State of XR and Immersive Learning

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2019-20 Expert Panel Activities

Setting the Tone

Below you will find various introductory readings and other resources that have been curated by the project team and by your fellow panelists. The purpose of these resources is to set the general tone for the dialogue and activities in which we will engage in the coming months. Please contribute additional resources of which you are aware, and be sure to add your reactions and responses to the content suggested by others.

Here we are looking for a wide range of current papers, articles, videos, media reports, etc.—not necessarily peer-reviewed or academic in nature—that highlight recent developments and trends and/or that signal possible opportunities and challenges in XR and immersive learning. Throughout the course of your engagement with the Expert Panel activities, you are also asked to use the Evidence Compiler to review and share peer-reviewed research on "what works" for creating effective and engaging XR and immersive learning experiences (as part of the systematic review component of the project).

VR and AR: The Ethical Challenges Ahead

Added by Maya Georgieva
Director, Digital Learning / XReality Center, The New School
10/23/2019 12:00 am CDT

https://er.educause.edu/blogs/2018/4/vr-and-ar-the-ethical-challenges-ahead

Immersive technologies will raise new ethical challenges, from issues of access, privacy, consent, and harassment to future scenarios we are only now beginning to imagine.

The Use of Virtual Fixtures as Perceptual Overlays to Enhance Operator Performance in Remote Environments

Added by Romero Tori
Associate Professor of Computer Engineering and Coordinator of Interlab/USP, University of São Paulo (USP)
09/25/2019 12:44 am CDT

https://www.researchgate.net/publication/235116787_The_Use_of_Virtual_Fixtures_as_Perceptual_Overlays_to_Enhance_Operator_Performance_in_Remote_Environments

Louis Rosenberg came up with the concept of virtual fixture, back in 1992. This concept is important for enhancing interaction design in XR systems.

AUGMENTED REALITY for the multilingual class

Added by Susanna Nocchi
Lecturer, Technological University Dublin
09/14/2019 10:36 pm CDT

https://virtulapp.eu/#about-1

VirtulAPP is a 3-year Erasmus+ Key Action 2 Strategic Partnership project. It aims at developing an innovative multididactic approach which teachers can use in the classroom in any (multilingual) situation.

Pebblepad – an e-portfolio supplier

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
09/07/2019 10:04 pm CDT

https://www.pebblepad.co.uk/

Click on their website and a paper with 12 case studies on student centred learning approaches is available

The Bamiyan Buddha Augmented Reality Reconstruction

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
08/22/2019 10:19 pm CDT

http://www.icomos.de/pdf/ICOMOS_Publikation_Bamiyan.pdf

Extract from my blog post

The Bamiyan Buddha Augmented Reality Reconstruction

As part of the LearningLayers meeting in Aachen, we were invited to visit the RWTH Augmented Reality ‘Cave’. Only words to describe the experience – this is what it would be like on a real ‘magic flying carpet‘! Incredible being able to fly around the whole statue and it’s surrounding geographical area – what a great project recreating this lost artefact. The importance and significance of the loss are reported in the Unesco Report (2013)
“Enclosed between the high mountains of the Hindu Kush in the central highlands of Afghanistan, the Bamiyan Valley opens out into a large basin bordered to the north by a long, high stretch of rocky cliffs. The Cultural Landscape and Archaeological Remains of the Bamiyan Valley comprise a serial property consisting of eight separate sites within the Valley and its tributaries. Carved into the Bamiyan Cliffs are the two niches of the giant Buddha statues (55m and 38m high) destroyed by the Taliban in 2001, and numerous caves forming a large ensemble of Buddhist monasteries, chapels and sanctuaries along the foothills of the valley dating from the 3rd to the 5th century C.E.”

http://whc.unesco.org/en/list/208

The technical report on the project can be accessed here:
http://www.icomos.de/pdf/ICOMOS_Publikation_Bamiyan.pdf

And an excellent thesis around the concepts underpinning this type of technology:
http://www.vision.rwth-aachen.de/people/aljosa-osep/thesis_doc.pdf

VR for cultural competence at work

Added by Susanna Nocchi
Lecturer, Technological University Dublin
08/22/2019 08:43 pm CDT

https://online-distance.ncsu.edu/teaching-cultural-competencies-through-virtual-reality/

NC State VR experience with a course on cultural competence in a business environment.

Extended Reality, Machine Learning, and the Future of Humanity

Added by Nicola Rosa
Global Head of Immersive Learning, Accenture
08/21/2019 08:59 pm CDT

https://www.youtube.com/watch?v=lT6NAY9b62A

A research project we ran in Accenture about the possibility of creating predicting analytics models for errors using data from VR experiences, and potentially port the same model to AR and to enable robotic automation

Changelings and shape shifters? Identity play and pedagogical positioning of staff in immersive virtual worlds

Added by Susanna Nocchi
Lecturer, Technological University Dublin
08/20/2019 07:15 am CDT

https://doi.org/10.1080/14748460903557662

This study is slightly dated but still very interesting as it sheds light on teachers’ experiences in virtual immersive environments, more particularly on experiences with identity. From abstract: “This paper presents a study that used narrative inquiry to explore staff experiences of learning and teaching in immersive worlds. The findings introduced issues relating to identity play, the relationship between pedagogy and play and the ways in which learning, play and fun were managed (or not). At the same time there was a sense of imposed or created values systems that introduced questions and challenges about what learning became or meant in these spaces. The issues identified by this small scale study may offer some purchase on concerns which appear to be emerging with the digitisation of our lives. “

VR History Experience – Tutankhamun – Journey of Howard Carter

Added by Asha Easton
Manager, ImmerseUK
08/16/2019 04:47 am CDT

https://www.eonreality.com/portfolio-items/tutankhamun-journey-howard-carter/?portfolioCats=333

EON Reality together with Dr. Fahti Saleh, Advisor to the Prime Minister for Heritage Affairs and Honorary Director of CULTNAT, recreated the journey of Howard Carter to the Valley of the Kings and his discovery of the Tomb of King Tutankhamun in Virtual Reality. Carter’s original notes, journal entries, and photographs enable the recreation of the entire journey and discovery of the tomb. Access to this source material enabled EON Reality to send the user back in time to the 1920’s and accurately recreate the events leading up to and after the discovery of King Tutankhamun’s tomb.

For The First Time, Students Can Major In Virtual, Augmented, And Mixed Reality

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
08/15/2019 04:49 am CDT

https://www.forbes.com/sites/sethporges/2018/11/01/for-the-first-time-students-can-major-in-virtual-augmented-and-mixed-reality/#bc5d07f79270

An interview with Max Almy, the dean of the Savannah College of Art and Design (SCAD) School of Digital Media, about “[t]he country’s first dedicated degree in what the college is calling ‘immersive reality.’ Almy, in this interview published in Forbes November 1, 2018, says “Our immersive reality program is quite rigorous. It reflects the depth of learning required to become a leader in content creation for immersive media….we work directly with industry leaders at Oculus, Google, Microsoft, HTC Vive, Epic/Unreal, and Unity and more so that we are always up to date and pushing the envelope.” More information about the program is available at https://www.scad.edu/academics/programs/immersive-reality.

The Classroom of Tomorrow: Interview with a Program Manager of Google’s ARCore

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
08/15/2019 04:23 am CDT

https://medium.com/age-of-awareness/the-classroom-of-tomorrow-99f90c569033

Kathryn Minnick, in her interview with Google ARCore (software development kit) Program Manager Moon Park (published on Medium April 23, 2019), concludes “it’s only a matter of time before we see schools around the world adopting this technology. If, and when, this happens we can teach younger generations to have a better understanding of one another by seeing the realities of those on the other side of the world, students who need different methods of learning will get the educational attention they deserve, and more students will have a better understanding of real-life situations when it is time for them to perform. Collectively, this will create an even more empathetic, creative and innovative global society.”

Augmented reality in higher education: five tips to get started

Added by Matthew Ramirez
Senior Innovation Developer, Jisc
08/12/2019 10:24 pm CDT

https://www.timeshighereducation.com/news/augmented-reality-in-higher-education-five-tips-to-get-started/2018933.article

Taken from the Times Higher supplement, basic overview of AR and how to get started.

Augmented Reality – Computerphile

Added by Matthew Ramirez
Senior Innovation Developer, Jisc
08/12/2019 10:22 pm CDT

https://www.youtube.com/watch?v=eG9jo5N2IzE&feature=youtu.be

Augmented Reality, also known as AR is finding its way into all of our mobile devices, is it a gimmick or a useful piece of technology? Matt Ramirez an innovator at Jisc, the charity championing digital tech in UK education and research.

Augmented Reality in science education – affordances for student learning

Added by Matthew Ramirez
Senior Innovation Developer, Jisc
08/12/2019 10:14 pm CDT

https://www.journals.uio.no/index.php/nordina/article/view/2399/3336

Most extant studies examining augmented reality (AR) have focused on the technology itself. This paper presents findings addressing the issue of AR for educational purposes based on a sequential survey
distributed to 35 expert science teachers, ICT designers and science education researchers from four
countries. There was consensus among experts in relation to a focus on ‘learning before technology’,
and they in particular supplemented affordances identified in literature with perspectives related to
interactivity, a creator perspective and inquiry based science. Expert reflections were condensed into
innovative dimensions in a framework with nine continua. The framework can be used to illustrate
how, and to what extent, an innovative educational perspective, such as that focusing on engaging
learners in creating and/or inquiring can be addressed in a particular AR design, and is in the paper
exemplified for use in both analysis of existing educational AR and in design of new second-generation AR.

Artificial Intelligence and Emerging (immersive) Technology in School Report: National report to the Australian Government.

Added by Erica Southgate
Associate Professor of Education, University of Newcastle
08/13/2019 01:06 am CDT

https://www.education.gov.au/support-science-technology-engineering-and-mathematics

The Australian Government Commissioned this report and accompanying infographics on AI and immersive (AR, VR, MR) technology in schools. Scroll down the page for the main report, short reads for teachers and infographics on AR, VR AI for students and teachers.

Humanist Future Trends 2020: human works design

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 10:30 pm CDT

https://humanworks.design/humanist-future-trends-2020-human-works-design/

Along with ‘technological innovation’ we need more ‘human innovation’. The combination of many of the trends below is what we call ‘human innovation’ and is where we need to emphasis and focus to create the next level of being human, living in a world surrounded by machines and technology, define the way we will communicate with machines, the way we design our own futures, in a way we are aware of where we’re going and what we design.
A 3 year old article that will be interesting to compare with the trends we are identifying now for 2023.

In the Future, Video Games Will Care About You

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 10:27 pm CDT

https://medium.com/s/story/in-the-future-video-games-will-care-about-you-2bc852357d0b

Developers are experimenting with A.I. to learn from your moves and personalize your gaming experience

Why Genuine Human Intelligence Is Key for the Development of AI

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 10:26 pm CDT

https://medium.com/fast-company/why-genuine-human-intelligence-is-key-for-the-development-of-ai-8c32ff100d44

Amid stunning developments in artificial intelligence, it’s important for data scientists to rely on their own critical thinking and not just turn everything over to the machines

Growing a Mixed Reality Magic Garden

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 10:24 pm CDT

https://techtrends.tech/tech-trends/growing-a-mixed-reality-magic-garden/

Funomena’s latest game lets you plant holographic gardens in your own mixed reality playspace.

AWE – Augmented World Expo YouTube Channel

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 10:14 pm CDT

https://www.youtube.com/channel/UCutPI2lji_hFToXec7qOCFA?utm_campaign=AWE+USA+2019&utm_source=hs_email&utm_medium=email&utm_content=73984626&_hsenc=p2ANqtz-_fN2J1WrEyfv_OoMSlQxtKGijwvOe6Z6qhxQtdwjyEx1ZNK7jh8xPeKR0vYcf78ezdEPQe1S-bAV8sAxOu5QHPFqjmUQ&_hsmi=73984626

Relive the 10th AWE by watching all talks and presentations on YouTube! Over 250 videos from every conference track are now live to view and share on the AWE YouTube channel. Click on one of the Track Playlists to get started. Tracks:
Main Stage
Enterprise
Gaming & Entertainment
XR Enablement
Startup Track
Training & Education
Humanities
Marketing & Sales
Creator
Developer

Experience Catalogue — Penn State

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 10:10 pm CDT

https://imex.psu.edu/experience-catalogue/

Whether using it as part of an in-class activity or having your students access Experience Catalogue items on their own to enhance their understanding of course topics, these tips should help you make the most our resources and ensure a smooth interaction.

Siggraph 2019 offers a sneak peek into what’s next for AR, VR, and CG

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 10:03 pm CDT

https://venturebeat.com/2019/07/30/siggraph-2019-offers-a-sneak-peek-into-whats-next-for-ar-vr-and-cg/

Held in July at the Los Angeles Convention Center, Siggraph 2019 is all about the future of 2D and 3D digital worlds, attracting everyone from luminaries in pre-rendered CG to budding AR developers and VR artists.

Il Divino. Michelangelo’s Sistine ceiling in VR

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 10:00 pm CDT

http://www.sistinevr.com/

What is compelling about the idea of the VR Sistine Chapel experience for me is not only that you can see it without traveling there, but also that you can see things you couldn’t see even if you did travel there! Also, I like the article’s discussion of how the physical strain of looking up, etc. in VR mirrors what it must have been like for Michelangelo to create, which is a cool element of the embodied nature of VR, and understand the craft of art as well as the aesthetics.

Interactive virtual environment in WondaVR of Sir Walter Raleigh Room at UNC-CH Wilson Library

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 09:55 pm CDT

HYPER-REALITY

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 09:52 pm CDT

https://vimeo.com/chocobaby/hyper-reality

Hyper-Reality presents a provocative and kaleidoscopic new vision of the future, where physical and virtual realities have merged, and the city is saturated in media. If you are interested in supporting the project, sponsoring the next work or would like to find out more, please send a hello to [email protected]

Computation for Hands, Systems for Humans

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 09:49 pm CDT

https://theartofresearch.org/computation-for-hands-systems-for-humans/

Another post by Vi Hart. She was waiting on some VR hardware and software that would allow her to prototype and design computational tools with her hands and bodies, but she got impatient and decided to go physical in the mean time. And so she picked up some littleBits kits, and also fired up the 3d printer to prototype some ideas for physical+AR spatial programming, and then at some point while writing this post she threw in some interactive system simulations using Loopy, so get ready to wander through a giant pile of thoughts.

This problem seems hard, then it doesn’t, but it really is

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 09:46 pm CDT

https://youtu.be/M64HUIJFTZM

This video tells the story of a really hard math problem, and how visualization helps you solve it.
1. This is cool in itself because it is an example of how people can use technology to make super confusing ideas intuitive, and thus empower people, particularly those who aren’t “math types”.
2. The same idea could hopefully allow anyone who isn’t naturally oriented to a certain subject to learn it through the use of technology and visualization with a good teacher.
3. This is therefore a model of clear thinking and good teaching which is valuable for someone teaching any subject.
4. It mentions that the harder problem for teachers (and students) to understand is that the math itself is easier than the ability of the teacher to know what students know.

In the video, after they go through how to solve the problem, they discuss the *social* problem of understanding what other people know.

Supersizing the Mind: Embodiment, Action, and Cognitive Extension. By Andy Clark

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 09:41 pm CDT

https://www.amazon.com/Supersizing-Mind-Embodiment-Cognitive-Philosophy/dp/0199773688

This is a rich source for ideas. Has several sections related to linguistics too
The ecosystem, the permeable, negotiable mind and body and the ability to augment human body and mind

The Mind-Expanding Ideas of Andy Clark

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/12/2019 09:36 pm CDT

https://www.newyorker.com/magazine/2018/04/02/the-mind-expanding-ideas-of-andy-clark

Andy Clark is a key philosopher behind embodied cognition, etc. it’s worth reading his books/stuff and watching talks he has given. However, this article from the New Yorker might be the best way in as an approachable overview. One can even choose to have the article read to you by a human!

Virtual Reality may decrease pain during labour

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
08/11/2019 04:10 am CDT

https://www.ajog.org/article/S0002-9378(18)31851-9/fulltext

There has been much in the up press this week – here is the actual article it is drawn from – interesting as an RCT.

Cowles, S. Norton., T. Quiner,T Hannaford, K., Foley, M (2019) Virtual Reality may decrease pain during labour (American Journal of Obstetrics & Gynaecology

Immersive virtual reality (VR) is a new technology that is being used during medical procedures and has been shown to be a valid, non-pharmacologic method to treat pain and anxiety. This modality is new to medicine, and extremely new to the childbirth process. The primary objective of this study was to measure if periodic use of VR during labor decreased pain by objectively measuring pain scores, the use of analgesia, and through subjective comments.

Reframing Space for Learning: Excellence and innovation in university teaching

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
08/08/2019 09:38 pm CDT

https://www.ucl-ioe-press.com/books/higher-education-and-lifelong-learning/reframing-space-for-learning/

Bilham, T, Hamshire, C, Hartog, M and Doden, M.A. (2019) Reframing Space for Learning: Excellence and innovation in university teaching UCL IOE Press London

The concept, use and experiences of ‘space’ in higher education have a deep influence on students and teachers. Reframing Space for Learning uniquely explores space as both a ‘learning place’ that may be physical, virtual, in work or in the field, and a ‘belonging space’ in which learners and teachers can engage and develop individually and collectively. Featuring the work of 40 experienced university teachers, most of whom are UK National Teaching Fellows, the book describes and analyses innovative ways of using place and space for learning in a range of disciplines in higher education. In so doing, it provides practical ideas, solutions and inspiration for practitioners responsible for delivering learning in spaces within and outside universities, nationally and internationally, for undergraduates, postgraduates, adult learners and staff.
National Teaching Fellowships, awarded by the UK’s Higher Education Academy, celebrate and recognise individuals who have made an outstanding impact on student outcomes and the learning and teaching profession in higher education.

Everything you think you know about universities and technology is wrong

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
08/08/2019 09:33 pm CDT

Data Dignity

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/07/2019 01:08 am CDT

https://theartofresearch.org/projects/data-dignity/

Newest work by Vi Hart. It includes a presentation about the space of all possible toasts. That is, how AI can help people get paid for their data via the dimensionality of thought. Click through this presentation at the bottom!

Data Dignity


The thoughts behind paying people to train AI (data dignity) come from Jaron Lanier originally. Vi and M, her collaborator, were 2/3rds of the VR research team EleVR previously.

VR Interface for Generative ML Collaboration

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/07/2019 01:05 am CDT

https://theartofresearch.org/vr-interface-for-generative-ml-collaboration/

The video shows how people can train an AI in VR in an intuitive way. Someone does some hand waves to show the computer some examples, then the computer makes its own examples, and the user chooses which
ones are good, and which ones aren’t. Then the user gives examples for verbal greetings, and does the same thing, and then does examples for non-player character (NPC) movement, and judges those. Finally, the
NPC gives a wave, verbal greeting, and movement, and the user chooses which ones work and which don’t. The AI then can randomly generate various greetings.
I had to watch the video twice to fully understand it, but there is some great stuff in there. Two big takeaways:
1. Embodied cognition. example of choosing yes or no using a green and a red drum stick to whack things yes or no. Picking up an object to choose something (like a talk bubble or sign) to interact with the interface. She mentions embodied cognition theory directly. 2. Creating an interface that makes it super easy for humans to work
with AI without being coders.

Virtual And Augmented Reality In College Classrooms: More Hype Than Help

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/07/2019 01:00 am CDT

https://www.forbes.com/sites/forbestechcouncil/2018/01/16/virtual-and-augmented-reality-in-college-classrooms-more-hype-than-help/#5909ae45d15a

A year-old article critiquing XR in Higher Ed. I don’t agree with it but it’s helpful to know the arguments.

Unflattening

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/07/2019 12:59 am CDT

http://spinweaveandcut.com/wp-content/uploads/2015/03/Sousanis-Unflattening-Excerpt.pdf

A graphic novel about the dimensionality of thought! Found via EleVR’s book list.

A Brief Guide to Embodied Cognition: Why You Are Not Your Brain

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/07/2019 12:51 am CDT

https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/

Embodied cognition is the theory that many features of cognition, whether human or otherwise, are shaped by aspects of the entire body of the organism. The features of cognition include high level mental constructs (such as concepts and categories) and performance on various cognitive tasks (such as reasoning or judgment). The aspects of the body include the motor system, the perceptual system, bodily interactions with the environment (situatedness) and the assumptions about the world that are built into the structure of the organism. (from Wikipedia)

China has started a grand experiment in AI education. It could reshape how the world learns.

