Immersive Learning Experience Research Articles

Inspiring High School Students to Be Future Nurses.

As an outreach recruitment endeavor, a hospital system and an affiliated college of nursing collaborated to host an immersive nursing learning experience for diverse high school participants. The program included hospital tours, speakers, educational games, and wellness activities to promote pursual of nursing as a future career path. The authors describe details of the development of the program, lessons learned, program outcomes, and implications for future programs and applicability in different settings.

IMMERSIVE LEARNING: VIRTUAL REALITY’S IMPACT ON MEDICAL CURRICULUM

Virtual Reality (VR) is revolutionizing education by offering immersive and interactive learning experiences that enhance engagement and retention. Despite its potential benefits, implementing VR in education faces challenges such as high costs, technical requirements, and content development. In the medical field, VR is transforming medical education by providing realistic simulations for training in various procedures, anatomy visualization, and patient interactions. Studies indicate that VR improves procedural skills, anatomical understanding, and diagnostic accuracy among medical students. Furthermore, VR offers personalized learning experiences, remote training capabilities, and collaborative opportunities in medical training. Looking ahead, VR has the potential to revolutionize healthcare by enhancing patient care, treatment planning, and telemedicine services through immersive experiences and advanced simulations. Key Words: Virtual Reality (VR), VR education, Immersive Experience, VR in medical field, VR anatomy, Technological Innovation.

3D Models as a Source for Neuroanatomy Education: A Stepwise White Matter Dissection Using 3D Images and Photogrammetry Scans.

White matter dissection (WMD) involves isolating bundles of myelinated axons in the brain and serves to gain insights into brain function and neural mechanisms underlying neurological disorders. While effective, cadaveric brain dissections pose certain challenges mainly due to availability of resources. Technological advancements, such as photogrammetry, have the potential to overcome these limitations by creating detailed three-dimensional (3D) models for immersive learning experiences in neuroanatomy. This study aimed to provide a detailed step-by-step WMD captured using two-dimensional (2D) images and 3D models (via photogrammetry) to serve as a comprehensive guide for studying white matter tracts of the brain. One formalin-fixed brain specimen was utilized to perform the WMD. The brain was divided in a sagittal plane and both cerebral hemispheres were stored in a freezer at -20°C for 10 days, then thawed under running water at room temperature. Micro-instruments under an operating microscope were used to perform a systematic lateral-to-medial and medial-to-lateral dissection, while 2D images were captured and 3D models were created through photogrammetry during each stage of the dissection. Dissection was performed with comprehensive examination of the location, main landmarks, connections, and functions of the white matter tracts of the brain. Furthermore, high-quality 3D models of the dissections were created and housed on SketchFab®, allowing for accessible and free of charge viewing for educational and research purposes. Our comprehensive dissection and 3D models have the potential to increase understanding of the intricate white matter anatomy and could provide an accessible platform for the teaching of neuroanatomy.

EEG and Physiological Signals Dataset from Participants during Traditional and Partially Immersive Learning Experiences in Humanities

The relevance of the interaction between Humanities-enhanced learning using immersive environments and simultaneous physiological signal analysis contributes to the development of Neurohumanities and advancements in applications of Digital Humanities. The present dataset consists of recordings from 24 participants divided in two groups (12 participants in each group) engaging in simulated learning scenarios, traditional learning, and partially immersive learning experiences. Data recordings from each participant contain recordings of physiological signals and psychometric data collected from applied questionnaires. Physiological signals include electroencephalography, real-time engagement and emotion recognition calculation by a Python EEG acquisition code, head acceleration, electrodermal activity, blood volume pressure, inter-beat interval, and temperature. Before the acquisition of physiological signals, participants were asked to fill out the General Health Questionnaire and Trait Meta-Mood Scale. In between recording sessions, participants were asked to fill out Likert-scale questionnaires regarding their experience and a Self-Assessment Manikin. At the end of the recording session, participants filled out the ITC Sense of Presence Inventory questionnaire for user experience. The dataset can be used to explore differences in physiological patterns observed between different learning modalities in the Humanities.

