Immersive Learning Environments
•
1 like•72 views
An overview on the status of immersive learning environments. Include definitions of immersion and immersive learning, analysis of uses, practices, and strategies, examples of this framework to analyze cases, current challenges, and ongoing research.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Immersive Learning Environments
Similar to Immersive Learning Environments (20)
More from Leonel Morgado
More from Leonel Morgado (20)
Recently uploaded
Recently uploaded (20)
Immersive Learning Environments
- 1. Immersive Learning Environments Leonel.Morgado@uab.pt – 26-05-2023
- 2. How does one currently employ immersive learning environments? What is Immersive Learning? Morgado, L. (2022). Ambientes de Aprendizagem Imersivos. Video Journal of Social and Human Research, 1(2), 102-116.
- 3. System Morgado, L. (2022). Ambientes de Aprendizagem Imersivos. Video Journal of Social and Human Research, 1(2), 102-116. Immersion A phenomenon experienced when in a state of deep mental involvement, in which cognitive processes cause a shift in attentional state such that one may disassociate from awareness of the physical World. is Subjective feeling of being surrounded Absorption in the narrative Absorption with agency emerging from Technology, human intervention, other mediating elements affected by Immersive environments experienced in
- 4. The Immersive Learning “brain” Beck, Morgado, & O’Shea (2023). Educational Practices and Strategies with Immersive Learning Environments: Mapping of Reviews for using the Metaverse, IEEE Transactions on Learning Technologies. Practice x Strategies (attested in the literature)
- 5. Beck, Morgado, & O’Shea (2023). Educational Practices and Strategies with Immersive Learning Environments: Mapping of Reviews for using the Metaverse, IEEE Transactions on Learning Technologies. Presence Active context Collaboration Engagement & Scaffolding Traditional practices Virtual and real multimedia learning
- 6. Beck, Morgado, & O’Shea (2020). Finding the Gaps about Uses of Immersive Learning Environments: A Survey of Surveys, Journal of Universal Computer Science, 26 (8) Complementing * Emphasis * Multimodal interaction * Complement/Combine contexts, media or items Simulating * Simulate the physical world * Logistics Exploring * Data collection * Interactive manipulation and exploration Engaging * Skill training * Engagement * Collaboration Experiencing * Augmented context * Emotional and cultural experiences * Changing human behavior Accessing * Perspective switching * Accessibility * Seeing the invisible Uses of imm. environments System Morgado, L. (2022). Ambientes de Aprendizagem Imersivos. Video Journal of Social and Human Research, 1(2), 102-116.
- 7. System Interpreting and planning the immersive learning approach Morgado et al. (2022). Recommendation Tool for Use of Immersive Learning Environments.
- 8. For instance, could it be that “Skill training” is the use of immersive learning that is aligned with your goals? (Often, it is not…) Morgado et al., (2022). Recommendation Tool for Use of Immersive Learning Environments. International Conference of the Immersive Learning Research Network (iLRN)
- 9. Narrative immersive in traditional e-learning: cultural and emotional experiences Fontes, et al. (2021). Narrative-Driven Immersion and Students' Perceptions in an Online Software Programming Course. 7th International Conference of the Immersive Learning Research Network (iLRN)
- 10. Cruz et al. (2013) Designing User Learning Experience in Virtual Worlds: The Young Europeans for Democracy Serious Application. Multimodal interaction: text, image, and voice Agency immersion: team dynamics in traditional tasks
- 11. Cruz et al. (2013) Designing User Learning Experience in Virtual Worlds: The Young Europeans for Democracy Serious Application. Switching perspective: deciding immersed in narrative context
- 12. Simplifying for training: handball coaches training on tactics Lopes et al. (2009) Use of a virtual world system in sports coach education for reproducing team handball movements
- 13. Pinheiro et al. (2014) Development of a mechanical maintenance training simulator in OpenSimulator for F-16 aircraft engines. Entertainment Computing Logistics: preparing hands-on engine training, for better use of the time when engines are being used in training and thus unavailable for military missions (team coordination)
- 14. But teachers are besieged with tasks! Have students progressed? What exactly did they do? How do I hand objects to students? Where is each student’s work?