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
08/07/2019 12:26 am CDT

https://www.technologyreview.com/s/614057/china-squirrel-has-started-a-grand-experiment-in-ai-education-it-could-reshape-how-the/

“to understand how AI could improve teaching and learning, you need to think about how it is reshaping the nature of work.”
As machines become better at rote tasks, humans will need to focus on the skills that remain unique to them: creativity, collaboration, communication, and problem-solving. They will also need to adapt quickly as more and more skills fall prey to automation. This means the 21st-century classroom should bring out the strengths and interests of each person, rather than impart a canonical set of knowledge more suited for the industrial age.

Holoportation – Microsoft

Added by Kenji Tanaka
General Manager, Sony Electronics Inc.
08/06/2019 10:44 pm CDT

https://www.microsoft.com/en-us/research/project/holoportation-3/

Holoportation is a new type of 3D capture technology that allows high-quality 3D models of people to be reconstructed, compressed and transmitted anywhere in the world in real time. When combined with mixed reality displays such as HoloLens, this technology allows users to see, hear, and interact with remote participants in 3D as if they are actually present in the same physical space. Communicating and interacting with remote users becomes as natural as face-to-face communication.

Immersive Virtual Environments and Learning Assessments

Added by Romero Tori
Associate Professor of Computer Engineering and Coordinator of Interlab/USP, University of São Paulo (USP)
08/06/2019 10:36 pm CDT

https://link.springer.com/chapter/10.1007/978-3-030-23089-0_13

A systematic literature review, presented at iLRN 2019, that gives a state-of-the-art overview of how learning assessments have been used in studies using Immersive Virtual Environment (IVE) and its applications in education.

Wired: Want to know the real future of AR / VR? Ask the Devs

Added by Paul Martin
Distinguished Technologist and Chief Technologist for XR, HP
08/06/2019 02:36 am CDT

https://www.wired.com/story/future-ar-vr-survey/

Article suggests that the developers will give the most accurate view of the future of VR / AR, and they are relatively bullish.

SAMA Learning – The VR Learning Platform

Added by Paul Martin
Distinguished Technologist and Chief Technologist for XR, HP
08/06/2019 02:33 am CDT

https://app.box.com/s/z0i3x25wii4ilq6dbay843m2ir9sflc5

Learnings from extensive Fall 2018 VR Learning deployments

XRDC AR/VR Innovation Report 2019

Added by Koos de Beer
Phd researcher, Lecturer, Head of the Virtual reality and interaction lab, University of Pretoria
08/05/2019 09:45 pm CDT

http://reg.xrdconf.com/AR-VR-Innovation-Report-2019?=ARVRPR

Similar to the healthcare report but more focused on the state of the technology for the future. It again makes use of industry professionals to see what platforms they are using, technology penetration etc. The report can also assist in making technology determinations.

XRDC AR/VR Healthcare Report

Added by Koos de Beer
Phd researcher, Lecturer, Head of the Virtual reality and interaction lab, University of Pretoria
08/05/2019 09:43 pm CDT

http://reg.xrdconf.com/healthcare-AR-VR-19?kcode=BGDC

This report covers the development industries approach to the technology and the problems directly related to healthcare. The report speaks to the people building the solutions so it is important to for understanding what technologies are used. The report may help in decision making when it comes to technology selection (simplified)

Authenticity, Interactivity, and Collaboration in VR Learning Games

Added by Dan Roy
Research Scientist, Lead Game Designer, CLEVR, Massachusetts Institute of Technology
08/06/2019 04:43 am CDT

https://www.frontiersin.org/articles/10.3389/frobt.2018.00133/full

Describes many of the opportunities and challenges encountered in designing Cellverse as part of the CLEVR project, including leveraging authentic VR environments to address spatial misconceptions, collaborating in and out of VR, and the difficulty of modeling an ever-evolving science.

Thompson MM, Wang A, Roy D and Klopfer E (2018) Authenticity, Interactivity, and Collaboration in VR Learning Games. Front. Robot. AI 5:133. doi: 10.3389/frobt.2018.00133

Making Virtual Reality a Reality in Today’s Classrooms

Added by Dan Roy
Research Scientist, Lead Game Designer, CLEVR, Massachusetts Institute of Technology
08/06/2019 03:55 am CDT

https://thejournal.com/Articles/2018/01/11/Making-Virtual-Reality-a-Reality-in-Todays-Classrooms.aspx?p=1

Summary of how three schools are using VR. From the conclusion:

“These three examples provide some insight into how to infuse virtual reality realistically for the classroom. In some cases, students bring their own phones while the school supplies the headsets; in others devices are shared district-wide from a central office or even housed in a classroom and shared across schools. Finding ways to transport and charge devices between classes can involve retrofitting existing backpacks or modifying photography or audiovisual equipment. Teachers can find support from administrators and parents or involve students as tech support in their classrooms.”

Also includes a short description of the CLEVR project we’re doing at MIT for high school biology using Oculus Rifts:

“CLEVR is an interactive, immersive game where introductory biology students will work together to learn about cellular biology and the central dogma (DNA to RNA to protein) in order to diagnose a problem in a cell.”

Thompson, M. (2018) Making Virtual Reality a reality in classrooms. THE Journal. January 11 2018.

Communicating Climate Change through Immersive Experiences – Future Forests

Added by Alexander Klippel
Professor, Director - Center for Immersive Experiences, The Pennsylvania State University
08/05/2019 11:36 pm CDT

https://sites.google.com/a/pdx.edu/visualizing-forest-futures/home

The VIFF project led by Erica Smithwick (Penn State) is addressing challenges of communicating climate change in culturally diverse settings. One research area is the translation of abstract data from ecological modeling into experiences, here forests of the future.

Situated Learning in Virtual Worlds and Immersive Environments

Added by Lisa Dawley
Executive Director, Jacobs Institute for Innovation in Education, University of San Diego
08/05/2019 10:33 pm CDT

https://www.researchgate.net/publication/286358305_Situated_Learning_in_Virtual_Worlds_and_Immersive_Simulations

Virtual worlds and immersive simulations are designed to create a compelling, ­collaborative, and participatory experience for the user, and often contain a variety of features not possible in the real world to enhance users’ engagement and learning. Over the past several years, an increasing number of immersive virtual environment experiences have become available for both educational and entertainment purposes. Participants in entertainment experiences now number hundreds of millions, yet adoption in educational settings has been limited thus far. In this chapter, we review examples of virtual worlds and immersive simulations that are designed, or adapted, to support situated learning experiences, analyze their use for a variety of educational purposes, explore theoretical foundations, identify learning affordances and limitations, and examine instructional design considerations.

All-School Aggregated Findings, Virtual Reality, 2016-2017

Added by Lisa Dawley
Executive Director, Jacobs Institute for Innovation in Education, University of San Diego
08/05/2019 10:29 pm CDT

https://www.foundry10.org/research/all-school-aggregated-findings-virtual-reality-2016-2017

The report below includes our findings from putting virtual reality technology into schools throughout the 2016-2017 academic year. It includes our analyses regarding student and teacher perspectives on what makes VR content valuable and exciting, how in-classroom use of the technology could be improved, thoughts on the role of developers in content creation, and more.

Applied VR in Schools, 2016-2017, Elementary Findings

Added by Lisa Dawley
Executive Director, Jacobs Institute for Innovation in Education, University of San Diego
08/05/2019 10:29 pm CDT

https://www.foundry10.org/research/applied-vr-in-schools-2016-2017-elementary-findings

This report is a summary of the findings from two of the schools in our Applied VR in Schools program. These elementary schools were interesting because of the different age groups and technology they used. The following report, included below, has a description of the schools involved, feedback from the students and teachers involved, the outcomes of their work with VR, and an outline of the technical challenges of implementing VR with younger audiences.

Challenges of VR with Adolescents

Added by Lisa Dawley
Executive Director, Jacobs Institute for Innovation in Education, University of San Diego
08/05/2019 10:28 pm CDT

https://www.foundry10.org/research/challenges-of-vr-with-adolescents

Through four years of applied research on learning and VR, VR focus groups with adolescents, and experimental work with adults, we have observed thousands of people using and interacting with commercial content in VR, often in everyday settings such as schools or clubs. We have observed some interesting disconnects between the expected outcome of particular pieces of content versus the actual experience of the adolescent user in VR. In this article, we draw from research and programs that explore how youth (and sometimes adults) respond to virtual reality experience, with a focus on ways that VR can be used to enhance education. We synthesize data from our programs and research to point to research questions and design problems that should be tackled to make VR a viable learning tool for youth at appropriate ages, particularly in educational contexts. We focus in four areas: the inherent challenges of behavioral realism and immersion, the complexity of empathy, issues with proximity, and perspective-taking.

10 Things to Think About When Using VR in Education

Added by Lisa Dawley
Executive Director, Jacobs Institute for Innovation in Education, University of San Diego
08/05/2019 10:28 pm CDT

https://www.foundry10.org/research/10-things-to-think-about-when-using-vr-in-education

Virtual Reality’s entry into the commercial space has generated a lot excitement for gamers but also for educators. After looking for some concrete information about what it looked like to put VR in schools and finding very little, we decided to go ahead and do an exploratory study ourselves. We wondered, “what are some things people should know about putting VR in schools?” In the 2015-2016 school year, we partnered with 7 schools across North America to look at some trends and best practices for using VR in schools, particularly with advanced headsets such as the HTC Vive and Oculus Rift, and we learned a great deal. Though more formal examples of our findings are coming soon, we wanted to share some highlights because it turns out, putting VR in schools is quite different from other forms of media.

Actual Data from VR Usage: What Happens When VR is in Schools

Added by Lisa Dawley
Executive Director, Jacobs Institute for Innovation in Education, University of San Diego
08/05/2019 10:27 pm CDT

https://www.foundry10.org/research/actual-data-from-vr-usage-what-happens-when-vr-is-in-schools

Virtual reality is rapidly becoming more accessible to the general public as well as educators for use in school settings. On the surface, it appears to be an interesting tool for learning but very little work has been done to gather data and feedback from teachers and students about its actual efficacy and implementation in the classroom. Our applied VR study involved 13 schools and 1,351 students, in the 2016-2017 school year, with the goal of exploring student interest in the technology, content consumption and creation, immersion in a classroom setting and concerns raised by the use of VR in the classroom. Participants in the study utilized a wide-range of content and hardware to achieve their own learning objectives which we think strengthens the applicability of our work.

The Implications of VR in Applied Educational Settings

Added by Lisa Dawley
Executive Director, Jacobs Institute for Innovation in Education, University of San Diego
08/05/2019 10:27 pm CDT

https://www.foundry10.org/research/the-implications-of-vr-in-applied-educational-settings

Introducing advanced technology into a classroom requires thoughtful planning and implementation, especially with something as personally impactful as virtual reality. Throughout our work with schools across North America, we have been examining some case studies of VR kits in real classrooms. Our VR program has examined various combinations of hardware, software, subject matter, age groups, and locales to see what happens when VR gets into the hands of students and teachers. Through our interviews with teachers and surveys with students, we have uncovered many promising opportunities, but also some concerns that lead us to carefully consider the role of VR in education. We present considerations, challenges, and our experience in three key areas: ethical VR use, pedagogy/content, and immersive communities in classrooms. We offer discussion points about both positive and negative impacts of VR, and what we can do to maximize its usefulness in creating valuable learning for students.

Virtual Reality in the Classroom: An Exploration of Hardware, Management, Content and Pedagogy

Added by Lisa Dawley
Executive Director, Jacobs Institute for Innovation in Education, University of San Diego
08/05/2019 10:27 pm CDT

https://www.foundry10.org/research/virtual-reality-in-the-classroom-an-exploration-of-hardware-management-content-and-pedagogy

In this study we sought to investigate how teachers implement virtual reality into the classroom. Participants were seven middle and high school teachers who were given virtual reality hardware to augment their teaching. Pre and post interviews were conducted and analyzed to understand how teachers implemented VR, technological hurdles they encountered and how they incorporated content. Results revealed how teachers overcame hardware challenges, managed their classrooms, the importance of scaffolding the learning, and interesting effects on classroom collaboration. A key finding was that more content is needed in order to make VR a truly useful mechanism for learning in the non-tech classrooms but content creation is a viable option for tech-based classes.

Not just games: The broader potential for VR in schools

Added by Lisa Dawley
Executive Director, Jacobs Institute for Innovation in Education, University of San Diego
08/05/2019 10:26 pm CDT

https://www.foundry10.org/research/not-just-games-the-broader-potential-for-vr-in-schools

Virtual reality is starting to make its way into classrooms across the country. Although the VR content itself is engaging and interesting in its own right, VR has much more potential for learning. Our work with students in seven different schools last year showed us that it is not just content consumption and gaming that kids are thinking about when they consider VR. Though students definitely told us how much they liked being on a shipwrecked boat deep under the sea, or trying to communicate with one another as they solved a challenging puzzle while immersed in a different world, we were intrigued by the number of students who really engaged with VR in a much broader sense. Whether it was as artistic visionaries creating 3D art pieces, working in VR game engines to design content, creating 360 videos for other students to watch, or even exploring the functionality of VR itself, there was a great deal of learning going on. In fact, virtual reality seemed to tap into student interest in computer science in new ways. As this technology becomes more accessible to schools, we’d like educators to consider the breadth of learning that can occur within VR.

VR Pilot Program Initial Findings

Added by Lisa Dawley
Executive Director, Jacobs Institute for Innovation in Education, University of San Diego
08/05/2019 10:26 pm CDT

https://www.foundry10.org/research/vr-pilot-program-initial-findings

In the 2015-2016 school year, foundry10 put VR in the classrooms of 390 students in the US and Canada. Our objective was to collaborate with teachers to find out more about what really happens when VR enters the classroom. Through a series of surveys and interviews, we gathered data at the beginning, middle and end of the program in each school. The teachers used the technology in the way that made sense for them and their students, and as a result we were granted a view at a wide variety of different ideas for how VR can enhance classroom learning.

A Review of Augmented Reality Applications for History Education and Heritage Visualisation

Added by Fabrizio Lamberti
Associate Professor, Politecnico di Torino
08/05/2019 10:01 pm CDT

https://www.mdpi.com/2414-4088/3/2/39/pdf

Augmented reality is a field with a versatile range of applications used in many fields
including recreation and education. Continually developing technology spanning the last decade has
drastically improved the viability for augmented reality projects now that most of the population
possesses a mobile device capable of supporting the graphic rendering systems required for them.
Education in particular has benefited from these technological advances as there are now many
fields of research branching into how augmented reality can be used in schools. For the purposes of
Holocaust education however, there has been remarkable little research into how Augmented Reality
can be used to enhance its delivery or impact. The purpose of this study is to speculate regarding the
following questions: How is augmented reality currently being used to enhance history education?
Does the usage of augmented reality assist in developing long-term memories? Is augmented reality
capable of conveying the emotional weight of historical events? Will augmented reality be appropriate
for teaching a complex field such as the Holocaust? To address these, multiple studies have been
analysed for their research methodologies and how their findings may assist with the development of
Holocaust education.

Current status, opportunities and challenges of augmented reality in education

Added by Fabrizio Lamberti
Associate Professor, Politecnico di Torino
08/05/2019 09:57 pm CDT

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.644.8231&rep=rep1&type=pdf

Although augmented reality (AR) has gained much research attention in recent years, the term AR was
given different meanings by varying researchers. In this article, we first provide an overview of definitions, taxonomies, and technologies of AR. We argue that viewing AR as a concept rather than a type of
technology would be more productive for educators, researchers, and designers. Then we identify certain
features and affordances of AR systems and applications. Yet, these compelling features may not be
unique to AR applications and can be found in other technological systems or learning environments
(e.g., ubiquitous and mobile learning environments). The instructional approach adopted by an AR
system and the alignment among technology design, instructional approach, and learning experiences
may be more important. Thus, we classify three categories of instructional approaches that emphasize
the “roles,” “tasks,” and “locations,” and discuss what and how different categories of AR approaches may
help students learn. While AR offers new learning opportunities, it also creates new challenges for
educators. We outline technological, pedagogical, learning issues related to the implementation of AR in
education. For example, students in AR environments may be cognitively overloaded by the large amount
of information they encounter, the multiple technological devices they are required to use, and the
complex tasks they have to complete. This article provides possible solutions for some of the challenges
and suggests topics and issues for future research.

Real learning in a virtual world

Added by Fabrizio Lamberti
Associate Professor, Politecnico di Torino
08/05/2019 09:55 pm CDT

The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context

Added by Fabrizio Lamberti
Associate Professor, Politecnico di Torino
08/05/2019 09:52 pm CDT

http://life-slc.org/docs/Bailenson_etal-immersiveVR.pdf

This article illustrates the utility of using virtual environments to transform social interaction via behavior and context, with the goal of improving learning in digital environments. Authors first describe the technology and theories behind virtual environments and then report data from 4 empirical studies. In Experiment 1, they demonstrated that teachers with augmented social perception (i.e., receiving visual warnings alerting them to students not receiving enough teacher eye gaze) were able to spread their attention more equally among students than teachers without augmented perception. In Experiments 2 and 3, they demonstrated that by breaking the rules of spatial proximity that exist in physical space, students can learn more by being in the center of the teacher’s field of view (compared to the periphery) and by being closer to the teacher (compared to farther away). In Experiment 4, they demonstrated that inserting virtual co-learners who were either model students or distracting students changed the learning abilities of experiment participants who conformed to the virtual co-learners. Results suggest that virtual environments will have a unique ability to alter the social dynamics of learning environments via transformed social interaction.

Immersive learning for the future workforce

Added by Fabrizio Lamberti
Associate Professor, Politecnico di Torino
08/05/2019 09:50 pm CDT

https://www.accenture.com/_acnmedia/pdf-86/accenture-extended-reality-immersive-training.pdf

Report by Accenture on immersive learning opportunities for the workforce.

Educational Opportunities for Immersive Virtual Reality

Added by Fabrizio Lamberti
Associate Professor, Politecnico di Torino
08/05/2019 09:48 pm CDT

https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-71054-9_66

This chapter provides an overview of immersive virtual environments (IVE) in education with an emphasis on immersive virtual reality (IVR). A companion chapter in this volume focuses on a second type of IVE called augmented reality (AR). First, definitions are provided, focusing on concepts such as immersion, fidelity, presence, and simulations. Second, a review of research is presented for IVR that highlights the current and potential impact in PreK-12, higher education, and professional development settings. Findings suggest the use of IVR can lead to increased engagement. However, the synthesis also points to a relative dearth of published research for PreK-12 implementation. The chapter ends with a call for future research looking at key areas like special needs, potential negative long-term effects, training for teachers and students, and exploration of key concepts like embodied cognition, computational thinking, self-tracking, spatial reasoning, and situational/individual interests within IVE.

A Comparison of Seated and Room-Scale Virtual Reality in a Serious Game for Epidural Preparation

Added by Fabrizio Lamberti
Associate Professor, Politecnico di Torino
08/05/2019 09:45 pm CDT

https://ieeexplore.ieee.org/document/8017559

A room-scale virtual reality (VR) configuration allows users to physically walk around a play area while reflecting their real-world motion in the virtual environment. Room-scale VR provides developers of serious games and virtual simulations the opportunity to develop more realistic applications that are highly interactive and engaging. Despite these benefits, room-scale VR hardware is generally more expensive due to motion tracking and headsets costs, and requires a potentially large open physical space for the player to walk around in. Here we provide a quantitative and qualitative comparison between the usability, performance, and engagement of traditional desktop VR with a room-scale variation within the scope of a medical-based, epidural preparation serious game. This is a first-step in examining the differences between the two configurations and determining whether the additional requirements and resources associated with a room-scale VR configuration are warranted. Although our quantitative results reveal limited differences, the room scale VR configuration led to higher immersion. Our qualitative results indicate that the hardware being used and the requirements imposed upon it by the desired fidelity of the simulation must be carefully considered; higher fidelity implies greater computational requirements that may not be readily available to the average computer user.