CHALLENGES IN ENGLISH FOR SPECIFIC PURPOSES (ESP) TEACHING MATERIALS: A SYSTEMATIC REVIEW FOR MODERN LEARNING ENVIRONMENTS

This systematic literature review (SLR) examines the evolution, effectiveness, and challenges associated with English for Specific Purposes (ESP) teaching materials, with a focus on their integration of digital technologies, learner-centered design, and cultural inclusivity. Through a comprehensive analysis guided by the PRISMA method, 87 studies from 2000 to 2023 were evaluated. The findings reveal a significant shift towards incorporating digital tools in ESP materials, highlighting the growing emphasis on creating immersive and interactive learning experiences. Additionally, the review underscores the importance of developing materials tailored to the learners' specific needs and cultural contexts, facilitating more meaningful engagement and language acquisition. Despite the observed benefits, challenges such as the necessity for ongoing teacher training and the absence of standardized evaluation frameworks for ESP materials were identified. Recommendations include enhancing digital integration, prioritizing learner-centered and culturally inclusive materials, investing in teacher training, developing evaluation frameworks, fostering collaborative material development, ensuring accessibility, and conducting longitudinal impact studies. This SLR sets a foundation for future research and development in ESP material design and implementation, aiming to support learners' language learning goals and professional aspirations effectively.

Designing a smart classroom with advanced Audiovisual equipment and soft collaboration capabilities for Higher Education

This is a technology-enabled classroom design which reflects a thoughtful integration of cutting-edge audiovisual solutions to enhance the learning environment. The inclusion of automated audio-visual solutions indicates a commitment to creating a seamless and efficient learning experience through technology. The incorporation of a voice lift application ensures clear and audible communication for the instructor, addressing potential challenges in large classroom settings. The use of Dante-based communication over Ethernet signifies a high-quality and reliable audio distribution system, enabling efficient communication within the classroom. The inclusion of features catering to individuals with disabilities demonstrates a commitment to creating an inclusive and accessible learning environment. The beamforming microphone array system with multiple elements is a sophisticated technology that allows for effective tracking of the active participant. This ensures that the audio focus adapts to the speaker's location. The automatic and steerable coverage type enhances the adaptability of the microphone array system, automatically focusing on the speaker. This feature contributes to an immersive and dynamic learning experience. The support for Power over Ethernet (PoE) simplifies the installation and management of AV devices in the classroom. It reduces the need for additional power outlets and cables, streamlining the overall setup. Overall, this design prioritizes advanced audiovisual technologies to create a unique, state-of-the-art, and inclusive technology-enabled classroom. The focus on clear communication, adaptability, and ease of use demonstrates a commitment to providing an optimal learning environment for both faculty and students

Optimizing Higher Education Using Artificial Intelligence

A revolutionary transformation and overhaul of our approach to how we instruct and interact with educational content is being heralded by the simultaneous development of artificial intelligence and education. Businesses dealing with educational technology are greatly engaging and spending exponentially over technologies delivering education by artificial intelligence. Such technologies generate highly interactive and deeply engaging educational experiences for the learners creating an everlasting impact. Some of the cutting-edge technologies that improve student engagement and encourage deeper connections with the educational content or the conversational assistants that interact verbally and virtually. Virtual reality (VR), Augmented reality (AR), holographic simulations, etc. are some more examples of AI generated applications which are now being used to create immersive learning experiences. This paper explores the role of AI in higher education, it’s benefits for both learners & educators, it’s application in H.E. classrooms, utilisation of AI-detection technology, challenges and strategies to implement AI seamlessly in educational settings. It is an effort made in order to discuss this emerging topic and to offer an insight into the constantly evolving relationship between AI an education.

Integrating Artificial Intelligence (AI) Into Adult Education

This conceptual article provides a comprehensive overview of the current status of Artificial Intelligence (AI) integration and its influence on adult education. It discusses generative AI technologies and their potential applications in adult education settings, examines the opportunities and ethical challenges associated with integrating AI, and provides insights into emerging trends. The article consists of five sections. The introduction provides a rationale as to why AI should be integrated into adult education. Second, it describes evolving AI technologies such as Large Language Models (LLM) for personalized learning, Machine Learning Algorithms for adaptive learning systems, Virtual Reality (VR) and Augmented Reality (AR) for immersive learning experiences, Chatbots and virtual assistants for learner support and guidance, and Data Learning Analytics (DLA) for tracking learner progress and performance into adult education. Section three explores the ethical implications of AI in adult education, including academic honesty and integrity, data privacy, and algorithmic bias. In section four, emerging trends and future directions are discussed. The final section considers policy implications and makes recommendations for adult educators working to develop AI-enriched adult education.