- 15. I am Andabata Mandelbrot, your professor. …did someone arrive? …did anyone left? Keep track of attendance!
- 16. Attendance chart Name Time periods Percentage Present Absent Madeira et al. (2010) Controlo da assiduidade em aulas efectuadas no Second Life Automated attendance analysis
- 17. - How do we ensure that only enrolled trainees attend? - How can a coordinator check what trainers are doing? How can we manage training sessions? - Who sets up immersive spaces? Can it be automated? Morgado et al. (2016) Requirements for the use of virtual worlds in corporate training: perspectives from the post-mortem of a corporate e-learning provider approach of Second Life and OpenSimulator
- 18. Morgado et al. (2017) Integration scenarios of virtual worlds in learning management systems using the MULTIS approach Integrating serious games with learning management systems
- 19. But for evaluation, assessment, and feedback, we also need to understand what is occurring or happened …and consider that dealing with hundreds of trainees is not the same as dozens. Cassola, et al. (2022). Design and Evaluation of a Choreography-Based Virtual Reality Authoring Tool for Experiential Learning in Industrial Training. IEEE Transactions on Learning Technologies
- 20. Activity tracking: teachers get analytics and feedback to decide how to act - Virtual Choreographies can help cluster behaviours and identify them - Grilo, et al. (2022). Assessment and tracking of learning activities on a remote computer networking laboratory using the Inven!RA Architecture. In IMX 22-ACM International Conference on Interactive Media Experiences, XRWALC workshop
- 21. Morgado, et al. (2023) Inven!RA Architecture for Sustainable Deployment of Immersive Learning Environments. Sustainability, 15 (1), 857
- 22. You can use the immersion cube to plan your immersive learning activities! https://immersivetraining.eu/ Recommendation Tool
- 23. Thank you for your time! Leonel.Morgado@uab.pt
Editor's Notes
- At the same time, we were feeling the chores of managing all the tasks in virtual world classes: Has the student progressed? What was delivered by each student? How do I deliver an object or component to each student? How do I track to whom I’ve already delivered components? Where, exactly, is a student working, within the virtual space? How do I provide contextual feedback? Do I have to give instructions on how to reach the location of an issue, instead of commenting there? Why can’t I annotate in 3D as in a shared Google Doc?
- So… I was Andabata Mandelbrot. Who was everyone else? Avatar names wouldn’t match student names… But virtual environments are more fluid. When someone enters this room, or leaves it, we notice it. As in a physical classroom. But in a virtual world… people may “pop in” or “pop up” for lots of different reasons. Perhaps their network failed. Perhaps they weren’t interested and left. Perhaps they arrived late… but there is not virtual door opening. There is no gush of air, no sound of footsteps leaving, someone simply appears or disappears… When did the student arrive? When did the student leave? What was missed? Was it a moment, or a large piece of the lesson?
- We did it by hand, as best as we could. Meanwhile, I supervised a Master student that came up with was a Moodle module to keep track of a minute-by-minute attendance of a class, and associate each student with its virtual world avatar. This generated an attendance chart for each student, showing when was the student present in the class, and allowing the teacher to decide if it could count as attending or not. It also allowed the teacher to realize what a student might have missed.
- Altice Labs (at the time, called Portugal Telecom Innovation), asked us to help them use 3D virtual worlds in professional training. They were having much the same concerns, including aspects such as: How do we ensure that only the enrolled students participate? How can a training manager check what trainers are doing, i.e., how can we manage training sessions? Can we reuse and assign 3D objects to various training sessions, as we do with documents, presentations, videos or images? Who sets up a virtual space? Can it be automated? Can the notification/logging in/logging out workflow be automated, too?