Holo-BLSD – A holographic tool for self-training and self-evaluation of emergency response skill

Added by Fabrizio Lamberti
Associate Professor, Politecnico di Torino
08/05/2019 09:45 pm CDT

https://ieeexplore.ieee.org/document/8750805

In case of cardiac arrest, prompt intervention of bystanders can be vital in saving lives. Basic Life Support and Defibrillation (BLSD) is a procedure designed to deliver a proficient emergency first response. Developing skills in BLSD in a large part of the population is a primary educational goal of resuscitation medicine. In this context, novel computer science technologies like Augmented Reality (AR) and Virtual Reality (VR) can alleviate some of the drawbacks of traditional instructor-led courses, especially concerning time and cost constraints. This paper presents Holo-BLSD, an AR system that allows users to learn and train the different operations involved in BLSD and receive an automatic assessment. The system uses a standard manikin which is \quotes{augmented} by an interactive virtual environment that reproduces realistic emergency scenarios. The proposed approach has been validated through a user study. Subjective results confirmed the usability of the devised tool and its capability to stimulate learners’ attention. Objective results indicated no statistical significance in the differences between the examiners’ evaluation of users who underwent traditional and AR training; they also showed a close agreement between expert and automatic assessments, suggesting that Holo-BLSD can be regarded as an effective self-learning method and a reliable self-evaluation tool.

Research priorities in immersive learning technology: The perspectives of the iLRN community

Added by Mark J. W. Lee
Project Leader/Principal Investigator and Board Member, iLRN; Adjunct Senior Lecturer, School of Education, Charles Sturt University
08/05/2019 03:03 am CDT

https://doi.org/10.1007/s10055-019-00393-x

Abstract: This paper presents the perspectives of the immersive learning research network community on the relevance of various challenges to the adoption of immersive learning technology, along three dimensions: access, content production, and deployment. Using a previously validated questionnaire, we surveyed this community of 622 researchers and practitioners during the summer of 2018, attaining 54 responses. By ranking the challenges individually and within each dimension, the results point towards higher relevance being placed on aspects that link immersive environments with learning management systems and pedagogical tasks, alongside aspects that empower non-technical users (educational actors) to produce interactive stories, objects, and characters.

Gaspar, H., Morgado, L., Mamede, H., Oliveira, T., Manjón, B., & Gütl, C. (2019). Research priorities in immersive learning technology: the perspectives of the iLRN community. Virtual Reality. Adavnce online publication.

Existing Teaching Practices and Future Labour Market Needs in the Field of Augmented Reality

Added by Jorge Bacca
Full Professor and Researcher, Fundación Universitaria Konrad Lorenz
08/05/2019 01:37 am CDT

http://codereality.net/wp-content/uploads/2019/02/Existing_Teaching_Practices_and_Future_Labour_Market_Needs_in_the_Field_of_Augmented_Reality.pdf

A very interesting report as a result of the “Augmented Reality in Formal European University Education (AR-FOR-EU)”, an European project for the collaborative development of teaching courses on the topic of AR and shared as Open Educational Resources and MOOCs. The project ends in 2020.

The report summarizes existing courses in the field of AR and in the second part the report focuses on job market analysis in the field of AR.

Exploiting sensing devices availability in AR/VR deployments to foster engagement

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:53 pm CDT

https://link.springer.com/article/10.1007/s10055-018-0357-0

Currently, in all augmented reality (AR) or virtual reality (VR) educational experiences, the evolution of the experience (game, exercise or other) and the assessment of the user’s performance are based on her/his (re)actions which are continuously traced/sensed. In this paper, we propose the exploitation of the sensors available in the AR/VR systems to enhance the current AR/VR experiences, taking into account the users’ affect state that changes in real time. Adapting the difficulty level of the experience to the users’ affect state fosters their engagement which is a crucial issue in educational environments and prevents boredom and anxiety. The users’ cues are processed enabling dynamic user profiling. The detection of the affect state based on different sensing inputs, since diverse sensing devices exist in different AR/VR systems, is investigated, and techniques that have been undergone validation using state-of-the-art sensors are presented.

Research priorities in immersive learning technology: the perspectives of the iLRN community

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:52 pm CDT

https://link.springer.com/article/10.1007/s10055-019-00393-x

This paper presents the perspectives of the immersive learning research network community on the relevance of various challenges to the adoption of immersive learning technology, along three dimensions: access, content production, and deployment. Using a previously validated questionnaire, we surveyed this community of 622 researchers and practitioners during the summer of 2018, attaining 54 responses. By ranking the challenges individually and within each dimension, the results point towards higher relevance being placed on aspects that link immersive environments with learning management systems and pedagogical tasks, alongside aspects that empower non-technical users (educational actors) to produce interactive stories, objects, and characters.

Evaluating the effectiveness of mixed reality music instrument learning with the theremin

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:51 pm CDT

https://link.springer.com/article/10.1007/s10055-019-00388-8

Learning music is a challenging process that requires years of practice to master, either with lessons from a professional teacher or through self-teaching. While practicing, students are expected to self-evaluate their performance which may be difficult without timely feedback from a professional. Research into computer-assisted music instrument tutoring (CAMIT) attempts to address this through the use of emerging technologies. In this paper, we study CAMIT for mixed reality (MR) by developing MR:emin, an immersive MR music learning environment for the theremin, an electronic music instrument that is controlled without physical contact. MR:emin integrates a physical theremin with the immersive learning environment. To better understand the effectiveness of such environments, we perform a user study with MR:emin comparing traditional music learning with two virtual learning environments, an immersive one and a non-immersive one. In a between-groups study, 30 participants were trained to play a sequence of notes on the theremin using one of the three training environments. Results of our statistical analysis show that performance error during training is significantly smaller in the immersive MR environment. This does not necessarily lead to improved performance after training; analysis of post-training improvement indicates that immersive training results in the smallest amount of improvement. Participants, however, indicate that the MR:emin environment is more engaging and increases confidence during practice. We discuss potential factors leading to the decrease in learning and provide some environment guidelines to aid in the design of engaging immersive music learning environments.

Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:50 pm CDT

https://link.springer.com/article/10.1007/s10055-018-0347-2

There is a significant body of research relating to augmented reality (AR) uses for learning in the primary and the secondary education sectors across the globe. However, there is not such a substantial amount of work exploring the combination of AR with game-based learning (ARGBL). Although ARGBL has the potential to enable new forms of teaching and transform the learning experience, it remains unclear how ARGBL applications can impact students’ motivation, achievements, and learning performance. This study reports a systematic review of the literature on ARGBL approaches in compulsory education considering the advantages, disadvantages, instructional affordances, and/or effectiveness of ARGBL across various primary and secondary education subjects. In total, 21 studies published between 2012 and 2017 in 11 indexed journals were analysed, with 14 studies focusing on primary education and 7 on secondary. The main findings from this review provide the current state of the art research in ARGBL in compulsory education. Trends and the vision towards the future are also discussed, as ARGBL can potentially influence the students’ attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitude towards their learning. This review aims to lay the groundwork for educators, technology developers, and other stakeholders involved in the development of literacy programmes for young children by offering new insights with effective advice and suggestions on how to increase student motivation and improve learning outcomes and the learning experience by incorporating ARGBL into their teaching.

Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:49 pm CDT

https://link.springer.com/article/10.1007/s10055-018-0363-2

The purpose of this review article is to present state-of-the-art approaches and examples of virtual reality/augmented reality (VR/AR) systems, applications and experiences which improve student learning and the generalization of skills to the real world. Thus, we provide a brief, representative and non-exhaustive review of the current research studies, in order to examine the effects, as well as the impact of VR/AR technologies on K-12, higher and tertiary education students’ twenty-first century skills and their overall learning. According to the literature, there are promising results indicating that VR/AR environments improve learning outcomes and present numerous advantages of investing time and financial resources in K-12, higher and tertiary educational settings. Technological tools such as VR/AR improve digital-age literacy, creative thinking, communication, collaboration and problem solving ability, which constitute the so-called twenty-first century skills, necessary to transform information rather than just receive it. VR/AR enhances traditional curricula in order to enable diverse learning needs of students. Research and development relative to VR/AR technology is focused on a whole ecosystem around smart phones, including applications and educational content, games and social networks, creating immersive three-dimensional spatial experiences addressing new ways of human–computer interaction. Raising the level of engagement, promoting self-learning, enabling multi-sensory learning, enhancing spatial ability, confidence and enjoyment, promoting student-centered technology, combination of virtual and real objects in a real setting and decreasing cognitive load are some of the pedagogical advantages discussed. Additionally, implications of a growing VR/AR industry investment in educational sector are provided. It can be concluded that despite the fact that there are various barriers and challenges in front of the adoption of virtual reality on educational practices, VR/AR applications provide an effective tool to enhance learning and memory, as they provide immersed multimodal environments enriched by multiple sensory features.

Haptic virtual reality and immersive learning for enhanced organic chemistry instruction

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:48 pm CDT

https://link.springer.com/article/10.1007/s10055-018-0345-4

Human–Computer interaction, including technology-aided instruction, is beginning to focus on virtual reality (VR) technology due to its ability to support immersive learning, teaching through simulation, and gamification of learning. These systems can deliver high-level multisensory learning experiences that are important in the teaching of many subjects, especially those involving abstract concepts or requiring spatial skills, such as organic chemistry. Haptic experiences with VR, however, remain a challenge. In addition, development has focused on general entertainment/gaming; VR systems in chemistry implement simulations of the chemistry laboratory and other advanced systems whereas those that support safe, game-like, immersive and multisensory learning of organic chemistry with haptics at pre-university education levels are scarce. We developed the VR Multisensory Classroom (VRMC) as an immersive learning environment within a VR head-mounted display, where learners employ hand movements to build hydrocarbon molecules and experience haptic feedback through gloves with built-in sensors and hand-tracking with the Leap Motion system. We report here the evaluation of the first prototype by learners from diverse backgrounds who reported on the ability of the VRMC to support high engagement, motivation, interest and organic chemistry learning as well as diverse learning styles. The VRMC is a novel VR classroom that supports immersive learning in molecular organic chemistry with haptics for multisensory learning.

Systematic review and meta-analysis of augmented reality in educational settings

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:47 pm CDT

https://link.springer.com/article/10.1007/s10055-019-00379-9

Augmented reality (AR) is an important technology to enhance learning experiences. Many studies have been conducted to establish the tendencies, affordances and challenges of this technology in educational settings. However, these studies have little analyzed important issues such as the special needs of specific users or the impact of AR on education through the quantitative analysis of the data. This paper presents a literature review that covers 61 studies published between 2012 and 2018 in scientific journals and conference proceedings. As a result, it identifies the status and tendencies in the usage of AR in education, the impact of this technology on learning processes, open questions as well as opportunities and challenges for developers and practitioners. The results indicate that AR has a medium effect on learning effectiveness (d = .64, p < .001). The most reported advantages of AR systems in education are “learning gains” and “motivation.” Otherwise, it is also important to mention that only one of the AR systems of the studies includes accessibility features, which represents a setback in terms of social inclusion. Therefore, given the apparent multiple benefits of using AR systems in educational settings, stakeholders have great opportunities to develop new and better systems that benefit all learners. This technology covers a wide range of topics, target groups, academic levels and more. This could be an indicator that AR is achieving maturity and has successfully taken root in educational settings.

A recommender system to generate museum itineraries applying augmented reality and social-sensor mining techniques

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:46 pm CDT

https://link.springer.com/article/10.1007/s10055-018-0366-z

Nowadays, museums offer technological and digital options to enrich the user experience in a visit. However, questions arise like which exhibition/museum could I visit? How to tour it and get the best experience? These questions are not easy to answer, because they do not represent tasks straightforward. Considering that the experiences of visiting a museum are now available in social networks, in which users describe, rate, and disseminate a work of art/exhibition of a museum, this information can be mined to generate tour recommendations in museums. Such recommendations could be improved by combining and applying data mining obtained from Internet of Things sensors installed in museums. In this paper, a hybrid approach to make recommendations for museum visits is proposed. It includes an Internet of Things architecture of beacons, incorporating some technologies based on semantic analysis, data mining, and machine learning. This approach integrates and combines data sources for generating and recommending indoor and outdoor itineraries for museums, which are visualized with augmented reality. The itinerary is built, taking into consideration opinions and assessments from social networks, the semantic classification of museums, and cultural activities, as well as data measured by beacon sensors in museum exhibitions. The result is a customized tour with augmented reality that contains a set of recommendations of how to visit a set of museums and obtain a better experience of the visit. A prototype of mobile application is available in the Google Play, called the “Historic Center,” with almost 500 downloads and an acceptable evaluation.

The effect of a virtual reality learning environment on learners’ spatial ability

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:45 pm CDT

https://link.springer.com/article/10.1007/s10055-018-0355-2

This study employed electroencephalography to record event-related potentials to investigate the difference in learning performance between learners with different levels of spatial ability in a traditional learning environment that utilizes presentation slides and a learning environment that incorporates virtual reality (VR). Thirty-two university students participated in the experiment. The N1 and P2 components were results that indicated selective attention at an early stage; their amplitudes were proportional to the cognitive loads. The experiment results revealed that the main effect of learning environment was significant. The N1 and P2 components had larger amplitudes and indicated higher cognitive loads in the presentation slides-based environment than in the VR-based environment. The main effect of spatial ability was also significant. The N1 and P2 amplitudes evoked in the high spatial ability (HSA) learners were smaller than those evoked in the low spatial ability (LSA) learners, indicating that the LSA learners possessed fewer cognitive resources and bore relatively high cognitive loads. The interaction effect of learning environment and spatial ability was significant. Larger P2 amplitude was observed in LSA learners in the presentation slides-based environment than in the VR-based environment, implying that VR facilitates the reduction of cognitive loads in LSA learners. The P2 amplitude detected in HSA learners did not show any significant difference in both learning environments, indicating that the VR-based learning environment did not enhance their learning. This result supports the ability-as-compensator hypothesis to a certain extent.

A Robotic Haptic Feedback Device for Immersive Virtual Reality Applications

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:44 pm CDT

https://link.springer.com/chapter/10.1007%2F978-3-030-01746-0_17

The use of virtual reality technology has become popular in modern theme parks across the world. Attractions using virtual reality technologies offer highly immersive experiences as if people are really staying in fictional worlds that the theme parks like to create. Haptic feedback is an important piece in virtual reality, where it can increase the immersion and enjoyment, but most virtual reality attractions in theme parks do not offer enough haptic feedback. In this paper, we present HapticDaijya, which is a waist-worn robot capable of giving various haptic and tactile feedback on the torso, neck, face, arms and hands. We present the design and implementation of HapticDaijya. Then, we show a user study and analyze the results for investigating its feasibility. Also, we present preliminary evaluation results that gauged the user’s accuracy in distinguishing the locations of taps applied on the chest, as well as general usability and user acceptance.

Investigating Potential Relationships Between Adolescents’ Cognitive Development and Perceptions of Presence in 3-D, Haptic-Enabled, Virtual Reality Science Instruction

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:42 pm CDT

https://link.springer.com/article/10.1007%2Fs10956-018-9764-y

Virtual presence describes a users’ perception of a virtual reality (VR) environment (VRE), specifically, of their involvement (sense of control within a virtual environment with minimal distractions) and immersion (multi-input sensory engagement providing apparent realism of objects and interactions). In education, virtual presence is a significant construct as highly immersive VREs have been linked to users reporting memorable and exciting teaching experiences. Prior research has described that adults and children report different levels of presence when subjected to identical VREs, suggesting cognition may play some role in users’ perceptions of presence. According to Piaget, concrete operational development is a watershed moment when adolescents develop the ability to understand abstract concepts and make assessments what is and is not reality. This period in cognitive development may influence children’s and adolescents’ perceptions of presence. This is an exploratory study of seventy-five 6th-grade and seventy-six 9th-grade students who participated in an instructional module about cardiac anatomy and physiology using a 3-D, haptic-enabled, VR technology. When surveyed on their perceptions of virtual presence, there were no reported differences between grade levels. When assessed using a Piagetian inventory of cognitive development, the analyses indicated that the sixth-grade students’ understanding of spatial rotation and angular geometry was positively correlated with the reported perceived control and negatively correlated with distraction. This study suggests that the spatial acuity of younger learners plays an important role when using VR technologies for science learning. This research raises questions about the relevance of users’ cognitive development when using emergent VR technologies in the K–12 science classroom.

Elucidating the impact of critical determinants on purchase decision in virtual reality products by Analytic Hierarchy Process approach

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:41 pm CDT

https://link.springer.com/article/10.1007/s10055-018-0373-0

Virtual Reality (VR) is a technology that uses a specialized user interface to connect people to the virtual world, where they can enjoy a multitude of visual, auditory, olfactory, and tactile experiences. In this study, the analytic hierarchy process method is used to analyze the following four factors that affect consumers’ purchase decisions with respect to VR products: VR system requirements, purchase-oriented marketing of VR products, VR application types, and user-friendliness of VR products. Additionally, this study also examines consumer preferences for various VR products. Despite the interviewees’ concerns regarding computing power, product pricing, after-sales services, knowledge learning, and user-friendliness, the results of this study reveal that what they need most are VR products that can be used on the go. Therefore, portable VR is expected to be the trend as people are hoping to use VR applications whenever and wherever they wish to use them. This research provides the theoretical and managerial implications for understanding the potential trends for VR products and thus develops the appropriate marketing strategies for them.

Behavioural intentions of using virtual reality in learning: perspectives of acceptance of information technology and learning style

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:38 pm CDT

https://link.springer.com/article/10.1007/s10055-018-0348-1

The use of virtual reality (VR) has become a viable alternative to conventional learning methods in various knowledge domains. Wearable head-mounted displays (HMDs) are devices that provide users with an immersive VR experience. To investigate the direct determinants affecting students’ reasons for HMD use in learning, hypotheses relating to information technology acceptance and Kolb’s learning styles were proposed and tested in this study. Participants were recruited through stratified random sampling according to the population ratio of colleges at a university in Taiwan. Students were shown a video on VR applications in learning, after which an online survey was completed. In total, 387 questionnaires were collected of which 376 were valid. An inference analysis of the samples was performed by structural equation modelling with eight exogenous latent variables, namely the four constructs of the unified theory of acceptance and use of technology (UTAUT) and the four modes of Kolb’s learning styles. All eight variables pointed to one endogenous latent variable: behavioural intention. The results showed all four constructs of the UTAUT to have a positive and significant effect on students’ behavioural intention to use HMDs in learning and only the concrete experience mode of Kolb’s learning styles to have a positive and significant effect. Based on these findings, this study provides suggestions on how to encourage HMDs use in learning to VR developers and educational institutions.

Editorial: themed issue on enhanced educational experience in virtual and augmented reality

Added by Linda Daniela
Head, Scientific Institute of Pedagogy and Chair, Council for PhD Defense in Pedagogy, University of Latvia
08/04/2019 08:32 pm CDT

https://link.springer.com/article/10.1007/s10055-019-00383-z

It is an editorial material prepared for special issue in Virtual Reality journal (Springer) devoted to educational issues. The title of Special issue was “VIRTUAL AND AUGMENTED REALITY FOR ENHANCED EXPERIENCE IN EDUCATION AND LEARNING

Augmented Reality Frameworks in Education

Added by Jorge Bacca
Full Professor and Researcher, Fundación Universitaria Konrad Lorenz
08/05/2019 04:53 am CDT

https://drive.google.com/file/d/1EuBboE8tl60xF8HBUXdgF2po0DU_aOQ9/view?usp=sharing

A table with a summary of some AR frameworks in education. This is a kind of literature review of AR frameworks specifically defined in the context of educational settings.

Augmented Reality in School Environments (EU Project)

Added by Jorge Bacca
Full Professor and Researcher, Fundación Universitaria Konrad Lorenz
08/05/2019 04:44 am CDT

https://www.arise-project.org/index.php%3Fid=35.html

A project funded by the European Commission with the aim of integrating AR into the teaching and learning activities of teachers and students with a focus on developing authoring tools.

Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments

Added by Diane Michaud
Instruction Librarian, Victoria College within the University of Toronto
08/05/2019 03:45 am CDT

dx.doi.org/10.4018/978-1-5225-8179-6.ch002

Functioning as summary: a few excerpts from the chapter itself:

The pitch for analytics for VLEs:
“The future of virtual immersive learning games and simulations to encourage advanced problem-based learning and the development of functional knowledge in P-12 education requires a learning analytic system that provides comprehensive learning assessment that creates a coherent report of the learning for both educators and learners. Virtual immersive learning environments can be a productive learning environment if designed to be incorporated in a comprehensive and integrated process with traditional curriculum and standards. Incorporated, not as singular gaming events, but as a comprehensive pedagogy with assessment the future of gaming to encourage authentic learning is immense.”

