Immersive Learning Environments Research Articles

A Study on the Application of Virtual Reality Technology in Engish Language Education Relying on Immersive Learning Environments and Interactive Experience Design

This study delves into the application of virtual reality (VR) technology in the realm of English language education, with a focus on immersive learning environments and interactive experience design. The primary objective is to explore the efficacy of incorporating VR technology to enhance the English language learning experience for students. The research investigates the potential of immersive learning environments provided by VR technology and the impact of interactive experience design on language acquisition. The study aims to contribute valuable insights into how these technological advancements can revolutionize English language education, offering an engaging and effective approach to language learning. Through a thorough examination of the immersive and interactive aspects of VR technology, the research seeks to provide a foundation for the integration of these technologies into English language education practices, ultimately paving the way for more innovative and engaging language learning experiences.

E-learning application in immersive music entertainment teaching system based on genetic network algorithm

The problem of traditional music teaching is that students' interest and participation in learning are not high, which leads to the decline of teaching effect. Therefore, this study proposes an e-learning approach based on genetic network algorithms, aiming to enhance students' learning experience and engagement through an immersive music entertainment teaching system. The research has established an immersive music entertainment teaching system, which combines virtual reality technology to provide an immersive music learning environment. A genetic network algorithm is then used to optimize the e-learning modules in the system to improve the personalization and interactivity of the learning process. By collecting students' learning data and feedback information and using it as input to genetic network algorithms to update the parameters and structures in the learning module. The results show that e-learning based on genetic network algorithm has achieved remarkable results in an immersive music entertainment teaching system. When using the system for music learning, students showed higher enthusiasm and investment in learning, and achieved better academic performance. Students' experience and satisfaction with the system were also improved.

Research on the Innovative Pathway of ChatGPT Enabling Rural Music Teaching from the Perspective of the Metaverse

This study delves into the innovative integration of ChatGPT within the metaverse context, specifically for rural music education. The metaverse, a converging virtual space, offers unprecedented opportunities for enhancing teaching methods. However, creating engaging and effective digital resources remains a challenge. This paper explores how ChatGPT's advanced natural language processing capabilities can be harnessed to construct dynamic and interactive music teaching materials tailored to rural learners. The proposed approach aims to foster a more immersive, interactive, and intelligent learning environment, ultimately elevating the quality of music education in rural areas.

Mixed-methods assessment of an apparel edu-larp rooted in self-determination theory

ABSTRACT This study explores the effectiveness of an apparel educational Live Action Role-Playing game (edu-larp) in enhancing student skills in Adobe Illustrator and fostering autonomy, competence, and relatedness based on self-determination theory (SDT). The research compares the edu-larp approach to traditional instructional methods in the context of apparel design education through mixed-methods research design. The edu-larp group demonstrated a significant increase in Adobe proficiency scores compared to the traditional module group. Additionally, the edu-larp students expressed a more comprehensive understanding of Adobe Illustrator, emphasising the enhancement of creative abilities and preparation for future careers. The study suggests that edu-larp offers a promising approach to basic psychological needs fulfilment and improving learning outcomes in apparel education. Apparel instructors are encouraged to consider integrating edu-larps into their classrooms to create a dynamic and immersive learning environment that aligns with students’ needs.

Facilitating cognitive development and addressing stereotypes with a cross‐cultural learning activity supported by interactive 360‐degree video technology