English Speaking Skill through Rosetta Stone Application at Junior High School: Students’ Voices

This study aims to explore the impact of utilizing the Rosetta stone application as a means to improve English speaking skills among second-grade junior high school students. The study employs a qualitative case study approach and data content analysis to delve deeply into the experiences and perceptions of the students regarding their English-speaking skill development through the application. Using a modified questionnaire and depth interviews, the researcher collected data through share the questionnaires to 34 students and interviews conducted with three participants. The results reveal that the majority of students express positive perceptions about the application's impact on English speaking abilities, citing improvements in confidence, vocabulary, accent, and overall learning experience. Overall, these findings underline the dynamic nature of language learning and the potential for continuous improvement in educational technology through targeted enhancements and further empirical exploration. These findings underscore the effectiveness of integrating technology like Rosetta Stone in language learning environments, offering diverse speaking practice opportunities, immersive learning experiences, and targeted feedback that contribute to overall language proficiency. The findings of this study could be useful for language learners who are seeking to improve their language skills as well as for educators and developers who are interested in creating effective language learning tools.

INTERPROFESSIONAL BEHAVIOURAL COUNSELLING; AN ESSENTIAL SKILL FOR OUR UNDERGRADUATE STUDENTS

INTRODUCTION Collaborative healthcare practices have positive impacts on dietary and physical activity behaviours (Patnode, et al., 2022). An immersive interprofessional work-integrated learning experience was developed for UOW Exercise Science and Rehabilitation(ExSc), and Dietetics and Nutrition(DNut) students, to appropriately prepare novice practitioners for significant growth in workforce interprofessional collaboration opportunities. METHOD Undergraduate(ExSc:n=47;DNut:n=48) students participated in an Interprofessional Education Workshop(IEW) aimed at improving understanding of interprofessionalism and behaviour counselling techniques. Students then formed into 46 pairs(ExSc:n=1+DNut:n=1) with each pair providing Interprofessional Behavioural Counselling(IBC) to a community client at two separate timepoints; Initial consultation and a 2-week Follow Up(FU). Student volunteers(n=38;ExSc:n=10,DNut:n=28) agreed to participate in the research phase, completing two surveys, Interprofessional Collaborative Competency Attainment Scale(ICCAS) & Students Perceptions of Interprofessional Clinical Education Revised(SPICE-R2) at two timepoints; immediately post IEW, and post FU. Additionally, volunteers(n=14;ExSc:n=3,DNut:n=11) participated in focus groupsfollowing IBC. Significance, set at (p<0.01) with mean score differences, and relative change (%) reported. RESULTS Participant responses(n=31) to ICCAS showed improvement across the five key areas of interprofessional practice; communication(0.8,23%), collaboration(1.1,32%), role and responsibilities(1.1, 33%), patient-centred care(1.2,36%), conflict-management and team-functioning(1.1,30%). Similarly, improvements in SPICE-R2 for patient outcomes(0.30,7%) and roles and responsibilities with collaborative-practice(0.67,17%), but not (p=0.06) for interprofessional teamwork and team-based practice. Focus groups indicated that students were confused pre-IBC about effective collaboration, specifically apprehension relating to perceived time constraints involved in having two professionals in one consultation. Conversely, post-IBC student’s reported increased confidence in adopting a collaborative approach, better understanding of scope of practice overlap and could see value in client outcomes following an interprofessional approach. CONCLUSION UOW will continue to embed interprofessional work integrated learning experiences in the future to improve understanding of collegial collaboration ensuring patient-centred care and best practice.

Narrative Inquiry into the Challenges of Implementing XR Technologies in Education: Voices from Future Hub 2023

This research explores the multifaceted challenges and opportunities inherent in the integration of Extended Reality (XR) technologies—comprising Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR)—within educational contexts. Utilizing a narrative inquiry methodology, this study draws upon the experiences and perspectives of participants at the Future Hub Forum 2023, a gathering of researchers, educators, and technologists specializing in immersive learning technologies. Through the collection and analysis of narrative materials, including interviews, presentations, and observational data, the study aims to elucidate the complex interplay of technological, pedagogical, and infrastructural challenges that influence the adoption and effective use of XR technologies in education. Key findings reveal significant barriers to widespread XR integration, including issues of access and affordability, which exacerbate existing digital divides; challenges in training and securing buy-in from stakeholders; content creation and deployment hurdles; and infrastructural and administrative obstacles. Despite these challenges, the study also uncovers a collective optimism about the transformative potential of XR technologies to revolutionize pedagogical approaches and learning outcomes, provided these barriers can be overcome. The implications of this research extend beyond the immediate context of XR technology implementation, offering insights into broader questions of educational equity, the evolving landscape of digital pedagogy, and the future of immersive learning experiences. By highlighting the voices and experiences of those at the forefront of XR adoption in education, this paper contributes to a deeper understanding of the conditions necessary for the successful integration of these technologies into diverse educational settings. Through its narrative approach, the study also underscores the value of storytelling and personal narratives in uncovering the nuanced realities of educational technology adoption, offering a rich, contextualized perspective that quantitative methods alone may not capture.