The [proposed] virtual learning analytic system “is based on constructivist learning theories including situated theories of learning [ . . . ] and distributed cognition theory [ . . . ]”

Also drawing from sociocultural learning theory which “defines human development as a fluid interaction between individual, group, and environmental artifacts.”

The “CHAT-LAS” [cultural historical activity theory (CHAT) learning Analytic System (LAS)] “was designed to define learning outcomes by understanding human development based on the concepts of zone of proximal development. The zone of proximal development defines human development and learning through the interactions of the learner through his/her zone of proximal development. The zone of proximal development (ZPD) is the “actual developmental level as determined by independent problem solving under adult guidance or in collaboration with more capable peers” (Wertsch, 1991, p. 28). Using ZPD as a design metaphor the CHAT-LAS will isolate and code these learning interactions in the virtual immersive learning environments.”

Russell, D., & Wallis, S. E. (2019). Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments. In I. Management Association (Ed.), Virtual Reality in Education: Breakthroughs in Research and Practice (pp. 26-51). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-8179-6.ch002

The OpenXR Specification

Added by Johannes DeYoung
Assistant Professor of Art, Carnegie Mellon University
08/05/2019 01:45 am CDT

https://www.khronos.org/registry/OpenXR/specs/1.0/html/xrspec.html

OpenXR is an API (Application Programming Interface) for XR applications. XR refers to a continuum of real-and-virtual combined environments generated by computers through human-machine interaction and is inclusive of the technologies associated with virtual reality (VR), augmented reality (AR) and mixed reality (MR). OpenXR is the interface between an application and an in-process or out-of-process “XR runtime system”, or just “runtime” hereafter. The runtime may handle such functionality as frame composition, peripheral management, and raw tracking information.

Optionally, a runtime may support device layer plugins which allow access to a variety of hardware across a commonly defined interface.

OpenXR is a mechanism for interacting with VR/AR/MR systems in a platform-agnostic way.

This model is intended to result in a specification that satisfies the needs of both programmers and runtime implementors. It does not, however, necessarily provide a model for implementation. A runtime implementation must produce results conforming to those produced by the specified methods, but may carry out particular procedures in ways that are more efficient than the one specified.

The Past, Present and Future of Virtual and Augmented Reality Research: A Network and Cluster Analysis of the Literature

Added by Norma Patricia Salinas Martínez
Professor, Department of Mathematics, Tecnológico de Monterrey
08/05/2019 01:42 am CDT

https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02086/full

The authors collected all the existing articles about VR and AR in the Web of Science Core Collection scientific database and make a network and cluster analysis of the literature (21667 records for VR and 9944 for AR). They discuss the evolution and changes over the time of the use of VR in the main areas of application. Their conclusions consider the disruptive contribution of these technologies will be able to get in scientific fields as well as in human communication. Their findings in VR made clear that the clinical dimension is one of the most investigated ever and seems to increase in quantitative and qualitative aspects.

Standardizing All the Realities: A Look at OpenXR (SIGGRAPH 2018)

Added by Johannes DeYoung
Assistant Professor of Art, Carnegie Mellon University
08/05/2019 01:39 am CDT

https://www.khronos.org/assets/uploads/developers/library/2018-siggraph/04-OpenXR-SIGGRAPH_Aug2018.pdf

OpenXR standard specifications. Kaye Mason, SIGGRAPH 2018.
The OpenXR standard seeks to (1) enable both VR and AR applications – the OpenXR standard unified common VR and AR functionality to streamline software and hardware development for a wide variety of products and platforms;
(2) be future-proof – while OpenXR 1.0 is focused on enabling the current state-of-the-art, the standard is built around a flexible architecture and extensibility to support rapid innovation in the software and hardware spaces for years to come; (3) does not try to predict the future of XR technology – while trying to predict the future details of XR would be foolhardy, OpenXR uses forward-looking API design techniques to enable designers to easily harness new and emerging technologies; (4) unify performance-critical concepts in XR application development – developers can optimize to a single, predictable, universal target rather than add application complexity to handle a variety of target platforms.

Blended Reality

Added by Johannes DeYoung
Assistant Professor of Art, Carnegie Mellon University
08/05/2019 01:29 am CDT

https://drive.google.com/file/d/1f0RkOeyaK1WT85XTQuSiFABE8Kz32TIM/view

Second-year report for Yale University’s applied research partnership with HP. Documents research initiatives by Yale faculty and students between 2017 – 2018.

AI based VR skill mastery, Mursion

Added by Steven Sato
Director of Technology, Rolling Hills Country Day School
08/05/2019 01:06 am CDT

https://www.mursion.com/

From conflict resolution to general employee on-boarding, Mursion uses humans, machine learning and AI and places users in VR simulations that give them opportunity to learn in a safe environment that is dynamic and can be repeated and reviewed. Similar to some of the solutions others have brought up, Mursion focuses on mastering essential skills in the workplace through AI and VR.

Augmenting mathematics with mobile technology

Added by Michał Wróblewski
CTO, Learn Teach Explore, Creator of @Shapes3D
08/05/2019 12:43 am CDT

https://doi.org/10.1007/978-3-319-90179-4_8

The two case examples describe how mobile technology could provide opportunities for ‘mathematics outside the classroom’. The first example describes a dynamic Ferris wheel, the second a static cathedral. Both examples demonstrate how ‘geo-location’ and ‘augmented reality’ features allow mobile technologies to bridge formal and informal mathematics learning (Lai et al., 2016).

Learning in and Building VR for Education, Washington Leadership Academy

Added by Steven Sato
Director of Technology, Rolling Hills Country Day School
08/05/2019 12:12 am CDT

http://www.washingtonleadershipacademy.org/

Winner of one of the 1st 10 XQ Super School awards, Washington Leadership Academy is a school founded on used Virtual and future learning technologies. They not only aim to teach in VR, they aim to build VR and share it with others for learning purposes. I had the pleasure of visiting WLA in 2017 and they’re doing amazing things, including inspiring their students to contribute to the Immersive community and join the vertical as working contributors.

I continue to follow, help where I can but mainly learn from their leanings.

Immersive VR and Education: Embodied Design Principles that Include Gesture and Hand Controls

Added by Karen Alexander
Director, XRconnectED
08/04/2019 11:54 pm CDT

https://www.researchgate.net/publication/326578936_Immersive_VR_and_Education_Embodied_Design_Principles_That_Include_Gesture_and_Hand_Controls

Johnson-Glenberg describes the three affordances of VR with gesture and hand controls that make it an effective tool for learning certain kinds of tasks: Presence/immersion, engagement of the sensorimotor cortex through body movements, and gestures that are congruent to the task being simulated.

Augmented Reality Design Guidelines by Google

Added by Michał Wróblewski
CTO, Learn Teach Explore, Creator of @Shapes3D
08/04/2019 11:11 pm CDT

https://designguidelines.withgoogle.com/ar-design/augmented-reality-design-guidelines/introduction.html

Design Guidelines. A living document with important notes on AR design also covering environment limitation, user safety and comfort, and best practices what to expect from best experiences.

Immersive Learning through Primary Source Testimony, USC Shoah Foundation – Dimensions in Testimony

Added by Steven Sato
Director of Technology, Rolling Hills Country Day School
08/04/2019 11:05 pm CDT

https://sfi.usc.edu/news/2017/04/15191-audiences-captivated-usc-shoah-foundation-virtual-reality-projects

While Dimensions in Testimony itself is not VR at this point, it will be soon, USC Shoah Foundation also helped create The Last Goodbye, an immersive journey to the camp in which Pinchas Gutter was held during the Holocaust. Having worked with the foundation to test DIT as they add new survivor testimony and bring their online version of DIT live, I have observed that immersive interaction with primary source testimony, in this case Holocaust survivors, is an extremely effective way for students to learn. We have groups of 25 students on computers interacting with survivors and it was mind blowing how much information they came away with after only a 30 minute session. Imagine when DIT is ported to VR and multiple senses are engaged in the interactive dialog. The Last Goodbye, while not interactive is fully immersive 360 VR that allows for a “lite” room scale experience while Pinchas guides you through the camp and tells the story of his sister and her golden braid.

These and many more historical VR pieces will allow students to better understand history from a first person experience.

I cannot wait.

MORE VR with Bryne Stothard and David Hotler – ICP003 An episode of The Infused Classroom Podcast

Added by Bryne Stothard
Year Head and PLC Innovation Chair, Frankfurt International School
08/04/2019 08:27 pm CDT

https://anchor.fm/infusedclassroom/episodes/MORE-VR-with-Bryne-Stothard-and-David-Hotler—ICP003-e3rfdl

David (American School of Madrid) and I discussed the ways we use VR in our schools. Links drawn to competency based learning and open-ended outcomes using VR as a creative tool.

Computational/Design thinking and use of VR at Imperial College London

Added by Bryne Stothard
Year Head and PLC Innovation Chair, Frankfurt International School
08/04/2019 08:24 pm CDT

https://youtu.be/i6DdFpdPl0M

Here is an impromptu visit to Imperial College London in-between presenting at the Google offices. Please watch and share! So many of our students are targeting places like ICL, yet it seems to me education systems (in general) aren’t preparing them effectively. We can all be part of that change, especially during our AR/VR conference July 5th 2018 (Google London).

VR for recording Fieldwork analysis in IB Geography

Added by Bryne Stothard
Year Head and PLC Innovation Chair, Frankfurt International School
08/04/2019 08:22 pm CDT

https://youtu.be/uuRMk7jAncA

At FIS, we have recorded a VR experience for each of the data collection points of our IB River study. These will be invaluable for students when writing their IA analysis and will allow them to put themselves back in the contexts of each site.

Room Scale Virtual Reality in Elementary School

Added by Bryne Stothard
Year Head and PLC Innovation Chair, Frankfurt International School
08/04/2019 08:20 pm CDT

https://youtu.be/gF4nhT3Aveo

As part of our Accelerator program for this school year, we have expanded the use of our “tech tool kit,” by bringing VR into Elementary School classrooms alongside microscopes and other learning tools. The result was a highly integrated unit of inquiry!

‘Reverberations’ Gr10 Art project at Frankfurt International School. (3d scanning, VR and Unity)

Added by Bryne Stothard
Year Head and PLC Innovation Chair, Frankfurt International School
08/04/2019 08:19 pm CDT

https://youtu.be/6b3kDtvy3F8

http://reverberation.ib-art.space/ind…

From Darren Trebel (Head of Visual Arts)

Just thought I’d update you on our progress here in Frankfurt on our developing sound sculpture garden in VR. My Grade 10 students have engineered sounds and Iäve compiled all of these in Mp3 format for use in Unity. They have also begun fashioning the vessels or containers for their sounds, the forms of which, of course, are based in concept on the sounds they must contain.

We have everything we need for the 3D scanning of the finished sculptures, which should be taking place around beginning of March. Our team of VR environment programmers has already assembled a garden space for us, along with places for the sculpture files and the accompanying sounds. They (one of our Grade 11 students and four or five middle schoolers) have successfully mastered the responsive audio protocol to make the sounds work with regard to distance and position in virtual reality (that was a challenge for them!) and we have begun to install specific assets (trees, grass, pedestals, etc) in the space. They’ve also begun fixing the telemetry for the viewer to be able to teleport around the space.

So, things are rolling, We plan to upload the entire sound sculpture garden onto the school’s open server, so that, with links provided, anyone with internet can don a pair of goggles and earphones and take a walk through the space and experience the eleven sound sculptures that are there virtually. I’ll have a much better idea of when that will actually come available as the spring starts and we close in on assembling the exhibition and getting it uploaded.

‘VR case studies’ as used at Frankfurt International School

Added by Bryne Stothard
Year Head and PLC Innovation Chair, Frankfurt International School
08/04/2019 08:15 pm CDT

https://docs.google.com/document/d/16qID8YOYpwS5QuqY5Wu3wQTvKO0jsqBer_GfKIIV4n8/edit?usp=sharing

FAQ – at a glance

What is virtual reality? Pg. 4

Money — How can I afford to do this in my school? Pg. 8

What are some good ways to share the equipment? Pg. 17

Hotseat Model Pg. 18
Centre Model Pg. 18
Team Model Pg. 19
Augmented Learning Model Pg. 21
Everyone has a headset model Pg. 22

How can I get my school to support it? Pg. 23

How do I know where to find content? Pg. 25

What does a first day look like in VR? Pg. 31

What are some sample lessons? Pg. 34

FIS VR Data Pg. 39

CASE STUDIES — Digital Innovation at FIS Pg. 45 – 69

EXAMPLE PROPOSAL DOCUMENT (PURCHASING EQUIPMENT FOR SUBJECT AREAS)

Design Tech Pg. 70 – 72
Visual Arts Pg. 73 – 74

Citations Pg. 79

Resources Page (Content and Apps) Pg. 80 – 82

Pedagogy of Productive Failure: Navigating the Challenges of Integrating VR into the Classroom

Added by Susanna Nocchi
Lecturer, Technological University Dublin
08/04/2019 06:34 am CDT

https://journals.tdl.org/jvwr/index.php/jvwr/article/view/7318

I shared this link in one of my comments to a previous article. I’m uploading this here, to make it easier to find 🙂 The study has a very interesting approach to failure in educational tasks using VR.
Abstract:
The surge of popular interest in virtual reality (VR), largely driven by recent advances making the hardware and software for VR development and use accessible to average consumers, is showing all the signs of a durable trend. One of those signs is active uptake in the academy, both for research (where it was pioneered) and in the classroom (where its footing is less certain). To be sure, VR offers exciting and relatively underdeveloped pedagogical terrain for teachers looking to enhance their curricula by deploying technologies that might optimize the learning process. This article offers a critical reflection on one such effort, specifically, our academic team’s grant-funded digital humanities research project called Focused Associational Thinking-Virtual Reality (FAT-VR). The main premise of the project was to create a virtual reality environment where students could cultivate creative fluency in divergent thinking. Such competencies are thought to afford students with a means of “thinking things together” in the service of transdisciplinary inquiry and problem solving. This essay recounts how, as we attempted to “move forward” by harnessing VR, we often found ourselves going “backward” and “in circles” due to technological glitches and challenging student feedback. Putting our digital pedagogy project in conversation with phenomenological philosophy and critical theory, we offer a provocation on how forward motion can sometimes set us back pedagogically, and how disorienting experiences—even failure—can become productive.

The UCISA Digital Education Group

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
08/04/2019 06:34 am CDT

https://www.ucisa.ac.uk/groups/deg/Events/2018/immersive/Copy%20of%20programme

Immersive experiences can transport learners to different environments and augment learning within their current surroundings.

The cost to create and interact with these experiences previously meant that these methods of learning and teaching had been limited to those with ample resources. Technologies such as the Internet of Things, Virtual, Augmented and Mixed Reality are enabling the creation of highly engaging experiences that offer learning opportunities that were previously not possible.

This event will showcase examples of practice taking place across different institutions, outlining the value that they are offering to learning and teaching. (date 5th December2018)

‘Virtual Reality: its role in healthcare and healthcare libraries’

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
08/04/2019 06:32 am CDT

https://kfh.libraryservices.nhs.uk/virtual-reality-its-role-in-healthcare-and-healthcare-libraries/

Knowledge for Healthcare has posted a new item, ‘Virtual Reality: its role in healthcare and healthcare libraries’

A webinar held on 28th May 2019.

The Emerging Technologies Group recently held a webinar on Virtual Reality (VR).

The main speaker, Nick Peres, was very engaging about the opportunities that are open to us in using VR.

Several case studies of VR’s use by health libraries were also presented.

The Vision of HoloLens 2 (Susan […]

here are the additional studies:

The Vision of HoloLens 2 (Susan Smith)
Loanable virtual reality headsets (Catherine Micklethwaite)
Oculus Go and Quest – practical uses of portable VR (John Barbrook)
VR – a two pronged approach (Mary Hill and Tim Jacobs)
Virtual Reality as a library resources (Ben Vella)

Augmented Reality Research in Education: A Bibliometric Study.

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
08/04/2019 06:20 am CDT

https://www.researchgate.net/profile/Mehmet_Karakus8/publication/332970449_Augmented_Reality_Research_in_Education_A_Bibliometric_Study/links/5cd4614692851c4eab8f30d9/Augmented-Reality-Research-in-Education-A-Bibliometric-Study.pdf

M. Karakus, A. Ersozlu, A.C. Clark, 2019. Augmented Reality Research in Education: A Bibliometric Study. EURASIA Journal of Mathematics, Science and Technology Education, 15, p.10.
This study looks at characteristics of publications in AR, concept most commonly studied in ares science, maths and educational technology, leading authors by volume: Spain and Taiwan

Using Spatialized Sound to Enhance Self-Motion Perception in Virtual Environments and Beyond by Bernhard Reicke

Added by Justin Berry
Critic, Yale School of Art and Core Faculty, Center for Collaborative Arts and Media, Yale University
08/04/2019 03:32 am CDT

http://thisisntme.com/teaching/Riecke-2016-UsingSpatializedSoundtoEnhanceSelf-MotionPerceptioninVirtualEnvironmentsandBeyond.pdf

This is a short introduction to using audio for creating the sensation of movement in VR. I think it is important to include here as I believe audio has tremendous power in VR and AR and is a way to create powerful effects without relying on expensive or intricate hardware that might be difficult to bring into a classroom or incorporate into an experience.

3D UI presentation from Siggraph 2018 by Bernhard Riecke

Added by Justin Berry
Critic, Yale School of Art and Core Faculty, Center for Collaborative Arts and Media, Yale University
08/04/2019 03:28 am CDT

http://thisisntme.com/teaching/RieckeLaViolaKruijff_Siggraph2018_3DUI_CourseNotes.pdf

This exhaustive introduction to VR UI efforts has been invaluable to my group as we explore new possibilities. Excellent reference for various interaction models.

Artforum Article on VR

Added by Justin Berry
Critic, Yale School of Art and Core Faculty, Center for Collaborative Arts and Media, Yale University
08/04/2019 03:25 am CDT

http://thisisntme.com/teaching/VR_Artforum_2017.pdf

This was a series of interviews with art historians, critics, and artists about the medium of VR. I actually have numerous concerns about their insights but it acts as a useful tool for seeing how the emerging media is perceived by the current critical art community.

Clamshell: A modular toolkit for making new interfaces for immersive media

Added by Justin Berry
Critic, Yale School of Art and Core Faculty, Center for Collaborative Arts and Media, Yale University
08/04/2019 03:23 am CDT

http://thisisntme.com/teaching/ClamshellPaper.pdf

This began as an attempt to create a concrete interaction based controller for VR that was more accessible but evolved into a modular platform for experimenting with sensor input. We created a custom piece of hardware designed to allow people with little to know hardware experience to create custom sensor inputs readable by the Unity platform. The idea is to make this open source and provide it to communities that want to try and make more accessible interfaces for immersive experiences.

Verb Collective: Material based coding toolkit for creating new content

Added by Justin Berry
Critic, Yale School of Art and Core Faculty, Center for Collaborative Arts and Media, Yale University
08/04/2019 03:19 am CDT

http://thisisntme.com/teaching/VerbCollectivePaper.pdf

This was an attempt to create a material based coding toolkit for Unity inspired by Richard Serra’s Verb List. It is an effort to help people without coding experience create new content for immersive media. It is intended to be open source and freely available by the end of year. It exists to support people from non technical backgrounds to offer insight and strategies for immersive media that might otherwise be difficult to access. The novel approach is not to try and teach coding, but teach meaningful interaction based on our relationship to the material world.

Labyrinths: An exhibition model for VR

Added by Justin Berry
Critic, Yale School of Art and Core Faculty, Center for Collaborative Arts and Media, Yale University
08/04/2019 03:14 am CDT

http://thisisntme.com/teaching/LabyrinthsExhibitionpaper.pdf

This is a paper about an exhibition platform I helped with that looks at new ways to exhibit artworks in VR. The exhibition was presented at MODE 2019 in Wellington, New Zealand and at IEEE GEM 2018 in Galway Ireland. This paper was presented at MODE 2019. This was a model attempting to explore how the context of VR changes our relationship to artworks and objects.

Embodied Navigation

Added by Justin Berry
Critic, Yale School of Art and Core Faculty, Center for Collaborative Arts and Media, Yale University
08/04/2019 03:11 am CDT

http://thisisntme.com/teaching/EmbodiedNavigation.pdf

This was a paper I helped put together that explored a novel form of controllerless navigation in VR. The goal was to get away from abstract interfaces and to try to create a more intuitive form of navigation. It had mixed success. This was presented at IEEE GEM 2018 in Galway Ireland.