AbstractThis study investigates a virtual reality (VR) cross‐cultural interactive learning environment that combines a 360‐degree video camera for content creation, a viewing tool, and a video conference platform for real‐time interaction. This environment aims to address the limitations of traditional 360‐degree VR tools, particularly in enabling simultaneous, interactive engagement among multiple users. The study recruited 31 university students from China and Indonesia utilizing convenience sampling to test the efficacy of the environment in fostering cognitive development and challenging cross‐cultural stereotypes. The methodology included analysing student‐created content, questionnaire responses, and insights from semistructured interviews. The analysis, grounded in a cognitive development taxonomy and an assessment of stereotype changes, revealed that the students reached the “remember” and “understand” cognitive levels. Additionally, prevalent stereotypes held by the students were addressed. The immersive nature of the VR environment and the interactions with foreign peers were highly appreciated, significantly contributing to cognitive growth and stereotype mitigation. These findings offer valuable insights for educators and researchers in technology‐assisted cross‐cultural education, emphasizing the importance of designing interactive VR‐based activities that effectively facilitate cognitive development and address cross‐cultural stereotypes.Practitioner notesWhat is already known about this topic Telecollaborative projects have been widely implemented to facilitate intercultural learning. Scholars have employed 360‐degree video technology to develop virtual reality (VR) learning environments. 360‐degree videos offer a panoramic view of different cultures, enabling learners to explore and interact with their surroundings, thus fostering contextualized learning experiences. Such videos can enhance student engagement, motivation, and learning effectiveness. What this paper contributes The existing 360‐degree video technology offers only a restricted range of learning scenarios, especially in terms of the capability to enable multiple students to watch virtual reality (VR) content using head‐mounted displays (HMDs) and engage in real‐time interactions simultaneously. To overcome this limitation, we developed a virtual reality (VR) cross‐cultural interactive learning environment. Our solution includes a 360‐degree video viewing tool with which students can watch the created content, along with an online video conference platform that facilitates the observation of each other's viewed content through their HMDs, and enables real‐time communication among students to discuss the content they are experiencing. Implications for practice or policy The integration of our VR interactive learning environment into cross‐cultural learning creates authentic and immersive learning environments that provide students with a realistic sense of presence. This enhances cross‐cultural learning by making objects, people, and situations appear lifelike. Our technological approach fosters interaction among students from diverse geographical and cultural backgrounds within virtual reality learning environments. Students can not only receive information about the target culture but also exchange culture‐related information and communicate in real time. Since our approach is convenient and autonomous, it holds immense potential for resolving the common challenges faced by teachers and students in cross‐cultural teaching and learning.

An Immersive Virtual Learning Environment for the Development of Hard Skills: A Scientometric Analysis and Systematic Review

A scientometric analysis and systematic review of an immersive virtual learning environment (IVLE) designed to improve the development of hard skills comprised this study. The review focused on the period between 2016 and 2023 and was conducted using the Scopus database. This study employed a scientometrics analysis and systematic review methodology. In this study, a comprehensive analysis was conducted on a corpus of 12 scholarly articles that have been published within the last 8 years. This study looked at the aggregate magnitude and trajectory of scholarly publications and looked at a number of trends in scholarly research, including annual reports, article counts, article distribution across different sources, finding the most useful sources, keyword analysis, looking into the best collaboration groups, looking at how themes have changed over time, judging contributions, and practical implications. The primary findings regarding the data and document types indicated that a total of 12 articles were published across 10 different sources within the timeframe of 2016 to 2023. The research conducted on IVLE for the development of hard skills exhibited fluctuations in its pace, alternating between deceleration and positive acceleration. The growth rate of the articles peaked in 2022. The primary publication with the greatest of source is “Lecture Notes in Networks and Systems.” Keyword Plus growth rate for terms like “virtual reality,” “e-learning,” and “teaching” The nations exhibit a high degree of collaboration in the field of research. The findings indicated that the authors hailing from Mexico and Colombia exhibited the greatest frequency (n = 2). The thematic evolution of the study indicated two significant advancements: firstly, the emergence of e-learning studies that have propelled the field of e-learning, and secondly, the integration of virtual reality into e-learning practices. The classification of applications encompasses various components: title, solution, learning strategy, and learning tasks.