An Investigation into whether Applying Augmented Reality (AR) in Teaching Chemistry Enhances Chemical Cognitive Ability

Chemical cognitive ability is a fundamental aspect of effective chemistry education, facilitating students’ understanding of essential concepts such as substance structure, chemical transformations, and atomic bonding processes. Augmented reality (AR) technology has emerged as a promising tool in science education, offering immersive learning experiences that enhance students’ comprehension of chemical phenomena. This study explored the utilization of AR applications, specifically QuimiAR, in the designing of six simulation videos focusing on chemical bonding processes. These videos were integrated into a teaching method centered around the topic “Chemical Bonding” and implemented in a secondary school classroom in Hanoi, Vietnam, comprising 32 students. Following the AR-enhanced teaching session, students’ chemistry cognitive ability was evaluated using three methods: standardized tests assessing five criteria of chemistry cognitive ability according to the Vietnamese educational curriculum; surveys gauging students’ interest and knowledge acquisition using AR; and in?depth interviews. The results indicate that AR usage significantly increased students’ engagement in learning, enhanced their understanding of substance composition and chemical bonding processes, and improved their ability to apply knowledge to solve learning challenges. This research provides practical guidance for educators in leveraging the advantages of QuimiAR software to design simulations focusing on chemical bonding, thereby fostering students’ cognitive ability in chemistry. By expanding the use of AR technology to create various chemical simulations, teachers can cultivate students’ cognitive abilities in chemistry, promoting active learning and facilitating academic success.

Design and Optimization of English-Speaking Teaching Model Using Virtual Reality Technology

The advent of virtual reality (VR) technology has ushered in a new era in language education, offering innovative avenues for immersive and interactive learning experiences. This paper introduces a groundbreaking English speaking teaching model designed to harness the power of VR technology. Rooted in the imperative for authentic language practice, our model transports learners into virtual environments meticulously crafted to replicate real-life scenarios. Here, learners engage in conversational interactions, from everyday dialogues to professional exchanges, facilitated by interactive conversational agents. Complementing this immersive experience are adaptive learning algorithms that tailor exercises to individual proficiency levels, alongside multi-modal feedback mechanisms providing comprehensive guidance on pronunciation, intonation, and language usage. Through iterative refinement and a rigorous design methodology, our model seeks to enhance learner engagement, motivation, and proficiency across diverse skill levels.Preliminary pilot studies underscore the model's promise, with participants reporting heightened satisfaction, motivation, and perceived progress in English speaking skills. As we tread further into this innovative domain, future research avenues beckon, including investigations into long-term effectiveness, scalability, and integration into formal education systems. The convergence of VR technology and language education represents a paradigm shift, poised to redefine the dynamics of language acquisition and proficiency in an increasingly interconnected world.

Gamification in EFL: Exploring the Use of Gamification Strategies to Enhance Student Motivation and Engagement

Many students experience a lack of motivation and engagement in learning due to the monotonous learning system. Therefore, many teachers apply gamification strategies to increase student motivation and engagement in learning. This study investigates the integration of gamification strategies within English as a Foreign Language (EFL) instruction to amplify student motivation and engagement. Gamification, a methodology applying gaming elements in a non-game context, serves as a focal point to enhance learning participation and motivation. In the realm of EFL education, student motivation and engagement often pose significant challenges. Through qualitative methodology involving classroom observations, questionnaires, student interviews, and teacher reflections, this research assesses the impact of implementing game elements like point-based assessments, competitive dynamics, challenges, and rewards on student motivation and engagement in learning English. The findings underscore a notable surge in student motivation attributed to the incorporation of game elements, fostering a more enjoyable and competitive learning environment that encourages active student participation. This research contributes vital insight for educators, highlighting the efficacy of gamification as a tool to heighten motivation and engagement in EFL education. It emphasizes the need for judicious integration of relevant gaming elements in pedagogical design to craft more immersive and meaningful learning experiences for students studying English as a Foreign Language.