AR and VR in the K-12 Classroom

Added by Kathy Schrock
Adjunct Instructor, Wilkes University
08/04/2019 02:11 am CDT

https://www.schrockguide.net/augmented-reality.html

My collection of AR and VR information is not research-based, but includes practical ideas and concepts for the K-12 classroom teacher.

Virtual reality for deeper learning: An exemplar from high school science

Added by Erica Southgate
Associate Professor of Education, University of Newcastle
08/04/2019 03:28 am CDT

https://ericasouthgateonline.wordpress.com/2019/05/16/a-dive-into-vr-for-deeper-learning/

Research paper applying the Deeper Learning framework to understand how IVR can be use in high schools for authentic, creative, collaborative science classes

Embedding immersive virtual reality in classrooms: Ethical, organisational and educational lessons in bridging research and practice

Added by Erica Southgate
Associate Professor of Education, University of Newcastle
08/04/2019 03:25 am CDT

https://www.sciencedirect.com/science/article/pii/S2212868918300151?via%3Dihub

ABSTRACT – Increasing numbers of children and young people are experiencing immersive virtual reality as part of leisure and schooling. Immersive virtual reality mediated through head-mounted displays presents significant challenges as well as tantalising opportunities for learning within schools. The purpose of this paper is to report on key issues that arose when embedding immersive virtual reality for learning into ICT and science classes in low-income high schools by providing a fine-grained account of how the research team negotiated scholarly and practical problems. The mixed method research used a participatory approach with teachers as co-researchers. Three areas are explored: (i) the ethical and safety issues of using IVR in classrooms; (ii) negotiating the organisational context of a school system and problem-solving within the context of institutional restrictions on internet access; and (iii) educational reflections on collaborative learning and gendered dynamics. We conclude that classrooms, as socially active and sometimes unpredictable places, yield unique and credible insights into the deployment of highly immersive virtual reality for learning.

Asking ethical questions in research using immersive virtual and augmented reality technologies with children and youth

Added by Erica Southgate
Associate Professor of Education, University of Newcastle
08/04/2019 03:23 am CDT

https://ieeexplore.ieee.org/document/7892226

Research paper with conceptual framework on the ethical dimensions of using immersive technology for children and youth

IEEE VR Fourth Workshop on K-12+ Embodied Learning through Virtual & Augmented Reality (KELVAR)

Added by Erica Southgate
Associate Professor of Education, University of Newcastle
08/04/2019 03:21 am CDT

https://sites.google.com/site/vrkelvar/

Repository on the workshop going back to 2016

Immersive virtual reality, children and school education: A literature review for teachers

Added by Erica Southgate
Associate Professor of Education, University of Newcastle
08/04/2019 03:19 am CDT

https://ericasouthgateonline.wordpress.com/2018/06/17/immersive-vr-a-lit-review-and-infographic-for-teachers/

Recent literature review for teachers on immersive VR with practical take-aways

VR School Study

Added by Erica Southgate
Associate Professor of Education, University of Newcastle
08/04/2019 03:17 am CDT

https://vrschoolresearch.com/

Ongoing multi-site research study on embedding immersive VR in real classrooms in the Australian context, including low socioeconomic and rural schools. It includes advice on child protection, VR safety, infographics, research papers for teachers

EDUCAUSE Horizon Report | 2019 Higher Education Edition

Added by Sean Hauze
Associate Director, Instructional Technology Services, San Diego State University
08/03/2019 04:11 am CDT

https://library.educause.edu/-/media/files/library/2019/4/2019horizonreport.pdf?la=en&hash=C8E8D444AF372E705FA1BF9D4FF0DD4CC6F0FDD1

I recommend adding the 2019 Horizon Report in reference to the Mixed Reality section (p. 25).

Best,
Sean

Merge Cubes/Apps for Education

Added by Jason Jerald
CEO, NextGen Interactions
08/03/2019 03:26 am CDT

https://www.virtualiteach.com/single-post/2019/01/29/Top-5-Apps-for-the-Merge-Cube

The largest use case/community for the Merge Cube seems to be educators. Teachers can be quite fanatic about the cubes.
Other links
Merge educators website: https://mergevr.com/educators
Getting Started with Merge for Schools/Classrooms: https://mergevr.com/edu-resources/getting-started
Merge Educators facebook group: https://www.facebook.com/groups/mergeeducators/about/

MakeVR: My Mom Tries Virtual Reality

Added by Jason Jerald
CEO, NextGen Interactions
08/03/2019 03:16 am CDT

https://www.youtube.com/watch?v=sPde92ss2SE

MakeVR contains tutorials that teaches immersive modeling in about 15 minutes even for someone that has no idea what CAD is. Normally learning CAD software can be a quite frustrating process.

VR definitions

Added by Jason Jerald
CEO, NextGen Interactions
08/03/2019 03:02 am CDT

https://drive.google.com/file/d/1IGXPOSgymGLVV33W6awXrBLp6nUejEhO/view?usp=sharing

From my Book “The VR Book: Human-Centered Design for Virtual Reality”

Four Levels of Training Evaluation by Kirkpatrick

Added by Jason Jerald
CEO, NextGen Interactions
08/03/2019 01:08 am CDT

https://www.amazon.com/Kirkpatricks-Four-Levels-Training-Evaluation/dp/1607280086

This book is a classic essential reading for anyone evaluating training programs.
There are several versions of this book. This version in my opinion is the easiest to read and fairly recent.
Description from Amazon.com
Don Kirkpatrick’s groundbreaking Four Levels of Training Evaluation is the most widely used training evaluation model in the world. Ask any group of trainers whether they rely on the model’s four levels Reaction, Learning, Behavior, and Results in their practice, and you’ll get an enthusiastic affirmation.

But how many variations of Kirkpatrick are in use today? And what number of misassumptions and faulty practices have crept in over 60 years? The reality is: Quite a few.

James and Wendy Kirkpatrick have written Kirkpatrick’s Four Levels of Training Evaluation to set the record straight. Delve into James and Wendy’s new findings that, together with Don Kirkpatrick’s work, create the New World Kirkpatrick Model, a powerful training evaluation methodology that melds people with metrics. In Kirkpatrick’s Four Levels of Training Evaluation, discover a comprehensive blueprint for implementing the model in a way that truly maximizes your business’s results. Using these innovative concepts, principles, techniques, and case studies, you can better train people, improve the way you work, and, ultimately, help your organization meet its most crucial goals.

The VR Book: Human-Centered Design for Virtual Reality

Added by Jason Jerald
CEO, NextGen Interactions
08/03/2019 01:05 am CDT

http://www.thevrbook.net/

Not exclusive/specific to learning, but is a summary of VR research that also includes design guidelines, definitions, and references. Used at many universities for VR courses throughout the world.
Description from Amazon.com: Virtual reality (VR) can provide our minds with direct access to digital media in a way that seemingly has no limits. However, creating compelling VR experiences is an incredibly complex challenge. When VR is done well, the results are brilliant and pleasurable experiences that go beyond what we can do in the real world. When VR is done badly, not only is the system frustrating to use, but it can result in sickness. There are many causes of bad VR; some failures come from the limitations of technology, but many come from a lack of understanding perception, interaction, design principles, and real users. This book discusses these issues by emphasizing the human element of VR. The fact is, if we do not get the human element correct, then no amount of technology will make VR anything more than an interesting tool confined to research laboratories. Even when VR principles are fully understood, the first implementation is rarely novel and almost never ideal due to the complex nature of VR and the countless possibilities that can be created. The VR principles discussed in this book will enable readers to intelligently experiment with the rules and iteratively design towards innovative experiences.

VR Education Holdings PLC’s ENGAGE platform

Added by Jason Jerald
CEO, NextGen Interactions
08/03/2019 12:51 am CDT

https://engagevr.io/

A Educational VR platform (VR Education Holdings is also creator of award-winning edutainment VR productions such as Apollo 11, TitanicVR, and 1943 Berlin Blitz).
From website:
Next Generation Education, Training, Meetings & Events
ENGAGE is an education and corporate training platform in virtual reality. It empowers educators and companies to host meetings, presentations, classes and events with people across the world. Using the platform, virtual reality training and experiences can be created in minutes. The tools are very easy to use and require no technical expertise. You can choose to host your virtual reality sessions live, or record and save them for others to experience later. A wide variety of effective and immersive virtual experiences can be created with an extensive library of virtual objects, effects and virtual locations available on the platform.

Motion-Controlled Gaming for Neuroscience Education

Added by Jason Jerald
CEO, NextGen Interactions
08/03/2019 12:44 am CDT

https://drive.google.com/file/d/1gEBn5N30RwHwD99-vhGgaIMQw9hTqj2K/view?usp=sharing

Video of an educational application performed for a grant funded by the National Institute of Health (NIH).

A Taxonomy of Spatial Interaction Patterns and Techniques

Added by Jason Jerald
CEO, NextGen Interactions
08/03/2019 12:40 am CDT

https://www.computer.org/csdl/magazine/cg/2018/01/mcg2018010011/13rRUyYjKcY

Abstract: This article presents a taxonomy of spatial interaction patterns and techniques and discusses specific examples.
Jerald, J. (2018). A Taxonomy of Spatial Interaction Patterns and Techniques. IEEE computer graphics and applications, 38(1), 11-19.

Human-Centered VR Design: Five Essentials Every Engineer Needs to Know.

Added by Jason Jerald
CEO, NextGen Interactions
08/03/2019 12:39 am CDT

https://www.computer.org/csdl/magazine/cg/2018/02/mcg2018020015/13rRUx0xPyV

Jerald J. Human-Centered VR Design: Five Essentials Every Engineer Needs to Know. IEEE computer graphics and applications. 2018 Mar 1(2):15-21.
Abstract: We dont know all the answers about VR design, nor will we ever. However, five essential concepts discussed here can help you iterate toward building impactful VR experiences.

The Science of Learning and How VR is Primed to Take Advantage

Added by Jason Jerald
CEO, NextGen Interactions
08/03/2019 12:34 am CDT

https://www.strivr.com/wp-content/uploads/2018/10/STRIVR_The-Science-of-Learning-and-How-VR-is-Primed-to-Take-Advantage.pdf

Overview of the important principles of using VR for training based with several great scientific learning references. A Written by Chief Science Officer of STRIVR Michael Casale, PhD.

With Puentedura’s Model SAMR we can ask ourselves if a particular XR use acts as an enhancement or if it allows a transformation in education.

Added by Norma Patricia Salinas Martínez
Professor, Department of Mathematics, Tecnológico de Monterrey
08/03/2019 01:19 am CDT

http://hippasus.com/blog/archives/227

The SAMR Model has been very useful for me in order to reflect in the kind of use I am looking for with educational digital technology.
We can substitute with technology what we done previously in education without technology. Or maybe we can augment what is done without technology by adding functionality. Those are enhancement tasks for technology in the learning process.
But we can look forward and try to make modifications and redefine the tasks we done before because technology allows it. Or even more, (as with XR, I think), we can have the potential to create new tasks, some that were inconceivable before this technology was available. Both last actions show a way of using technology for the transformation of education.

Cloud based, easy to use software that students can use to create awesome VR

Added by Claire Seldon
Learning Design Officer, NSW Department of Educaion
08/02/2019 10:45 pm CDT

https://situ360.com/index.php/features

I’ve seen a number of people talking here about the need to move students from consumers to creators, which i think is a key part of good VR. I also want teachers to be able to create engaging content to deliver lessons, activites and even skills to their students. A problem with this approach is the difficulty of making quality content easily without complex software.

Situ360 is a Melbourne start-up company that is breaking into the education market via partnership with the NSW Department fo Education. They have developed a team/classroom mechanism for teachers but most importantly their software is drag and drop, and easy to use yet allows users to design complex experiences.

The content can be either website based or port easily into a simple headset and is a great alternative to Unity or Pano2VR which I love as creation tools but are beyond the average primary school student or busy educator.

Improving quality of teaching and learning in classes by using augmented reality video

Added by Amy Kaufman
Los Angeles-Orange County Lead, K12 Strong Workforce Program, California Community Colleges; Instructor, Department Education and Behavioral Sciences, University of California San Diego
08/02/2019 03:57 am CDT

https://doi.org/10.1016/j.compedu.2018.05.002

This study contributes to enhancing students’ learning experience and increasing their understanding of complex issues by incorporating an augmented reality (AR) mobile application (app) into a sewing workshop in which a threading task was carried out to facilitate better learning relative to a conventional approach.

Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123.

Augmented reality in education: a meta-review and cross-media analysis

Added by Amy Kaufman
Los Angeles-Orange County Lead, K12 Strong Workforce Program, California Community Colleges; Instructor, Department Education and Behavioral Sciences, University of California San Diego
08/02/2019 03:36 am CDT

DOI 10.1007/s00779-013-0747-y

Augmented reality (AR) is an educational medium increasingly accessible to young users such as elementary school and high school students. Although previous research has shown that AR systems have the potential to improve student learning, the educational community remains unclear regarding the educational usefulness of AR and regarding contexts in which this
technology is more effective than other educational mediums. This paper addresses these topics by analyzing 26 publications that have previously compared student learning in AR versus non-AR applications.

Radu, I. (2014). Augmented reality in education: a meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.

Future directions for the development of virtual reality within an automotive manufacturer

Added by Amy Kaufman
Los Angeles-Orange County Lead, K12 Strong Workforce Program, California Community Colleges; Instructor, Department Education and Behavioral Sciences, University of California San Diego
08/02/2019 03:19 am CDT

https://doi.org/10.1016/j.apergo.2015.06.024

Virtual Reality (VR) can reduce time and costs, and lead to increases in quality, in the development of a product. Given the pressure on car companies to reduce time-to-market and to continually improve quality, the automotive industry has championed the use of VR across a number of applications, including design, manufacturing, and training. This paper describes interviews with 11 engineers and employees of allied disciplines from an automotive manufacturer about their current physical and virtual properties and processes.

Glyn Lawson, Davide Salanitri, Brian Waterfield,
Future directions for the development of virtual reality within an automotive manufacturer,
Applied Ergonomics,
Volume 53, Part B,
2016,
Pages 323-330,
ISSN 0003-6870,
https://doi.org/10.1016/j.apergo.2015.06.024.

A Discussion of Virtual Reality As a New Tool for Training Healthcare Professionals

Added by Amy Kaufman
Los Angeles-Orange County Lead, K12 Strong Workforce Program, California Community Colleges; Instructor, Department Education and Behavioral Sciences, University of California San Diego
08/02/2019 03:14 am CDT

https://doi.org/10.3389/fpubh.2018.00044

Virtual reality technology is an exciting and emerging field with vast applications. Our study sets out the viewpoint that virtual reality software could be a new focus of direction in the development of training tools in medical education.

Fertleman C, Aubugeau-Williams P, Sher C, Lim A-N, Lumley S, Delacroix S and Pan X (2018) A Discussion of Virtual Reality As a New Tool for Training Healthcare Professionals. Front. Public Health 6:44. doi: 10.3389/fpubh.2018.00044

Getting VR Right Then and Now . . . The Indispensable Role of Human Factors and Human-Centered Design

Added by Amy Kaufman
Los Angeles-Orange County Lead, K12 Strong Workforce Program, California Community Colleges; Instructor, Department Education and Behavioral Sciences, University of California San Diego
08/02/2019 03:06 am CDT

https://www.mitpressjournals.org/doi/abs/10.1162/PRES_a_00253

This essay comes from Bob Stone, who tells us about some of the fascinating history behind the human factors of VR and of
work that stands out because it traveled the whole way from research to everyday usage as products.
Presence, Vol. 25, No. 2, Spring 2016, 151–160
doi:10.1162/PRES_a_00253
ª 2016 by the Massachusetts Institute of Technology

VR School – insights into immersive virtual reality in real classrooms

Added by Iulian Radu
Postdoctoral Researcher, Harvard University Graduate School of Education
08/02/2019 02:29 am CDT

https://vrschoolresearch.com/

Research project at University of Newcastle (Australia) about deploying VR in low-income classrooms. They publish research and guidelines for infrastructure, ethics, usability, etc.

Augmented Reality in Education: a meta-review and cross-media analysis

Added by Iulian Radu
Postdoctoral Researcher, Harvard University Graduate School of Education
08/02/2019 02:24 am CDT

https://romisatriawahono.net/lecture/rm/survey/computer%20vision/Radu%20-%20Augmented%20reality%20in%20education%20-%202014.pdf

Literature review that investigates educational usefulness of AR versus non-AR applications. It identifies a list of positive and negative impacts of AR experiences on student learning and highlights factors that are potentially underlying these effects. This set of factors is argued to cause differences in educational effectiveness between AR and other media. Presents heuristics and guidelines for designing educational AR applications.

The impact of virtual, augmented and mixed reality technologies on the customer experience

Added by Elizabeth Boyle
Reader in Psychology, University of the West of Scotland
08/01/2019 08:33 pm CDT

https://www.sciencedirect.com/science/article/pii/S0148296318305319

Ok it’s not about learning but this paper describes a framework for classifying technologies that support customer experiences, along 3 dimensions of technological (embodiment), psychological
(presence), and behavioral (interactivity) perspectives. The ideas and even the framework may have relevance to immersive learning.

Engagement in digital entertainment games: A systematic revie

Added by Elizabeth Boyle
Reader in Psychology, University of the West of Scotland
08/02/2019 07:38 am CDT

https://www.sciencedirect.com/science/article/pii/S0747563211002640

Although this literature review on engagement in games is quite old now it aimed to provide an organisational structure to categorise papers that explored engagement in games and the structure may have some relevance for VR. Time spent playing is a very basic measure of engagement, with reasons for playing games (motives) interesting too in asking why we spend our time doing the things that we do. Subjective experience is probably the most important construct and has been characterised and measured in varied ways. Presence and immersion are clearly relevant for VR, but flow makes a clearer link with learning as flow makes the important claim that flow occurs when the challenges offered by the activity match the player skills. Flow occurs for both work and play activities. It seems likely that the visceral reactions and emotions felt in VR will be of more importance than in games.

BBC Collaboration, 1943: Berlin Blitz wins Best VR Experience

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 07:11 am CDT

https://immersivevreducation.com/best-vr-experience-1943-berlin-blitz/

We created this experience in collaboration with BBC Northern Ireland and the BBC VR Hub to mark the 100th anniversary of the RAF and also to document the groundbreaking journalism from the past.

Apollo 11 VR experience launched at US Space & Rocket Centre.

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 07:10 am CDT

https://immersivevreducation.com/apollo-11-vr-experience-launched-at-us-space-rocket-centre-huntsville-alabama/

VR Education are pleased to announce that the Group’s award-winning showcase experience, Apollo 11 VR, has been launched as a simulator experience at the U.S. Space & Rocket Centre, Hunstville, Alabama.

Apollo 11 Quest | Trailer VR Experience

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 07:09 am CDT

https://www.youtube.com/watch?v=INmTS-W9Dfk

Apollo 11 is the story of the greatest journey ever taken by humankind.

Now you get to experience this historic event through the eyes of those who lived through it. Using a mix of original archive audio and the video together with accurate recreations of the spacecraft and locations, all set to inspirational music , get set for an experience that will not only educate you but will also leave a lasting impression and deep respect for the men and women who worked on he Apollo program during NASA’s golden era.

VR game recreates famous Dambusters Word War II ‘Raid on the Ruhr’

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 07:08 am CDT

https://immersivevreducation.com/777-2/

Irish virtual-reality (VR) and augmented-reality (AR) software firm VR Education Holdings has released a new historical VR experience entitled Raid on the Ruhr, which recreates in realistic detail the epic Dambusters raid of World War II.

Schools Use VR For Drug And Alcohol Education

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:52 am CDT

https://vrroom.buzz/vr-news/trends/schools-use-vr-drug-and-alcohol-education

In Queensland, a trial has kicked off that allows students to virtually attend a party and decide how many drinks they will have — along with experiencing the repercussions.

The Griffith University project is called Blurred Minds, and the game, Perfect Pour, will be rolled out to 20 independent Catholic schools across the state.

NAU Lab Using VR For Education

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:51 am CDT

https://vrroom.buzz/vr-news/trends/nau-lab-using-vr-education

One Northern Arizona University professor launched a lab a year ago for organic chemistry students using virtual reality to help students experiment, make mistakes and manipulate molecules to understand what methane and other compounds are.