A Study on Using Computer-Assisted Language Learning to Shape a Real Environment for Learning Chinese as a Foreign Language

With the development of technology, more and more technologies are being applied to the teaching of essential Chinese. This study will investigate whether technology can be applied in the process of teaching Chinese as a foreign language, creating a Chinese learning environment through Computer-Assisted Language Learning (CALL), etc. to assist learners in better learning Chinese. CALL can provide learners with a more immersive learning environment through virtual reality, artificial intelligence, online classrooms, and other means. Instead of a teacher-centered classroom centered on students, the focus is on cultivating their language abilities, not just for paper-based dumb Chinese, striving to focus on vocabulary, sentence grammar and cultural aspects to assist learners in better learning Chinese. Multiple studies have also shown that the use of technology to create a Chinese learning environment is beneficial for Chinese learners to learn Chinese. At the same time, this learning method is beneficial for reducing learners' pressure and enhancing their interest. In addition, learning Chinese in such a language environment which is more beneficial for learners to deepen their impression of the content they are learning, understand Chinese culture, better use Chinese for communication, and enhance their Chinese language proficiency.

Examining the Effects of an Immersive Learning Environment in Tertiary AEC Education: CAVE-VR System for Students’ Perception and Technology Acceptance

Examining the Effects of an Immersive Learning Environment in Tertiary AEC Education: CAVE-VR System for Students’ Perception and Technology Acceptance

Practice of Digital Media Art Education Based on Virtual Reality Technology

Digital media art education has entered a new era with the integration of virtual reality (VR), offering students immersive and interactive learning experiences. Through VR technology, students can explore the creative possibilities of digital media art in a simulated environment that transcends traditional classroom boundaries. From interactive installations to virtual exhibitions, VR enables students to experiment with diverse mediums, techniques, and concepts in a safe and engaging space. Moreover, VR facilitates collaboration and peer feedback, allowing students to showcase their work, receive critiques, and collaborate with peers from around the world in virtual studios and galleries. This paper explores the practical implementation of digital media art education utilizing virtual reality (VR) technology, augmented by Multimedia Linear Statistical Feature Classification (MLSC). VR technology offers immersive and interactive learning environments, allowing students to explore and create digital media art in three-dimensional spaces. The incorporation of MLSC enhances the educational experience by providing personalized feedback and assessment based on statistical analysis of multimedia features. Through simulated experiments and empirical validations, the effectiveness of the VR-based digital media art education approach with MLSC is evaluated. Results demonstrate significant improvements in student engagement, creativity, and learning outcomes. The students using the VR platform with MLSC achieved a 40% increase in project completion rates and a 30% improvement in artistic proficiency compared to traditional methods. These findings highlight the potential of combining VR technology with MLSC to revolutionize digital media art education, preparing students for careers in the dynamic and interdisciplinary field of digital media.

The Impact of Virtual Reality Assisted Listening Instruction on English as a Foreign Language Learners’ Comprehension and Perceptions

Virtual Reality (VR) as an interactive, illustrative, and immersive learning environment has ample opportunities for the development of language skills. Despite a growing literature on VR-assisted language learning, the benefit of VR for L2 listening is in need of further investigation. To fill this lacuna, the current study surveyed the impact of using 360° monoscopic VR videos as pre-listening tasks on language learners’ development of listening comprehension. Sixty English as a foreign language (EFL) learners participated in the study as the control and the experimental groups. Their entry level of listening comprehension was evaluated by the B1 Preliminary listening paper before the study. Listening was taught to both groups by the comprehension-based model consisting of a pre-during-post listening cycle. The pre-listening activities of the experimental group included watching and working on 360° VR videos related to the topics of the listening parts of the textbook. The pre-listening phase of the control group included the warmup activities of the textbook. Both groups’ listening comprehension was evaluated again at the end of the study. The quantitative data analysis revealed a significant difference between the participants’ listening comprehension in favor of those who had worked with VR video as pre-listening tasks. Also, larger effect sizes for Parts 3 and 4 of the test that focused on understanding monologues were evident. The experimental group members were asked to express their perceptions of the experience of working with 360° VR videos in listening instruction by taking part in a structured interview. The results showed that almost all participants found the activities to be inspiring and pedagogically valuable.

