachler, Bachmair, and Cook 2010). They also promote innovative (Parsons 2013), inclusive (Traxler 2010) and transformative (Lindsay 2016) types of learning that challenge traditional teaching and learning approaches (Cochrane 2014;Merchant 2012). The content can be shaped to fit individual characteristics and needs (Aguayo 2016) through self-determined and real-life learning, and within user/learner-generated content and contexts, an approach known as heutagogy (Hase and Kenyon 2013;Luckin et al. 2010;Narayan and Herrington 2014).Recent mobile learning research has emphasised new patterns of connected social learning, and research into the transformative possibilities of digital tools (Cook and Santos 2016). We recognise that learning in the 21st century can occur practically anywhere at any time, in school and out, between students, teachers, non-formal educators and parents/adult learners. Twenty-first century learning outcomes also focus on enhancing access to knowledge and promoting organic and distributed social learning throughout the community, with an awareness that learning can be influenced by technological innovations and affordances (learning possibilities offered by technological tools) (Aguayo and Eames 2017b; Bull, Petts, and Evans 2008; Pachler, Bachmair, and Cook 2010). We also recognise that the sociocultural context provided by educational settings and those within them can build on, disrupt and challenge the personal constructs learners bring to those settings (Aguayo 2016; Rennie and Johnston 2004). A heutagogical approach mediated by mobile technologies could then act to create connections and reinforce lea...

Section: Heutagogy Byod and Self-determined Learningmentioning

confidence: 99%

A Framework for Mixed Reality Free-Choice, Self-Determined Learning

Aguayo

Eames

Cochrane

2020

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“…Combined with smartphones, mobile MR (MMR) enables the design of new and innovative BYOD learning environments that enable experiential learning in new dimensions, leading to more authentic experiences enhancing student learning outcomes, motivation and engagement (Cochrane, Smart, and Narayan 2018). This learning innovation is captured in the latest Educause Higher Education Horizon Report (Alexander et al 2019) as a wicked challenge, requiring innovative research development and rethinking of higher education teaching practice.…”

Section: Introductionmentioning

confidence: 99%

“…There is a growing belief that active and immersive learning engagement and the use of emerging technology, especially in the form of MMR (Birt, Moore, and Cowling 2017;Birt et al 2018;Cochrane, Smart, and Narayan 2018) and BIM (Puolitaival and Forsythe 2016), present an increasing opportunity to enhance higher education pedagogy and AEC design workflow (Birt and Cowling 2018). This study evaluates student experiences of BIM delivered through MMR enhanced learning, using a combination of mobile VR and AR, to postgraduate construction students at an Australian university.…”

Section: Introductionmentioning

confidence: 99%

“…MR is a rapidly developing technology, first proposed by Milgram and Kishino (1994), which enables physical world enhancement through AR and digital world interactivity through VR. Even though a real learning immersive environment will result in the widest range of cognitive, affective and skilled outcomes, there are numerous other reasons as to why one would use an MR immersive environment, such as cost, time, the logistics involved, staffing, ability to visit hostile or nonexistent environments, repeating experiences and feedback in context (Birt, Moore, and Cowling 2017;Birt et al 2018;Cochrane, Smart, and Narayan 2018;Speicher, Hall, and Nebeling 2019). Dalgarno and Lee (2010) highlighted that virtual environments with increased immersion, fidelity and higher active learner participation have the potential to increase the quality of the learning experience.…”

Section: Introductionmentioning

confidence: 99%

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Analysing construction student experiences of mobile mixed reality enhanced learning in virtual and augmented reality environments

Vasilevski

Birt

2020

Mixed reality (MR) and mobile visualisation methods have been identified as important technologies that could reimagine spatial information delivery and enhance higher education practice. However, there is limited research on the impact of mobile MR (MMR) within construction education and improvement of the learners' experience. With new building information modelling (BIM) workflows being adopted within the architecture, engineering and construction industry, innovative MMR pedagogical delivery methods should be explored to enhance this information-rich spatial technology workflow. This paper outlines qualitative results derived through thematic analysis of learner reflections from two technology-enhanced lessons involving a lecture and a hands-on workshop focussed on MMR-BIM delivered within postgraduate construction education. Seventy participants across the two lessons recruited from an Australian university participated to answer the research question: 'Does applied mobile mixed reality create an enhanced learning environment for students?' The results of the analysis suggest that using MMR-BIM can result in an enhanced learning environment that facilitates unique learning experiences, engagement and motivation. However, the study outcome suggests that to understand the processes leading to these learning aspects, further empirical research on the topic is required.

“…While there have been many novel and often technocentric applications of MMR in education, four key areas have emerged as particularly relevant for the authentic application of MMR learning environments: simulation -particularly clinical health simulation (Pottle 2019), automation, cost-prohibitive learning experiences (e.g. replacing class field trips with virtual tours), and high-risk learning environments (Cochrane, Smart, and Narayan 2018).…”

Section: Introductionmentioning

confidence: 99%

Special collection on mobile mixed reality 2019 update

Cochrane

Narayan

Birt

2020

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This special collection of Research in Learning Technology explores the development of the state of the art of Mobile Mixed Reality (MMR) in education. The special collection was established in 2018 to provide research-informed exploration of this emergent and rapidly developing arena of educational technology through the lens of Scholarship Of Technology Enhanced Learning (SOTEL). The special collection update for 2019 includes four articles that cover self-efficacy and motivation of MMR users, analysis of student experiences of MMR, and a selection of case studies on designing and implementing MMR in educational contexts. The range of articles illustrates the further development of MMR as a platform for designing authentic learning environments in both formal and informal learning situations. The articles also highlight attempts to address the issue identified in the 2018 collection of a general lack of engagement with new learning theories and models in the use of MMR to design transformative learning experiences.