Chernobyl VR Project PS4: Touring Pripyat’s Ghost Town

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:49 am CDT

https://www.youtube.com/watch?v=XCa_qyt7Ywk

Chernobyl VR Project is an interactive PlayStation VR documentary that takes you to Pripyat and reveals more about the surrounding area and the disaster that caused it to be evacuated.

Norfolk Trials VR Goggles For Road Safety Education

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:47 am CDT

https://vrroom.buzz/vr-news/trends/norfolk-trials-vr-goggles-road-safety-education

More than a dozen of the Samsung Gear VR goggles are being introduced in partnership with Norfolk Fire and Rescue Service (NFRS).

They take the user through a 360 degree simulated car crash experience, highlighting the results of being distracted at the wheel while using a mobile phone.

Intel & The Smithsonian Power Education In VR

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:40 am CDT

https://vrroom.buzz/vr-news/immersive-arts/intel-smithsonian-power-education-vr

VR Intel and the Smithsonian American Art Museum (SAAM) will allow audiences to take an immersive dive into some of the country’s most treasured art and history through virtual reality (VR). Together, they will transform the future of education and the museum experience by digitising and providing broader 3D access to collections from SAAM and its branch museum, the Renwick Gallery, starting with the exhibition, “No Spectators: The Art of Burning Man.”

Educators Use VR For Special Needs’ Education

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:40 am CDT

https://vrroom.buzz/vr-news/trends/educators-use-vr-special-needs-education

A team of researchers at the University of Michigan School of Social Work has been exploring the struggle faced by learners with mental disabilities trying to enter the work force for seven years. The team has developed an AI-powered virtual character named Molly to help learners prepare for the process in a safe environment.

To undergo ‘Molly training,’ learners put on the headset and respond as Molly conducts a 20 minute interview. They then receive scores based on their performance. They believe the training can help applicants who belong to one of five disadvantaged groups. Those include people with severe mental illness, autism, post-traumatic stress disorder, mood disorders, and addiction.

VR Tech Playing Key Role In Holocaust Education

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:38 am CDT

https://vrroom.buzz/vr-news/trends/vr-tech-playing-key-role-holocaust-education

TLV Starters, the organization of entrepreneurs behind the book “Startup Guide Tel Aviv,” held a 36-hour hackathon aiming to “find and create feasible solutions for challenges in education, remembrance and quality of life of Holocaust survivors” and establish a platform to enable collaboration between companies and organizations.

The winning prize went to a project dubbed Momento, which used virtual reality (VR) tech and augmented reality (AR) to create a visual experience of Jewish sites in Europe before and during the Holocaust, offering an authentic reconstruction of buildings, streets, ghettos, and concentration camps.

My Very Hungry Caterpillar AR (Augmented Reality)

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:35 am CDT

https://www.youtube.com/watch?v=T9D0YcUKPOU

Now with Apple ARKit, the Very Hungry Caterpillar comes to life wherever you are. With Augmented Reality you can see the caterpillar and you can still see the world around you.

How Can AR Be Used In Education?

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:33 am CDT

https://vrroom.buzz/vr-news/tendances/how-can-ar-be-used-education

AR applications may increase both uses of information and the access to knowledge, improving digital and info-inclusion. Augmented reality apps should be interactive, intuitive, and user-friendly. Introducing augmented reality to your students will enable them to discover hidden passions and inspire their future endeavours.

Virtual Reality providing real-world literacy and numeracy learning tool

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:32 am CDT

https://www.youtube.com/watch?v=c-xvl-lJymg

Virtual reality is moving beyond entertainment to become a potential tool in improving literacy, and the University of Otago is behind one ground-breaking approach.
The University of Otago Information Science department has been working with Methodist Mission Southern to develop a totally new way of helping prisoners in the Otago Corrections Facility at Milburn to improve reading and writing skills.

Using VR To Improve Education In Prisons

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:31 am CDT

https://vrroom.buzz/vr-news/trends/using-vr-improve-education-prisons

The researchers, who worked with a prison in New Zealand, wanted to rethink the way literacy was taught to try and prevent people from slipping through the cracks. They developed a prototype Virtual Reality solution that aimed to place the learner into a setting that was both familiar and motivational – a car workshop.

Beyond the Frame: The New Classroom

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:29 am CDT

https://www.youtube.com/watch?v=zGGVYT0cMHg

How will virtual reality change the future of education? With a failing education system stuck in the past, Samsung x VICELAND talk to education innovators, students and more about the amazing ways VR is impacting the way we learn.

How Can VR Bring Equity To Education?

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:28 am CDT

https://vrroom.buzz/vr-news/trends/how-can-vr-bring-equity-education

With VR experiences like NDT, virtual field trips to zoos, and collaborative learning environments like Engage and Rumii, we can bring equitable experiences to education that could ultimately provide not just higher test scores, but increased opportunity, knowledge, and most importantly, inspiration to all students.

Educational Chemistry Title Lands On Oculus Rift

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:26 am CDT

https://vrroom.buzz/vr-news/entertainment/educational-chemistry-title-lands-oculus-rift

HoloLAB Champions has been designed as a fun, yet realistic way for players to engage in chemistry two, 30 to 40 minute-long episodes to teach players basic lab skills, procedures, and protocols.

Labster – Virtual Lab Simulations for STEM Students

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:24 am CDT

https://www.youtube.com/watch?v=oairUMkieak

Labster, the makers of the next-generation virtual laboratory for teaching life science.

Can Virtual Reality Revolutionize Education?

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:23 am CDT

https://vrroom.buzz/vr-news/trends/can-virtual-reality-revolutionize-education

VR should be used to supplement not replace current education methods.

Virtual Reality and the Environment

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:19 am CDT

https://www.youtube.com/watch?v=RqEKy3cvRGo

Virtual reality could serve as powerful environmental education tool, according to Stanford researchers. They are testing the technology’s impact on people’s awareness and understanding of ocean acidification.

Improving The Quality Of Education With VR & AR

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:18 am CDT

https://vrroom.buzz/vr-news/tendances/improving-quality-education-vr-ar

AR and VR Will Make the Classroom More Engaging.
VR and AR Provide Realistic Experiences To Learners.
Will Help Make Education More Inclusive
Pros and Cons of VR and AR In Education

VR Education Game Generates Record Revenue

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:17 am CDT

https://vrroom.buzz/vr-news/business/vr-education-game-generates-record-revenue

The water level’s rising at VR Education thanks to its new virtual reality Titanic game, which generated record revenue for the Dublin-listed technology company last month.

The game, which puts players aboard the doomed vessel on the night it sank, was a hit with Sony PlayStation users following its launch in late November, and generated a €100,000 in revenue for the firm in December.

In a trading update, VR Education reported revenue of about €700,000 for the year to the end of December, “comfortably” above expectations from Davy Stockbrokers who had forecast €600,000.

Windows MR Users Get Free Educational Content

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:16 am CDT

https://vrroom.buzz/vr-news/entertainment/windows-mr-users-get-free-educational-content

Microsoft is partnering with VictoryVR to provide a library of VR STEM content to schools everywhere for free. Twenty-five volumes of VR curriculum created by nationally recognized teacher, Wendy Martin, will be available for free to all Windows Mixed Reality users.

AR In Action 2019 Highlights AR Education Tools

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:14 am CDT

https://vrroom.buzz/vr-news/trends/ar-action-2019-highlights-ar-education-tools

An overview of AR in Action 2019 at the MIT Media Lab.

VR Education Lays Groundwork For XR Upsurge

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:12 am CDT

https://vrroom.buzz/vr-news/trends/vr-education-lays-groundwork-xr-upsurge

VR Education is focused on the benefits virtual reality can bring to education, with immersion and the remote connection opportunities as key drivers.

The Best VR Apps for Education

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:09 am CDT

https://vrroom.buzz/vr-news/trends/best-vr-apps-education

A breakdown of the best VR apps for education.

360ed, First Myanmar AR/VR EduTech Social Enterprise

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:08 am CDT

https://www.youtube.com/watch?v=s5XUv-DR9nQ

A quick YouTube video showing the work for 360ed in Myanmar.

AR Helps Augment Education Quality In Myanmar

Added by Asha Easton
Manager, ImmerseUK
08/02/2019 06:07 am CDT

https://vrroom.buzz/vr-news/trends/ar-helps-augment-education-quality-myanmar

360Ed is an education technology company focused on doing exactly this by delivering immersive high-quality education to students everywhere using augmented reality and other new technologies. This company is now delivering its solutions in Myanmar with plans to expand to Indonesia and other places in Asia and Africa where accessible high-quality education is most needed.

Using virtual reality could make you a better person in real life.

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
07/31/2019 08:51 pm CDT

https://thenextweb.com/syndication/2019/07/24/using-virtual-reality-could-make-you-a-better-person-in-real-life/

f you’ve ever participated in a virtual reality (VR) experience, you might have found yourself navigating the virtual world as an avatar. If you haven’t, you probably recognize the experience from its portrayal in film and on television.

Popular media has brought us characters like Jake Sully in Avatar, Wade Watts in Ready Player One, and Danny and Karl in the Black Mirror episode Striking Vipers.

In these examples, the character’s virtual alter-ego is physically different from who they are in the real world. The connection between the real person and their virtual avatar is called “embodiment”. If you have a strong sense of embodiment when using VR, you might feel as if your virtual body is your own biological body.

Blog post – follows a ‘Immersive Healthcare: Pain and Distraction’ event in July 2019

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
07/31/2019 08:50 pm CDT

https://www.immerseuk.org/news/blog-an-exploration-of-immersive-technology-in-healthcare/

Post summaries event and contacts, and points to further reading:

Sentireal and VR in healthcare case study
Dr Peter Maloca and Moorfields Eye Hospital case study
Ivan Phelan’s research projects focusing on health technology rehabilitation
Rescape’s The Virtual Reality Distraction Therapy Solution: DR.VR
The Fred Company’s VR & Leukaemia and VR & Dementia projects
Hatsumi’s recent projects focusing on health and wellbeing

Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
07/31/2019 08:48 pm CDT

https://www.impopen.com/vrar2018

[Collection of conference papers] Hudson, J. and Kerton, R.(edits) (2018) Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018
ISBN 978-1-906715-28-1

First major trial of VR therapy for serious mental health conditions launches.

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
07/31/2019 08:44 pm CDT

https://www.forbes.com/sites/nicholasfearn/2019/07/15/first-major-trial-of-vr-therapy-for-serious-mental-health-conditions-launches/#12499b1919f9

he first large-scale trial of virtual reality therapy for serious mental health conditions has been launched in the U.K.

Healthtech startup Oxford VR has teamed up with gameChange, a £4 million project funded by U.K. National Institute of Health Research, to test the technology and advance its roll out across the National Health Service (NHS).

AR Development Tools and Research (Metaverse)

Added by Minjuan Wang
Board Member, iLRN; Professor, Learning Design and Technology, San Diego State University
08/01/2019 04:13 am CDT

https://studio.gometa.io/

The #1 AR creation tool so far. Needs basic programming skills (in fact, learning their lingo and some of the logics). My graduate students have successfully used it to create AR quizzes. Not too much research has been done on its usage yet. I have reached out to their chief community lead.

Teaching The Molecules of Life with Virtual Reality

Added by Cyntia Franco
Educational Program Lead, The University of Sydney, School of Medicine & Health
07/31/2019 11:58 pm CDT

https://sydney.edu.au/science/our-research/research-areas/life-and-environmental-sciences/peppy-vr.html

Peppy is a Virtual Reality (VR) simulation for exploring the molecular forces which drive protein secondary structure. Peppy allows users to build, visualise and manipulate polypeptides within the six degrees of freedom that characterises the VR environment.

Future of Immersive Education will be Live, Social, and Personalized

Added by Norton Gusky
CoSN Representative; Educational Technology Broker, NLG Consulting
07/31/2019 09:03 pm CDT

https://venturebeat.com/2019/07/26/the-future-of-immersive-education-will-be-live-social-and-personalized/

Article from VentureBeat looking at educational opportunities that can make learning more engaging for students who need a different spatial approach very different from the linear model found in traditional classrooms.

Teaching Language and Culture with a Virtual Reality Game

Added by Susanna Nocchi
Lecturer, Technological University Dublin
07/31/2019 01:57 am CDT

https://www.cs.cornell.edu/~eland/papers/chi2017_vr.pdf

2017 article by Cheng, Yang and Andersen for the 2017 CHI Conference.
Research into the use of VR for language learning seems to be still mainly interested in intercultural awareness and intercultural competence.
This is an interesting study into the use of VR for the development of culturally-relevant embodied physical interaction (bowing in Japanese greetings) and a gives good insight into the possibilities offered by VR in this area.

AUGMENTED REALITY AND LANGUAGE LEARNING: FROM ANNOTATED VOCABULARYTO PLACE-BASED MOBILE GAMES

Added by Susanna Nocchi
Lecturer, Technological University Dublin
07/31/2019 01:45 am CDT

https://scholarspace.manoa.hawaii.edu/bitstream/10125/44475/1/20_03_emerging.pdf

2016 Language Learning and Technology article by Robert Godwin-Jones. The article gives a good account of “the variety of ways in which AR is being used by language educators and look(s) as well at other ways in which language learning is tied to digitally enhanced spaces.” (from Introduction).
Very useful for CALL specialists and language educators who want to start working with AR for language learning.

Unity3d – XR – User Manual

Added by James Birt
Associate Professor, Bond University
07/31/2019 04:59 am CDT

https://docs.unity3d.com/Manual/XR.html

Overviews for the XR [VR, AR and MR] software development kits supported by Unity – including concepts and development tutorials.

Unity3d : What is AR, VR, MR, XR, 360?

Added by James Birt
Associate Professor, Bond University
07/31/2019 04:56 am CDT

https://unity3d.com/what-is-xr-glossary

Listing of acronyms, associated terminology and applied opportunities as it applies to XR design and application development.

Deloitte – Digital Reality – website

Added by James Birt
Associate Professor, Bond University
07/31/2019 04:48 am CDT

https://www2.deloitte.com/us/en/pages/consulting/topics/digital-reality.html

Excellent repository of XR and digital transformation of business case studies.

Activating your superpowers: How digital reality can take you from human to hero

Added by James Birt
Associate Professor, Bond University
07/31/2019 04:26 am CDT

Article about a super cool gamified VR experience created by ASIO to recruit spies!

Added by Claire Seldon
Learning Design Officer, NSW Department of Educaion
07/31/2019 04:17 am CDT

https://www.abc.net.au/news/2017-12-12/asis-taps-into-virtual-reality-market-for-recruitment-drive/9249116

If you just want to play the game the main link is here: https://www.morehumanintelligence.com.au/

One of the things I loved about this is that I thought I’d make a great spy and this proved to me that I’d be dreadful. I also played it multiple times ot try and get a good outcome.

That engagement and intrinsic motivation to repeat an experience many times (which usually builds memory and learning) is a key part of what makes VR so valuable in education.

US Department of Education awards $900k to Schell Games for VR education

Added by Craig Frehlich
Academic Advisor, SpringboardVR; Design and Technology Teacher, SpringboardVR and Stamford American International School
07/30/2019 11:46 pm CDT

https://www.gamesindustry.biz/articles/2019-07-25-us-department-of-education-awards-USD900k-to-schell-games-for-vr-education

The United States Department of Education has awarded a grant of $900,000 to Pittsburgh-based development studio Schell Games to further work on its content creation program, HistoryMaker VR.

XR Learning in Industry: overview of research in training assembly workers

Added by Ayora Berry
VP Education, PTC
07/30/2019 08:58 pm CDT

https://waset.org/publications/10007977/an-overview-of-evaluations-using-augmented-reality-for-assembly-training-tasks

This article summarizes research from 1997 to 2017 focused on results of training assembly workers. This research space is emerging and there is some preliminary evidence that AR benefits assembly workers by improving time to training and quality of assembly rates.

Childhood Anxiety Reduction Through Innovation and Technology

Added by Philippos Savvides
Learning Technology Manager, Arizona State University
07/30/2019 04:34 am CDT

https://chariot.stanford.edu/

Smart Projectors, Augmented Reality, Virtual Reality, and other immersive tools are among the medically nontraditional technologies we use to capture our patients’ imaginations in order to decrease pain and anxiety.

Empowering Young Job Seekers with Virtual Reality

Added by Ekaterina Prasolova-Førland
Professor, Head of Innovative Immersive Technologies for Learning (IMTEL) Research Group and Lab, Norwegian University of Science and Technology
07/30/2019 12:40 am CDT

http://mikhailfominykh.com/res/Empowering_Young_Job_Seekers_with_Virtual_Reality-IEEE-VR-2019_Preprint.pdf

In this paper, we report the results of Virtual Internship/Immersive Job Taste project in collaboration with the Norwegian Labour and Welfare Administration where the goal is to give young job seekers a taste or peek into different professions in VR in a safe and engaging setting. The evaluation results show that the majority of the participants are very positive to the initiative and would like to have Immersive Job Taste VR apps available at unemployment offices and schools.
Reference:
Ekaterina Prasolova-Førland, Mikhail Fominykh, and Oscar Ihlen Ekelund: “Empowering Young Job Seekers with Virtual Reality,” in the 26th IEEE Conference on Virtual Reality and 3D User Interfaces (IEEE VR), Osaka, Japan, March 23–27, 2019, IEEE, to appear

A Study on AR Authoring using Mobile Devices for Educators

Added by Sergio Martin
Professor, National Distance Education University (UNED)
07/29/2019 09:12 pm CDT

https://www.researchgate.net/profile/Kinfung_Chu/publication/332289971_A_Study_on_AR_Authoring_using_Mobile_Devices_for_Educators/links/5cac2ed04585157bd32d2bd7/A-Study-on-AR-Authoring-using-Mobile-Devices-for-Educators.pdf

As a computer engineer I first focused on developing great AR and VR experiences, but then I realized that if we want to let VR and AR become really mainstream we have to give the developing power to everyone, not just the technical people. Efforts such as those provided in this link or the VEDILS platform will be key for the future of the educational XR sector.

Augmented reality mobile app development for all

Added by Sergio Martin
Professor, National Distance Education University (UNED)
07/29/2019 09:02 pm CDT

https://www.sciencedirect.com/science/article/pii/S0045790617326940

Lack of programming skills is a barrier to the engagement of teachers in the development and customisation of their own applications. Visual Environment for Designing Interactive Learning Scenarios (VEDILS), a visual tool for designing, customising and deploying learning technologies, provides teachers with a development environment with a low entry threshold.

VR Haptic Feedback Kit

Added by Sergio Martin
Professor, National Distance Education University (UNED)
07/29/2019 09:00 pm CDT

https://www.youtube.com/watch?v=0WtnWrkLViw

This video shows an haptic feedback kit (jacket, bracelets, …) to allow feel in your body the XR experience. This is becoming very trendy in games and porn. How would this apply to education?

Virtual Reality: Innovating Language Courses in Higher Education

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/29/2019 08:13 pm CDT

https://edsurgeindependent.com/virtual-reality-innovating-language-courses-in-higher-education-d4b325934b85

In a world that gives more and more importance to STEM degrees, perhaps it is the time to change and innovate traditional language courses with cutting-edge technologies that allow students to go beyond superficial grammar concepts. The study of foreign languages and cultures is fundamental to create global citizens that understand, accept, respect and value others and these aspects can be enhanced through the use of innovative technologies.

Using Virtual Reality Tools for Teaching Foreign Languages

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/29/2019 08:12 pm CDT

https://www.researchgate.net/publication/332380884_Using_Virtual_Reality_Tools_for_Teaching_Foreign_Languages

Among the wide application areas that Virtual Reality (VR) can have a major impact, one is Education. However, this potential is still unexplored, and one of these gaps has to do with language learning. Listening activities, which are often only supported by audio, are thought of to be demanding area when it comes to learning a second or foreign language and so therefore an interesting area for VR to take place. This pilot study therefore presents the perceptions of foreign language teachers regarding a novel medium for delivering listening activities to their students: Virtual Reality technology. The results show that foreign language teachers are of the opinion that this technology can help motivate students and potentiate the student’s learning curve regarding the listening of a foreign or second language.

Virtual Reality in Education: Learning a Foreign Language

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/29/2019 08:10 pm CDT

https://www.researchgate.net/publication/332090143_Virtual_Reality_in_Education_Learning_a_Foreign_Language

There are still open questions about the effectiveness of Virtual Reality (VR) in Education when compared to conventional learning methods. This paper studies the feasibility of a VR-based learning tool and the possible differences in knowledge retention across a VR learning method and a conventional audio method, when it comes to learning a foreign language. Also, the students’ sense of presence and satisfaction were studied. For such purpose, a user study was conducted and results revealed that while presence and satisfaction were higher in Virtual Reality, the knowledge retention score remains the same across both experimental conditions.