Integrating AI in education: Opportunities, challenges, and ethical considerations

Integrating Artificial Intelligence (AI) in education presents a promising frontier with manifold opportunities, yet it also poses significant challenges and necessitates ethical considerations. This review explores the multifaceted landscape of AI integration in education, highlighting its potential to revolutionize traditional pedagogical approaches, personalize learning experiences, and streamline administrative tasks. However, it also addresses the challenges pertaining to implementation, including issues related to accessibility, data privacy, and the digital divide. The opportunities afforded by AI in education are vast and transformative. AI-driven technologies have the capacity to adapt instruction to individual learning styles, thereby enhancing student engagement and academic outcomes. Additionally, AI-powered tools can automate administrative tasks, allowing educators to allocate more time to meaningful interactions with students. Moreover, AI holds promise in facilitating the creation of immersive learning environments through virtual reality and augmented reality applications, enriching the educational experience. Nevertheless, the integration of AI in education presents ethical considerations that warrant careful examination. Concerns regarding data privacy and security arise as educational institutions collect and analyze vast amounts of student data. Moreover, there are apprehensions about the potential for AI algorithms to perpetuate biases or reinforce inequalities if not implemented with conscientious oversight. Furthermore, questions surrounding the ethical use of AI in assessing student performance and making consequential decisions underscore the importance of establishing transparent and accountable practices. While the integration of AI in education offers unprecedented opportunities for innovation and improvement, it is imperative to navigate the associated challenges with diligence and ethical foresight. By addressing these challenges thoughtfully, stakeholders can harness the full potential of AI to cultivate equitable, inclusive, and effective educational environments.

Behavioral intention, perception and user assessment in an immersive virtual reality environment with CFD simulations

This study explores technology acceptance, perception and user assessment of an immersive virtual reality environment with computational fluid dynamics simulations in engineering education. 57 participants from three different institutions tested the virtual reality application. Partial least squares structural equation modeling and interferential statistics were performed to predict and assess interrelations among constructs. Results show that the learning value, content value, intrinsic motivation and personal innovativeness are underlying factors behind students’ intention to use virtual reality. Pair-wise analysis indicates that users’ perceptions matter and positively affect their attitudes. In addition, the virtual reality application helps students perform significantly better in the post-knowledge test. Findings also highlight that prior experience and interest can affect students’ attitudes and behavioral intentions to accept the virtual reality application in education. Our study can guide lecturers and developers to achieve on-target immersive virtual reality learning environments in higher education.

GRAMMAROUS Revolutionizing English Vocabulary Acquisition for Children through Gamified Learning

Interactive Learning through Gamified Activities: The Grammarous App This paper presents Grammarous, a novel Android application that revolutionizes children's English vocabulary acquisition through interactive and gamified activities. By leveraging cutting-edge technologies and principles of gamification, Grammarous incorporates a diverse range of engaging features tailored to cater to various learning styles, making vocabulary acquisition an enjoyable and highly effective process for young learners. The app employs innovative techniques such as Shake-to-Spell, where children can rearrange scrambled letters into words by shaking their devices, fostering both visual and kinesthetic learning. Other features include Fill-in-the-blanks to reinforce memory and spelling, Spelling Bees for friendly competition, Rearrange Words to stimulate critical thinking, Matching Games for solidifying vocabulary relationships, and Shake Alphabets for letter recognition and mastery. Grammarous leverages Firebase Authentication for secure user management and real-time data retrieval to facilitate personalized learning experiences. By seamlessly integrating education and technology, the app creates an immersive and adaptive learning environment that actively engages children and promotes cognitive development. With its innovative approach to gamifying language learning, Grammarous has the potential to revolutionize the field of educational technology, providing a fun and effective platform for children to acquire essential English vocabulary skills crucial for academic and personal growth. Keywords: android app, vocabulary, gamification, spelling bee, innovative, educational games, language expansion, interactive learning, cognitive development, personalized education