From Language Lab to Language Center and Beyond: The Past, Present, and Future of Language Center Design

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/29/2019 08:07 pm CDT

https://www.academia.edu/32835536/From_Language_Lab_to_Language_Center_and_Beyond_The_Past_Present_and_Future_of_Language_Center_Design_A_publication_of_the_International_Association_for_Language_Learning_Technology

The term ‘language lab’ conjures up a very distinctive image: orderly rows of cubicles designed for individual students to face machines. It is a strong image, so strong that even today’s centers are frequently still referred to as labs, despite the staff’s insistence on the changed nomenclature. But as this volume shows, today’s language centers have dramatically changed, adapted, and evolved since the first language laboratories of the early twentieth century and their dramatic rise during the postwar years. This volume shows how far we have come since the early days of the language laboratory. Inspired by the 50th anniversary IALLT/FLEAT conference at Harvard University (August 11-15, 2015), this publication was conceived to create a mosaic of different directions, of different missions, of different designs that the language centers at the authors’ institutions have embraced.

AUGMENTED AND VIRTUAL REALITY IN THE LANGUAGE CLASSROOM: PRACTICAL IDEAS

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/29/2019 08:02 pm CDT

https://files.eric.ed.gov/fulltext/EJ1186392.pdf

This article aims to provide teachers with a practical introduction to the capabilities of
augmented and virtual reality (AR/VR) in foreign language education. We first provide an
overview of recent developments in this field and review some of the affordances of the
technologies. This is followed by detailed outlines of a number of activities that teachers can
use in any ESL classroom with access to smartphones or AR/VR capable devices. The article
concludes with consideration of privacy concerns, and practical issues of classroom
implementation.

Extended, Embodied Cognition and Second Language Acquisition

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/29/2019 08:00 pm CDT

https://academic.oup.com/applij/article-abstract/31/5/599/132685?redirectedFrom=fulltext

A cognitivist approach to cognition has traditionally dominated second language acquisition (SLA) studies. In this article, the author examines two alternative approaches—extended cognition and embodied cognition—for how they might help us conceptualize SLA. More specifically, he presents: (i) summaries of extended and embodied cognition, followed by reasons why the two can be treated as a single, synthetic perspective; (ii) an approach to SLA grounded in an extended, embodied view of cognition—i.e. a sociocognitive approach—in three principles; and (iii) a naturally occurring example of extended, embodied cognition-for-SLA.

VITaL: The Future of Immersive Learning at SDSU

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/30/2019 07:58 am CDT

https://its.sdsu.edu/vital-the-future-of-immersive-learning-at-sdsu/

In Fall 2017, Instructional Technology Services (ITS) at San Diego State University (SDSU) launched the Virtual Immersive Teaching and Learning (VITaL) initiative, providing a variety of virtual reality (VR), augmented reality (AR), mixed reality (MR), and 360º-video immersive tools for use across the SDSU pedagogical spectrum. Today, VITaL serves as an incubator to enable experiences that would be out of reach—if not impossible—in a traditional learning environment, including low-frequency, high-risk scenarios simulating life-threatening medical conditions, celestial events in outer space, and scientific phenomena occurring at the micro scale. The new VITaL Learning Research Studio (LRS) promotes experimentation with curriculum design and the scholarship of teaching and learning in a flexible, collaborative, and technology-rich environment.

Essentials of a Theory of Language Cognition

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/30/2019 07:54 am CDT

https://onlinelibrary.wiley.com/doi/full/10.1111/modl.12532

Cognition is not just ‘in the head’; it extends well beyond the skull and the skin. Non‐Cartesian Cognitive Science views cognition as being embodied, environmentally embedded, enacted, encultured, and socially distributed. The Douglas Fir Group (2016) likewise recognizes languages as emergent, social, integrated phenomena. Language is the quintessence of distributed cognition. Language cognition is shared across naturally occurring, culturally constituted, communicative activities. Usage affects learning and it affects languages, too. These are essential components of a theory of language cognition. This article summarizes these developments within cognitive science before considering implications for language research and teaching, especially as these concern usage‐based language learning and cognition in second language and multilingual contexts.

Embodied Experiences in Second Language Learning of English Modal Verbs

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/30/2019 07:51 am CDT

http://www.lingref.com/cpp/slrf/2012/paper3096.pdf

If it is the case that physiological experiences ground language, one may assume learning a
language is learning to establish an integrated frame of constructions—the pairing between linguistic
constructions and grounded experiences—such that learners can simulate a sequence of action
packaged in the constructions (Barsalou, 1999).
This research tested if providing second language (L2) users with an integrated frame of
construction would aid L2 constructional learning. To do so, this study looked at an English modal
construction which, as Talmy (1988) and Sweetser (1990) argue, is structured from physical force.
According to Talmy (2000), a semantic structure of English modals is subsumed under Force
Dynamics, which encompasses such notions as force exertion, force resistance, the overcoming of a
resistance, and so forth.

Speak It Yourself

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/30/2019 07:41 am CDT

https://www.siyvr.com/

young startup that uses immersive, interactive VR technology to teach you how to SPEAK a new language quickly and with ease. They need content creators and pilots

How Do You Say It? Maximizing Spanish Resources for [email protected] InterPersonal Violence Prevention

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/30/2019 07:38 am CDT

http://entiendelo.web.unc.edu/

The How Do You Say? project is an interdisciplinary and community service oriented project that exploits Prospect to layer, map and visualize information about the Spanish language varieties used to address [email protected] audiences in the prevention of intimate partner violence. The project’s long-­term goal is to create a set of XR resources (avatars and gamified virtual environments) that increases the success/effectiveness of textual literature (brochures, signs, advertisements) as well as direct oral interaction (from support services, doctors, social workers, etc.) in preventing and educating about domestic violence.

Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning

Added by Lucia Binotti
Professor of Romance Studies, The University of North Carolina at Chapel Hill
07/30/2019 07:28 am CDT

https://www.mdpi.com/2226-471X/4/1/13

Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment.

SIGHT: An Intriguing Future Scenario about the Uses (and Misuses) of MR for Learning

Added by Chris Dede
Timothy E. Wirth Professor in Learning Technologies, Harvard University
07/29/2019 06:18 am CDT

https://www.youtube.com/watch?v=lK_cdkpazjI

This video shows an imagined future in which MR glasses strongly shape learning and human relationships. It generates some interesting ethical discussions in my classes

Harvard’s Digital Giza project

Added by Chris Dede
Timothy E. Wirth Professor in Learning Technologies, Harvard University
07/29/2019 06:12 am CDT

https://news.harvard.edu/gazette/story/2019/05/harvards-digital-giza-project-allows-scholars-to-explore-egypt-without-leaving-the-country/

The case of Harvard’s digital Giza project raises some interesting questions about remote exploration and about the digital recreation of historic sites

Hyper Reality; Ethics and Education

Added by Ayora Berry
VP Education, PTC
07/28/2019 10:59 pm CDT

https://www.youtube.com/watch?v=YJg02ivYzSs

This video shows a future where AR is everywhere to a state where it is concerning. It inspires me to think about the ethics and overall human experience of XR technologies. Questions that leap out to me are: what are effective models to self-regulate engagement with AR content? (looking at studies on cell phone addition is relevant here). What mechanisms, controls, safe guards will be emplaced to manage the gamification, advertising and over stimulation of children with digital content? (of relevance here is how kids watch YouTube videos which originally starts with an appropriate search topic and then leads to some type of profane or challenging topic).

What do you think about the ethics of increading digital immersion in our lives? And what are particular best practices for education?

An educational physics laboratory in mobile versus room scale virtual reality–a comparative study.

Added by Christian Guetl
Board Member, iLRN; Associate Professor and Head of Motivational Media Technologies Group, Institute of Interactive Systems and Data Science, Graz University of Technology
07/28/2019 10:12 pm CDT

https://doi.org/10.3991/ijoe.v13i08.7371

In this article we discuss the virtual physics laboratory “Maroon” and discuss experiences with Maroon in a cost-effective mobile setup with a mobile VR experience through Samsung GEAR and compare it with a more interactive VR experience with room-scale VR with HTC Vive. We describe a comparative evaluation of these two setups in order to identify chances and challenged of both setups. First results indicate more flexibility and portability through the mobile setup, while the room-scale setup profits of a highly interactive and hands-on experience. We discuss and compare the two setups based on immersion, engagement, presence, and motivation.

Trialling the high-tech SMART Nurse technology of the future

Added by Sarah Fielding
Professional Specialist in Learning Design, University of Southampton
07/28/2019 10:10 pm CDT

https://www.southampton.ac.uk/healthsciences/news/2018/05/08-smart-nurse-trials-2018.page

The trials described here are part of a €100,000 EU funding collaboration between the University of Southampton (Health Sciences and Electronics and Computer Science) and the German Research Centre for Artificial Intelligence.

Enhanced Assessment Approaches in Immersive Environments Meeting Competency-Oriented Requirements in the Classroom

Added by Christian Guetl
Board Member, iLRN; Associate Professor and Head of Motivational Media Technologies Group, Institute of Interactive Systems and Data Science, Graz University of Technology
07/28/2019 10:07 pm CDT

https://link.springer.com/chapter/10.1007/978-3-030-11932-4_72

In this paper, we investigate the current adoption of digital assessment tools and simulations, how teachers and research experts assess students in competency-oriented learning settings and present an extended conceptual architecture for flexible automated assessment in immersive environments. First results indicate that basic e-assessment techniques are still not fully prevalent in secondary education, but most teachers have expressed interest in simulations with automated assessment features.

Efficient Peer-to-Peer Content Sharing for Learning in Virtual Worlds

Added by Christian Guetl
Board Member, iLRN; Associate Professor and Head of Motivational Media Technologies Group, Institute of Interactive Systems and Data Science, Graz University of Technology
07/28/2019 09:59 pm CDT

http://www.jucs.org/jucs_25_5/efficient_peer_to_peer

In this paper, we address this problem by proposing a content sharing scheme based on Virtual Net, a virtual world persistency framework. For efficient content retrieval, three strategies have been proposed to reduce communication overhead and content load delay. By integrating these strategies, a virtual world content search and retrieval algorithm has been devised. The experiment results verify the effectiveness of the algorithm.

Developing and Assessing Augmented Reality Applications for Mathematics with Trainee Instructional Media Designers: An Exploratory Study on User Experience

Added by Christian Guetl
Board Member, iLRN; Associate Professor and Head of Motivational Media Technologies Group, Institute of Interactive Systems and Data Science, Graz University of Technology
07/28/2019 09:58 pm CDT

http://www.jucs.org/jucs_25_5/developing_and_assessing_augmented

This study focuses on teaching and learning mathematics by taking advantage of AR technology to visualize several problems and let users interact with its contents. In this perspective, the purpose of this study is to present an instructional approach by which competencies of seventy-eight (n=78) trainee instructional media designers with a successful and appropriate integration of AR technology inside classroom contexts using HP Reveal and Blippar. In favor of designing and assessing AR applications for mathematics, the instructional media designers have shown satisfactory performance and user experience. Specifically, all AR applications seemed that enable the representation of intuitive learning scenarios and increased greatly users’ interactive experience, thus encouraging their achievements and outcomes.

An Educational Glance into the Future: Holodeck as a Future Enacted Narrative Learning Technology

Added by Christian Guetl
Board Member, iLRN; Associate Professor and Head of Motivational Media Technologies Group, Institute of Interactive Systems and Data Science, Graz University of Technology
07/28/2019 09:56 pm CDT

http://www.jucs.org/jucs_25_5/an_educational_glance_into

his article describes how the fictional concept of Holodeck can be seen as a future immersive learning technology, as well as a new medium for future enacted, narrative experiences. In essence, the article illustrates how this fictional media has been recently studied within the art education context; particularly with the emphasis on how the medium has been considered through the holonovel writing activity. At first, the literature review presents earlier Holodeck-related research, innovation and applications, which, subsequently, provide important terminology for the holonovel writing process.

Research priorities in immersive learning technology: the perspectives of the iLRN community

Added by Christian Guetl
Board Member, iLRN; Associate Professor and Head of Motivational Media Technologies Group, Institute of Interactive Systems and Data Science, Graz University of Technology
07/28/2019 09:51 pm CDT

https://link.springer.com/article/10.1007/s10055-019-00393-x

This paper presents the perspectives of the immersive learning research network community on the relevance of various challenges to the adoption of immersive learning technology, along three dimensions: access, content production, and deployment. Using a previously validated questionnaire, we surveyed this community of 622 researchers and practitioners during the summer of 2018, attaining 54 responses. By ranking the challenges individually and within each dimension, the results point towards higher relevance being placed on aspects that link immersive environments with learning management systems and pedagogical tasks, alongside aspects that empower non-technical users (educational actors) to produce interactive stories, objects, and characters.

Virtual laboratories for education in science, technology, and engineering

Added by Christian Guetl
Board Member, iLRN; Associate Professor and Head of Motivational Media Technologies Group, Institute of Interactive Systems and Data Science, Graz University of Technology
07/28/2019 09:48 pm CDT

Virtual laboratories for education in science, technology, and engineering

his paper summarizes the state of the art in virtual laboratories and virtual worlds in the fields of science, technology, and engineering. The main research activity in these fields is discussed but special emphasis is put on the field of robotics due to the maturity of this area within the virtual-education community. This is not a coincidence; starting from its widely multidisciplinary character, robotics is a perfect example where all the other fields of engineering and physics can contribute. Thus, the use of virtual labs for other scientific and non-robotic engineering uses can be seen to share many of the same learning processes. This can include supporting the introduction of new concepts as part of learning about science and technology, and introducing more general engineering knowledge, through to supporting more constructive (and collaborative) education and training activities in a more complex engineering topic such as robotics.

Learning in a Digital World

Added by Christian Guetl
Board Member, iLRN; Associate Professor and Head of Motivational Media Technologies Group, Institute of Interactive Systems and Data Science, Graz University of Technology
07/28/2019 09:41 pm CDT

https://link.springer.com/book/10.1007/978-981-13-8265-9

This book aims at guiding the educators from a variety of available technologies to support learning and teaching by discussing the learning benefits and the challenges that interactive technology imposes. This guidance is based on practical experiences gathered through developing and integrating them into varied educational settings. It compiles experiences gained with various interactive technologies, offering a comprehensive perspective on the use and potential value of interactive technologies to support learning and teaching.

Walking in another’s virtual shoes: Do 360-degree video news stories generate empathy in viewers?

Added by Aileen S.W. Chai
Senior Specialist (Research), Ministry of Education
07/29/2019 02:22 am CDT

https://www.cjr.org/tow_center_reports/virtual-reality-news-empathy.php

Does immersion yield empathy? The aim of this report is to address the question of whether news media—in this instance, short-form journalistic stories—presented in a 360-degree video format affects a user’s empathetic response to the material. If so, what might the advantage of such a response be, and could it include improvement in a viewer’s ability to recall the content over time or a resulting behavioral change? Naturally, part of the study will deconstruct what we mean by such a nebulous term as “empathetic” and how exactly it can be measured.

Singapore government exploring the use of virtual reality for school education and enhanced clinical training

Added by Aileen S.W. Chai
Senior Specialist (Research), Ministry of Education
07/29/2019 02:17 am CDT

https://www.opengovasia.com/singapore-government-exploring-the-use-of-virtual-reality-for-school-education-and-enhanced-clinical-training/

Immersive media has been identified by the Infocomm Media Development Authority (IMDA) Singapore, as one of four key frontier technology focus areas (the other three are artificial intelligence and data science; cybersecurity; and Internet of Things and future communications infrastructure) for the development of digital economy.

Everything you think you know about universities and technology is wrong

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
07/28/2019 06:37 am CDT

https://wonkhe.com/blogs/everything-you-think-you-know-about-universities-and-technology-is-wrong/

Futuristic view of possibilities of tech futures Holley, D (21.02.2019) WonkHE: Education 5.0 Everything you think you know about universities and technology is wrong

Everything you think you know about universities and technology is wrong

Augmented Reality – an educator’s response

Added by Debbie Holley
Professor of Learning Innovation, Bournemouth University
07/28/2019 06:36 am CDT

https://www.cla.co.uk/blog/higher-education/augmented-reality

Guest blog for the Copyright Licencing Agency (UK) Holley, D (19.02.2019) Augmented Reality – an educator’s response Copyright Licencing Association Blog
https://cla.co.uk/blog/higher-education/augmented-reality

7 Lessons in Leading VR Research on Campus

Added by Chris Dede
Timothy E. Wirth Professor in Learning Technologies, Harvard University
07/28/2019 04:39 am CDT

https://campustechnology.com/articles/2019/06/26/7-lessons-in-leading-vr-research-on-campus.aspx

Describes practices and policies at San Diego University as a case study

Excerpt from Introductory Chapter to VR, AR, MR in Education Book

Added by Chris Dede
Timothy E. Wirth Professor in Learning Technologies, Harvard University
07/28/2019 04:31 am CDT

https://www.dropbox.com/s/ijpbg0im9d370ec/excerpt%20Dede%20chapter%20VR%20AR%20MR.pdf?dl=0

This is an excerpt from this chapter: Dede, C., Jacobson, J., & Richards, J. (2017). Introduction: Virtual, augmented, and mixed realities in education. In D. Liu, C. Dede, R. Huang, & J. Richards, (Eds.). Virtual reality, augmented reality, and mixed reality in education, pp. 1-18. Hong Kong: Springer. It presents a number of useful frameworks for understanding XR in Education

Virtual Reality is the Next Step in Language Learning

Added by Susanna Nocchi
Lecturer, Technological University Dublin
07/27/2019 03:48 am CDT

https://unitedlanguagegroup.com/blog/virtual-reality-next-step-language-learning/

This is simply a short blog post on the potential of VR for language learning. I like the way they link it to language learning in virtual worlds, which is still very popular.

Italian Open Education: virtual reality immersions for the language classroom

Added by Susanna Nocchi
Lecturer, Technological University Dublin
07/27/2019 03:33 am CDT

https://research-publishing.net/manuscript?10.14705/rpnet.2019.37.965

The article gives us the results of a case-study on the development of a VR OER for language learning.

Transforming Living Rooms into Classrooms with the Virtual World Society (Voices of VR, Ep. 347)

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 05:42 am CDT

https://voicesofvr.com/347-transforming-living-rooms-into-classrooms-with-the-virtual-world-society/

Tom Furness has been working in virtual reality longer than anyone else on the planet, and he’s starting a new phase of his legendary career. He’s starting to build a coalition of content creators and financial backers through the Virtual World Society to be able to transform living rooms into classrooms. With the support of a network of subscribers, he wants to build the infrastructure to support the production of educational VR experiences that activate our conscience, enrich our minds, and connect hearts together in order to solve real world problems.

What are the learning affordances of 3-D Virtual environments?

Added by Lana Franceska Dreimane
PhD researcher, lecturer, University of Latvia
07/26/2019 04:59 am CDT

https://www.researchgate.net/publication/220017513_What_are_the_learning_affordances_of_3-D_Virtual_environments

This article explores the potential learning benefits of three-dimensional (3-D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of unique characteristics of 3-D VLEs, which includes aspects of their representational fidelity and aspects of the learner-computer interactivity they facilitate. A review of applications of 3-D VLEs is presented, leading to the identification of a series of learning affordances of such environments. These affordances include the facilitation of tasks that lead to enhanced spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualisation of learning and richer/more effective collaborative learning as compared to tasks made possible by 2-D alternatives. We contend that the continued development of and investment in 3-D games, simulations and virtual worlds for educational purposes should be considered contingent on further investigation into the precise relationships between the unique characteristics of 3-D VLEs and their potential learning benefits. To this end, we conclude by proposing an agenda or ‘roadmap’ for future research that encompasses empirical studies aimed at exploring these relationships, as well as those aimed at deriving principles and guidelines to inform the design, development and use of 3-D virtual environments for learning.