Analysis of Media Influence on Military Decision-Making

Information warfare challenges, including the "CNN Effect," are increasing in quantity and complexity as the internet saturates modern life. Media communications, reliable or not, are constantly injected into American life, affecting opinions, decision-making, and actions—which may result in terrifying and permanent consequences when the media influences military members and government leaders.  This research focuses on the immersive learning environment—an engaging, simulation-based educational experience with realistic conflict scenarios where students apply lesson objectives through hands-on activities. Instructors conduct immersive learning in the US Air Force Academy's (USAFA) Multi-Domain Laboratory. Traditionally, students were taught military strategy in a classroom where they engaged in wargaming by rolling dice using a board game. Now, the Military & Strategic Studies (MSS) Department uses hands-on, real-time wargaming with unique hardware and software to teach future leaders how to apply classroom concepts using experiential learning. Wargames are critical for meeting the priorities of the Joint Chiefs of Staff—specifically, preparing leaders to conduct joint operations in all domains by integrating experiential learning. The guidance explains that "curricula should leverage live, virtual, constructive, and gaming methodologies with wargames… to develop deeper insight and ingenuity." The wargame with media provides external influences like news and information from various sources, which may influence students' decision-making process, resulting in "The CNN Effect."  "The CNN Effect" is a short-hand way to explain how news reports drive government leaders' responses, including military decision-making. This project builds upon existing research uniquely because this study examines decision-making from multiple leaders based on the same simulated media in USAFA's immersive learning environment. This research uses mixed methods analysis to explore how students act based on the wargame media inputs and compare course outcome differences after receiving enhanced Information Operations education or when exposed to different quantities of broadcasts. The Information Warfare (news literacy) module enhances education on the media's influence on decision-making and trust for students. Students learned to identify and research information sources, analyze biases, opinion versus fact-based reporting, and compare news reports from various outlets. 

RESEARCH ON BILINGUAL EDUCATION IN TAIWAN’S HIGH SCHOOLS

This study aims to explore the current status of bilingual education implementation in high schools in Taiwan. This study formulated interview topics based on different aspects of bilingual education and interviewed six relevant personnel through the literature analysis and qualitative in high schools. It included principals, teachers and students in order to understand the impact of bilingualism on the influencing factors and implementation difficulties. The conclusions drawn are as follows: First. Bilingual education policies and supporting measures will affect the progress and implementation effectiveness of bilingual education. second. It is helpful for schools to set clear bilingual education goals. third. There are differences in the effectiveness of bilingual education for students in general high schools and technical high schools. Fourth. The preparation of bilingual teachers and the community are the key to the success of bilingual education. fifth. Creating an immersive learning environment can improve the effectiveness of bilingual teaching. sixth. The urban-rural gap and insufficient resources are major obstacles to promote bilingual education. seventh. If teacher spend too much time on teaching English, it will affect students ‘acquisition of professional subject knowledge. eighth. Bilingual teaching causes burden on teachers and affects their willingness to promote it.

The Spatial Influence on Vocabulary Acquisition in an Immersive Virtual Reality-Mediated Learning Environment

This study aims to investigate whether VR-assisted language learning facilitates EFL learners' vocabulary learning and memory retention. One hundred seventy-seven Chinese undergraduate EFL learners were divided into VRG (VR-assisted instruction group) and CIG (conventional instruction group). Participants in the VRG (n = 75) were provided with immersive VR devices, whereas the others (n = 102) learned in conventional classrooms with instructors. The results illustrate that the spatial design of virtual environments may be related to lexical memory performance. Target words that are placed in positions where they are interacted with more frequently tend to perform better in terms of being memorized. It also suggests that words corresponding to items placed between 60-180 cm of the ground are better retained. Subsequent interviews revealed that VR technology helps learners encode information based on spatial location. The VR technology's visual, aural, and textual stimulation also help learners subconsciously remember the vocabulary items.