Integrating Virtual Spaces: Connecting Affordances of 3D Virtual Learning Environments to Design for Twenty-First Century Learning

Added by Lana Franceska Dreimane
PhD researcher, lecturer, University of Latvia
07/26/2019 04:57 am CDT

https://www.researchgate.net/publication/331579802_Integrating_Virtual_Spaces

This chapter explores perspectives from general learning theories in relation to affordances of 3D virtual learning environments (3DVLEs) in order to substantiate a theoretically informed pedagogical design process. Following this review, the authors describe 3DVLE space and task design used as part of an English for Academic Purpose (EAP) course at a Canadian university. The design process is then contextualized according to a Phillips, McNaught, and Kennedy’s (2010, 2012) learning framework called Learning Environment, Learning Processes, and Learning Outcomes (LEPO). The authors share sample tasks and screen shots of the 3DVLE, as well as teacher and designer recommendations for future designs. In conclusion, the authors stress the importance of drawing on multiple learning theories to illuminate the affordances of the space. Further, they call for empirical research that makes use of telemetric data in the assessment of learner interaction in relation to achieving learning outcomes and predicting learner success. (https://books.google.lv/books?id=3iuODwAAQBAJ&pg=PA124&lpg=PA124&dq=10.4018/978-1-5225-8179-6.ch006&source=bl&ots=96UmgC_Y1W&sig=ACfU3U0khVnGbbFhdJz7achLpzlKQADO5w&hl=en&sa=X&ved=2ahUKEwiw2MWrhtPjAhVp-SoKHRK7Cs8Q6AEwAXoECAYQAQ#v=onepage&q=10.4018%2F978-1-5225-8179-6.ch006&f=false)

Big Data Visualization in Immersive Virtual Reality Environments: Embodied Phenomenological Perspectives to Interaction

Added by Rachael Afolabi Royes
iLRN Research Fellow; CEO, Paradigm Global Innovations
07/26/2019 03:31 am CDT

https://s3.amazonaws.com/academia.edu.documents/38493727/IJSC_Paper_2_pp_1009_1015.pdf?response-content-disposition=inline%3B%20filename%3DBig_Data_Visualisation_in_Immersive_Virt.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIWOWYYGZ2Y53UL3A%2F20190726%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20190726T152633Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Signature=e4f5dd2f0969ebebb2f776a38f3657c1c36d0ff685e3eab8f7e701aa4df17a2b

Though immersive technologies are not in “experimental phase” anymore, so much is being done around the world that has and continues to develop large amounts of data as the use and integration of this technologies continue to grow in several industries and disciplines. This paper discusses how to make sense of the data that continues to emerge in these environments.

Some Historical Context

Added by Jordan Tynes
Director, Academic Fabrication and Digital Design; Visiting Lecturer, Computer Science, Wellesley College
07/26/2019 01:40 am CDT

https://www.sutori.com/story/copy-of-the-history-of-virtual-reality–JUs2X6VsZ3zwxSXHJakWuHAJ

A nice timeline of 20th century attempts at VR, with a few important highlights. When teaching courses on VR development, I always begin with some historical context. I keep a stereoscope and Viewmaster in my office, which help some students more fully appreciate the impact of VR headsets’ ability to track motion.

Protecting Nonverbal Data Tracked in Virtual Reality

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 01:39 am CDT

https://vhil.stanford.edu/pubs/2018/protecting-nonverbal-data-tracked-in-virtual-reality/

ABSTRACT: In 2018, commercial systems typically track body movements 90 times per second to display the scene appropriately, and high-end systems record 18 types of movements across the head and hands. Consequently, spending 20 minutes in a VR simulation leaves just under 2 million unique recordings of body language. Psychologists have never, in the decades of studying nonverbal behavior, had data sets of this magnitude, given the labor involved in hand-coding movements from recorded video. Virtual reality provides incredible experiences, and I remain bullish on its successful integration into the media landscape given its role in communication, education, and training. But unless we solve the privacy issue early on, violations of our nonverbal privacy might trump these benefits.

Augmenting Our World: Three AR Trends On The Rise

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 01:38 am CDT

https://vrscout.com/news/three-ar-trends-on-the-rise/

The title doesn’t fully express that this article focuses on how these trends are focused around kids and families.

Neurable and Trimble Partner to Explore the Use of Brain-Computer Interfaces for the Transportation and AEC Industries

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 01:34 am CDT

https://www.prnewswire.com/news-releases/neurable-and-trimble-partner-to-explore-the-use-of-brain-computer-interfaces-for-the-transportation-and-aec-industries-300772125.html

Neurable announced that it will collaborate with Trimble (NASDAQ: TRMB) to bring brain-computer interface (BCI) technology to innovative solutions in the transportation and architecture, engineering and construction (AEC) industries. The two companies share a common vision of using neurotechnology to support digital transformation by providing a bi-directional feedback loop, driving increased safety and productivity.

Jakki Bailey: Children’s Experiences in VR Environments

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 01:22 am CDT

https://www.youtube.com/watch?v=Xl6N1b_E1k8

Dr. Bailey discusses how children experience VR environments, and notably: highlights particular areas that need more research.

“We are seeing there are differences in how kids experience different types of mediums…. Education and developmental questions are an area that need more growth about how it relates to kids’ experiences.”

Virtual Reality as a Teaching Tool for Moon Phases and Beyond

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 01:17 am CDT

https://www.compadre.org/per/items/detail.cfm?ID=14819

ABSTRACT: A ball on a stick is a common and simple activity for teaching the phases of the Moon. This activity, like many others in physics and astronomy, gives students a perspective they otherwise could only imagine. For Moon phases, a third person view and control over time allows students to rapidly build a mental model that connects all the moving parts. Computer simulations of many traditional physics and astronomy activities provide new features, controls, or vantage points to enhance learning beyond a hands-on activity. Virtual reality provides the capabilities of computer simulations and embodied cognition experiences through a hands-on activity making it a natural step to improve learning. We recreated the traditional ball-and-stick moon phases activity in virtual reality and compared participant learning using this simulation with using traditional methods. We found a strong participant preference for VR relative to the traditional methods. However, we observed no difference across conditions in average levels of performance on a pre/post knowledge test.

Social interaction in augmented reality

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 01:14 am CDT

https://vhil.stanford.edu/pubs/2019/social-interaction-in-augmented-reality/

ABSTRACT: There have been decades of research on the usability and educational value of augmented reality. However, less is known about how augmented reality affects social interactions. The current paper presents three studies that test the social psychological effects of augmented reality. Study 1 examined participants’ task performance in the presence of embodied agents and replicated the typical pattern of social facilitation and inhibition. Participants performed a simple task better, but a hard task worse, in the presence of an agent compared to when participants complete the tasks alone. Study 2 examined nonverbal behavior. Participants met an agent sitting in one of two chairs and were asked to choose one of the chairs to sit on. Participants wearing the headset never sat directly on the agent when given the choice of two seats, and while approaching, most of the participants chose the rotation direction to avoid turning their heads away from the agent. A separate group of participants chose a seat after removing the augmented reality headset, and the majority still avoided the seat previously occupied by the agent. Study 3 examined the social costs of using an augmented reality headset with others who are not using a headset. Participants talked in dyads, and augmented reality users reported less social connection to their partner compared to those not using augmented reality. Overall, these studies provide evidence suggesting that task performance, nonverbal behavior, and social connectedness are significantly affected by the presence or absence of virtual content.

Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 01:11 am CDT

https://vhil.stanford.edu/pubs/2018/immersive-virtual-reality-field-trips-facilitate-learning-about-climate-change/

ABSTRACT: Across four studies, two controlled lab experiments and two field studies, we tested the efficacy of immersive Virtual Reality (VR) as an education medium for teaching the consequences of climate change, particularly ocean acidification. Over 270 participants from four different learning settings experienced an immersive underwater world designed to show the process and effects of rising sea water acidity. In all of our investigations, after experiencing immersive VR people demonstrated knowledge gains or inquisitiveness about climate science and in some cases, displayed more positive attitudes toward the environment after comparing pre- and post-test assessments. The analyses also revealed a potential post-hoc mechanism for the learning effects, as the more that people explored the spatial learning environment, the more they demonstrated a change in knowledge about ocean acidification. This work is unique by showing distinct learning gains or an interest in learning across a variety of participants (high school, college students, adults), measures (learning gain scores, tracking data about movement in the virtual world, qualitative responses from classroom teachers), and content (multiple versions varying in length and content about climate change were tested). Our findings explicate the opportunity to use immersive VR for environmental education and to drive information-seeking about important social issues such as climate change.

The Storyteller’s Guide to the Virtual Reality Audience

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 01:08 am CDT

https://medium.com/stanford-d-school/the-storyteller-s-guide-to-the-virtual-reality-audience-19e92da57497

“Over ten weeks, we conducted 3 sets of experiments with over 40 participants and interviewed experts from multiple perspectives, from design-thinking, theatre, gaming, architecture, journalism, science, and film. Here are some of the most illuminating points from our research — the points that we think will be helpful to other mobile VR storytellers, as we navigate this new landscape together.”

Want Social Norms? 9-Steps to Building a Strong Culture (Part 1)

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 01:06 am CDT

https://medium.com/@jessica.outlaw/want-social-norms-9-steps-to-building-a-strong-culture-638070fdb80

“How can you influence people’s behavior in social virtual reality (VR)? I believe it’s by shaping the same elements of culture that are already present in how families, workplaces, religions, and political parties construct theirs.”

100 Jobs of the Future

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 12:52 am CDT

https://100jobsofthefuture.com/report/jobs/

Five of these jobs directly address virtual/augmented reality, and many others will be influenced by them.

These Influencers Aren’t Flesh and Blood, Yet Millions Follow Them

Added by Jesse Damiani
Deputy Director of Emerging Technology, Southern New Hampshire University
07/26/2019 12:42 am CDT

https://www.nytimes.com/2019/06/17/business/media/miquela-virtual-influencer.html

Synthetic colleagues are going to increasingly make their way into all contexts–including education. This article gives an overview of how this is playing out via social media.

Virtual Reality 101: What You Need to Know About Kids and VR

Added by Craig Frehlich
Academic Advisor, SpringboardVR; Design and Technology Teacher, SpringboardVR and Stamford American International School
07/26/2019 06:51 am CDT

https://www.commonsensemedia.org/research/virtual-reality-101

As with other forms of technology, VR comes with challenges and opportunities. This report collects the most significant findings to date and sets the stage for the years ahead, when practitioners and the public will need more information about effective VR applications in classrooms, entertainment, social media, and more.

Immersive Design for Community Engagement: Fukuchiyama City AR Rally

Added by Eric Hawkinson
President, Mixed, Augmented, & Virtual Realities in Learning (MAVR) Research Group; Associate Professor, Kyoto University of Foreign Studies
07/26/2019 06:18 am CDT

https://medium.com/ready-teacher-one/massive-mixed-reality-community-engagement-65ea60eb2c3c

On Friday, April 7th 2017 our research group (Mixed, Augmented and Virtual Realities in Learning — MAVR) in collaboration with The University of Fukuchiyama in Japan, designed and implemented a series of mixed reality environments to orientate and connect students to the community and its members.

An authoring tool based on App Inventor for creating AR experiences: VEDILS

Added by Jorge Bacca
Full Professor and Researcher, Fundación Universitaria Konrad Lorenz
07/26/2019 05:19 am CDT

http://vedils.uca.es/web/index.html

The authors extended App Inventor for creating an authoring tool for developing AR resources using blocks.

Web-based VR bushwalk of Mt Annan Botanic Gardens

Added by Claire Seldon
Learning Design Officer, NSW Department of Educaion
07/26/2019 02:03 am CDT

Virtual reality tool that reads and projects your brain waves investigated as a way to promote sleepiness

Added by Philippos Savvides
Learning Technology Manager, Arizona State University
07/25/2019 11:39 pm CDT

Collaborative educational environments incorporating mixed reality technologies: A systematic mapping study

Added by Mark J. W. Lee
Project Leader/Principal Investigator and Board Member, iLRN; Adjunct Senior Lecturer, School of Education, Charles Sturt University
07/25/2019 05:05 am CDT

World’s first holographic university lecture at Imperial College Business School

Added by Mark J. W. Lee
Project Leader/Principal Investigator and Board Member, iLRN; Adjunct Senior Lecturer, School of Education, Charles Sturt University
07/25/2019 02:51 am CDT

Virtually Inspired

Added by Mark J. W. Lee
Project Leader/Principal Investigator and Board Member, iLRN; Adjunct Senior Lecturer, School of Education, Charles Sturt University
07/25/2019 02:46 am CDT

WEKIT – Wearable Experience for Knowledge Intensive Training

Added by Roland Klemke
Professor of Game Informatics, Cologne Game Lab, Technical University of Cologne
07/24/2019 08:12 pm CDT

Coming age of empathy computing

Added by Eric Hawkinson
President, Mixed, Augmented, & Virtual Realities in Learning (MAVR) Research Group; Associate Professor, Kyoto University of Foreign Studies
07/25/2019 07:07 am CDT

MAVR Research Group

Added by Eric Hawkinson
President, Mixed, Augmented, & Virtual Realities in Learning (MAVR) Research Group; Associate Professor, Kyoto University of Foreign Studies
07/25/2019 07:02 am CDT

Multi-user VR training

Added by Asha Easton
Manager, ImmerseUK
07/24/2019 10:50 pm CDT

University of Barcelona and Virtual Bodyworks

Added by Asha Easton
Manager, ImmerseUK
07/24/2019 10:48 pm CDT

The 4Sight project: using VR in the drug discovery space

Added by Asha Easton
Manager, ImmerseUK
07/24/2019 10:45 pm CDT

NASA’S ISS hybrid reality experience: pushing the boundary of physical and virtual reality

Added by Asha Easton
Manager, ImmerseUK
07/24/2019 10:42 pm CDT

Curiscope’s Virtuali-Tee – bringing anatomy to life with mixed reality

Added by Asha Easton
Manager, ImmerseUK
07/24/2019 10:40 pm CDT

Gravity Sketch: exploring the territory between craft, industry and human machine interaction

Added by Asha Easton
Manager, ImmerseUK
07/24/2019 10:39 pm CDT

Royal Academy of Arts and HTC Vive

Added by Asha Easton
Manager, ImmerseUK
07/24/2019 10:33 pm CDT

How hyper real immersion is revolutionising military training

Added by Asha Easton
Manager, ImmerseUK
07/24/2019 10:30 pm CDT

Transform working practices in ophthalmology – Dr Peter Maloca and Moorfields Eye Hospital

Added by Asha Easton
Manager, ImmerseUK
07/24/2019 10:27 pm CDT

The mouse in the video game

Added by Philippos Savvides
Learning Technology Manager, Arizona State University
07/24/2019 10:25 pm CDT

Embodiment and the Boundaries Between Us in Virtual Reality – A critical analysis of inclusivity in social virtual reality environments

Added by Lance Powell
English Instructor, Bahçeşehir University; VR Researcher and Developer, VR First
07/24/2019 02:11 am CDT

The Army Is Building a 3D Database of Real Cities for Virtual Reality Training

Added by Philippos Savvides
Learning Technology Manager, Arizona State University
07/24/2019 12:45 am CDT

Virtual reality helps Japan’s elderly travel the world

Added by Philippos Savvides
Learning Technology Manager, Arizona State University
07/24/2019 12:44 am CDT

Can you get fit in virtual reality?

Added by Philippos Savvides
Learning Technology Manager, Arizona State University
07/24/2019 12:41 am CDT

Lightweight gloves for sensing virtual objects

Added by Philippos Savvides
Learning Technology Manager, Arizona State University
07/24/2019 12:35 am CDT

Educating on the differences and uses of virtual reality display technologies

Added by Koos de Beer
Phd researcher, Lecturer, Head of the Virtual reality and interaction lab, University of Pretoria
07/23/2019 11:27 pm CDT

10 things to consider when developing an educational VR app

Added by Steven Bambury
, Independent Consultant
07/24/2019 04:08 am CDT

5 Key Barriers to VR Adoption in Schools

Added by Steven Bambury
, Independent Consultant
07/24/2019 03:57 am CDT

10 Key Benefits of VR in Education

Added by Steven Bambury
, Independent Consultant
07/24/2019 03:54 am CDT

“Wearable XR-Technology: Literature Review, Conceptual Framework and Future Research Directions

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
07/23/2019 06:13 am CDT

https://www.researchgate.net/publication/330506079_Wearable_XR-Technology_Literature_Review_Conceptual_Framework_and_Future_Research_Directions

A deep-dive analysis of 45 articles to identify “major drivers, barrieres, and boundary conditions to XR adoption”; the introductory sections offer a first-rate grounding in the topic and are followed by a complete list of all articles analyzed for this paper.

Chuah, Stephanie Hui-Wen. January 2019 International Journal of Technology Marketing.  

Pupil project – CMU ETC

Added by Mark J. W. Lee
Project Leader/Principal Investigator and Board Member, iLRN; Adjunct Senior Lecturer, School of Education, Charles Sturt University
07/23/2019 06:45 am CDT

More Than Just Cool? Virtual and Augmented Realities Make Headway in Courses on Health Care, Art History and Social Work

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
07/01/2019 02:28 am CDT

https://www.insidehighered.com/digital-learning/article/2017/07/12/vr-and-ar-more-just-cool

An article, with plenty of examples, examining the costs and positive impacts of incorporating VR and AR into higher education.

Roll, Nick. July 12, 2017 Inside Higher Ed

How Augmented Reality Will Change Education Completely

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
07/01/2019 02:27 am CDT

https://www.youtube.com/watch?v=5AjxGqzqQ54

A 9.5-minute introduction, with spectacular examples, to how augmented reality can provide engaging learning experiences, provided by an award-winning marketing and brand communications expert.

Radke, Florian. April 19, 2017 TEDx Talk. YouTube

Learning in Three Dimensions: Report on the EDUCAUSE/HP Campus of the Future Project

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
07/01/2019 02:26 am CDT

https://library.educause.edu/~/media/files/library/2018/8/ers1805.pdf?la=en

A 57-page case study showing the impact immersive simulations are having on higher education.

Pemerantz, Jeffrey. August 2018 ECAR research report. Louisville, CO: EDUCAUSE

What Really Is the Difference Between AR/MR/VR/XR?

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
07/01/2019 02:25 am CDT

https://medium.com/@northof41/what-really-is-the-difference-between-ar-mr-vr-xr-35bed1da1a4e

A brief discussion of the varying terms used in the world of extended reality (XR)

North of 41. March 20, 2018 Medium

Expo Highlights the Rise of VR, AR in Educational Game Design, But Will Educators Want It?

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
07/01/2019 02:23 am CDT

https://marketbrief.edweek.org/marketplace-k-12/vr-ar-ed-games-expo-2019/

A report from the 2019 U.S. Department of Education’s ED Games Expo, which highlighted more than 100 educational games using AR/VR for K-12 learning

Goldchain, Michelle. January 23, 2019 Edweek Market Brief

Augmented Reality: The Future of Education

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
07/01/2019 02:22 am CDT

https://interestingengineering.com/augmented-reality-the-future-of-education.

A brief survey, with plenty of useful links to other articles and videos, on how AR/VR/MR/XR and artificial intelligence “are already changing education for our youngest learners.”

Fourtané, Susan. April 22, 2019 Interesting Engineering

Everything You Need to Know to Get Started With AR/VR in the Classroom

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
07/01/2019 02:20 am CDT

https://www.edsurge.com/news/2018-08-22-everything-you-need-to-know-to-get-started-with-ar-vr-in-the-classroom

An introduction to AR/VR technology, tools, and challenges by the author of the book Learning Transported: Augmented, Virtual and Mixed Reality for All Classrooms

Donally, Jaime. August 22, 2018 EdSurge

Augmented and Virtual Reality for Behavior Change

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
07/01/2019 02:17 am CDT

https://www.elearningguild.com/insights/237/augmented-and-virtual-reality-for-behavior-change/

A 41-page report examining the use of mixed reality tools, in the field of learning and development, to foster positive behavioral change in the workplace

Dirksen, Julie; DiTomasso, Dustin; and Plunkett, Cindy. 2019 Santa Rosa: The eLearning Guild

VR and AR: Pioneering Technologies for 21st-Century Learning

Added by Paul Signorell
Project Consultant and Community Manager; President, Paul Signorelli & Associates
07/01/2019 02:15 am CDT

https://er.educause.edu/blogs/2018/5/vr-and-ar-pioneering-technologies-for-21st-century-learning

Introduction to Emory Craig and Maya Georgieva’s 11-part series of blog posts exploring virtual and augmented reality in higher education, with links to each of the 11 posts

DePaul, Kristi. May 17, 2018 EDUCAUSE review

 

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