A consensus-based single valued neutrosophic model for selection of educational vendors under metaverse with extended reality

Selecting the right educational vendors in the Metaverse, particularly those utilizing extended reality (XR), is crucial for creating an engaging and immersive learning environment. Careful vendor selection ensures the delivery of high-quality XR educational content, considering factors such as seamless integration with different XR devices and addressing associated challenges, which can affect the comfort and well-being of learners.This paper proposes a decision-making model to address the complex task of selecting educational vendors within the Metaverse with a focus on extended reality (XR). Recognizing the challenges inherent in such selections, this work presents a consensus-based measurement of alternatives and ranking according to compromise solution (MARCOS) model, incorporating single-valued neutrosophic (SVN) information and SVN Dombi-Archimedean weighted aggregation operators. Attribute weights crucial for decision-making are determined through an optimization tool employing cross-entropy measures with partial weight information. The evaluation encompasses nine criteria, including cost, security, privacy, pedagogical alignment, configuration, maintenance, level of control, output tools, degree of immersion, availability of XR learning contents, and time. Four leading vendors including Victory XR, ARuVR, zSpace, and Varjo Technologies are assessed, with zSpace emerging as the most favorable alternative with the highest overall utility value of 0.6889. The paper further conducts sensitivity analysis and performance comparisons to establish the robustness of the ranking results, providing a comprehensive methodology for educational stakeholders addressing the evolving dynamics of the Metaverse.

Virtual reality in the classroom: a difficult but exciting adventure for teachers and students

Virtual reality (VR) enables the creation of immersive and interactive learning environments for students and teachers. This article reports on an exploratory teaching practice conducted with pre-service secondary school teachers using Neotrie, a dynamic geometry software in virtual reality. In small groups, future teachers must learn how to use the software and design a didactic sequence to bring to the classroom. Following a research-action methodology, through this experience it is reported both the advantages and difficulties encountered when starting to use VR to design didactic sequences, as well as when learning a VR sandbox software with interactive tools, like Neotrie. A proposal for assessing the sequences under the premises of the TPaCK model is also included.

Identifying the Strategies That Promote an Immersive Online Learning Environment for Population Health Management Graduate Students

Contemporary teaching and learning strategies are paramount. With an increased use of advanced digital technology, online learning is dependent on effective teaching and learning strategies. However, it is fundamentally dependent on knowledge transfer that is diverse, engaging, and meets the learning needs of the student learner. The project aimed to identify the strategies that promote an immersive online learning environment using the process evaluation method to evaluate student engagement and interaction through virtual critical discussions. This was a retrospective process evaluation to identify the strategies that promote an immersive online learning environment for Population Health Management graduate students. An adapted four-dimensional framework for evaluating immersive learning experiences guided this process evaluation. The findings from this process evaluation highlighted two main themes. Thought-provoking questions and evidence-based online learning were fundamental components for promoting an immersive online learning environment. Critical discussions promoted the expansion of peer learning. However, online discussion forum engagement is dependent on graduate students’ active participation in the teaching and learning process and continuous student feedback can inform improvements to teaching and learning strategies in the future.

Immersive Learning Environments in Education: Application, Effect and Challenges

The objectives of the present study are to search and critically analyse the immersive learning environments; and deriving the applications and effects of immersive learning environment in education with suitable examples by supporting empirical evidences. Based on the objectives and limitations of the present study, important research questions for critical analysis are formulated. The “Substitution Augmentation Modification Redefinition Model” (SAMR) of Dr Ruben Puentedura was used as the theoretical framework. The study is review-based and analytical in nature, where related literatures regarding the uses, effects and challenges of immersive learning environments in education in present and futuristic perspectives. Both inclusion and exclusion criteria were followed. From the intensive literature review regarding the immersive learning environments widely used in educational setting, the four important aspects were found, viz. immersive learning, virtual reality, augmented reality and mixed reality. The results revealed that ILEs have wide educational effects like providing learning autonomy, increasing attention, providing permanent learning, self-regulated learning, active participation, increasing comprehension of lesson, providing in-depth learning etc. in terms of cognitive effects. ILEs have some affective effects of students like satisfaction, fun, curiosity, enjoyable, interesting, exciting, motivating etc. After the critical analysis of the immersive learning environment systems used in education, game-based learning, project-based learning, experiential learning, collaborative learning etc. were found to be most frequently used. So far as its implementation part is concerned, some sorts of challenges have been noticed in research studies i.e., difficulty in understanding, technical problems, insufficient instruction, limited time, and health problems. Suggestions for further research were provided.