Design and Application of English-Chinese Bilingual Teaching Model Based on Multimodal Learning

In the globalized landscape of education, the demand for effective bilingual teaching models has become increasingly prominent, particularly in English and Chinese instruction. this study introduces the Bilingual Teaching Random Conditional Field (BTRCF) as a novel approach to designing and implementing an English-Chinese Bilingual Teaching Model based on Multimodal Learning. The principles of multimodal learning, which integrates various modes of communication such as visual, auditory, and kinaesthetic, the BTRCF model aims to provide students with a comprehensive and immersive language learning experience. The BTRCF model capitalizes on the complementary strengths of both English and Chinese languages, aiming to cultivate bilingual proficiency while fostering cross-cultural understanding among students. By incorporating elements from each language and leveraging multimodal learning strategies, the BTRCF model provides students with a comprehensive language learning experience that extends beyond mere linguistic proficiency to encompass cultural appreciation and intercultural competence. By capitalizing on the complementary strengths of both languages, this model seeks to foster bilingual proficiency while promoting cross-cultural understanding among students. with the BTRCF model have shown promising results, with an average increase of 25% in students' bilingual proficiency scores compared to traditional teaching methods. Additionally, qualitative assessments reveal high levels of student engagement and satisfaction with the multimodal learning approach employed by the BTRCF model, indicating its potential to revolutionize bilingual education practices.

Utilization Of The Millealab Application As A Virtual Reality Media To Support Self-Directed Learning

Self-directed learning is a process of organizing, finding, and even evaluating information or learning messages without help from others. MilleaLab is a VR-based application that can provide an immersive learning experience to support learners when doing independent learning. The purpose of writing this article is to conduct a literature study related to the utilization of MilleaLab application to support independent learning. The research method used is qualitative literature study. Data collection techniques through literature study of 25 relevant research articles within the last five years. Findings: (1) MilleaLab can be used anytime and anywhere according to one's own learning initiative. (2) MilleaLab can improve the understanding of abstract concepts, learning motivation, and learning outcomes of students, (3) MilleaLab is used as an immersive and interesting VR-based alternative learning media. The results of this study not only describe the MilleaLab application, but also the utilization of VR technology through the MilleaLab application to support immersive and interesting independent learning of students.

Engagement and identity among pre-service teachers in English learner coursework

ABSTRACT This study examines the understanding of a linguistically responsive teaching framework (LRT) among pre-service teachers (PSTs). This study employed a mixed-method approach. The quantitative data did not demonstrate statistically significant differences between bi-/multilingual and monolingual PSTs in their responses to the LRT framework. However, qualitative analysis revealed variations in how bi-/multilingual and monolingual PSTs perceived the role of language and power access. Emergent findings indicated that White male PSTs may exhibit resistance to understanding or meeting the needs of ELs. Teacher preparation programs may offer immersive learning experiences in different languages, especially for those who may lack such exposure.

Application of Virtual Reality (VR) in Facility Management Competency-based Training (CBT) in the Era of Industrie 5.0

This case study investigates the implementation of Virtual Reality (VR) technology in facilities management Competency-Based Training (CBT) within one of Singapore’s leading facilities and township management companies. Traditionally, workplace training in facility management has relied heavily on lecture-based methods, often resulting in insufficient preparation and a high turnover rate among newly onboarded staff. To address this challenge, this study explores the conversion of training materials into VR-based courseware, enabling immersive and interactive learning experiences. Two groups of newly onboarded staff underwent either traditional lecture-based or VR training sessions. Results indicate that those trained using VR exhibited a better comprehension of the material and higher levels of motivation compared to their counterparts in the traditional lecture-based group. However, it was noted that VR training carries the risk of cybersickness, with some participants reporting symptoms such as dizziness. To mitigate this issue, insights from existing literature on cybersickness are incorporated to enhance future VR training materials. This paper studies the application of VR in Facilities Management Competency-based training within the discourse of Industrie 5.0, the latest evolution of industrial technology that emphasizes human-machine collaboration and smart technologies such as VR. By leveraging VR technology for training purposes, this initiative aligns with the principles of Industrie 5.0, fostering innovation and efficiency in facility management practices. Overall, this research underscores the potential of VR in revolutionizing training methodologies within the practices of facilities management while addressing associated challenges to ensure optimal learning outcomes.

Integration of GeoGebra Calculator 3D with Augmented Reality in Mathematics Education for an Immersive Learning Experience

The use of augmented reality (AR) with GeoGebra allows for the contextualization of mathematical operations in real-world situations. In this approach, the teacher presents questions or problems that students solve using visualization and experimentation software. The objective of this work is to evaluate the impact of integrating the GeoGebra 3D calculator with AR. For the development of this study, the quasi-experimental method was employed, involving the comparison of results between two groups: the experimental group (EG) and the control group (CG). We worked with a population of 78 students. The study conducted confirms the use of the GeoGebra calculator in 3D with AR. AR effectively enhances mathematical learning. Seventy percent of the students in the EG achieved an outstanding level of performance, while 30% reached an expected level. In addition, a positive attitude towards mathematics was observed in 100% of the students. These results demonstrate that using the GeoGebra calculator in 3D with AR has a positive impact on mathematics learning. While in CG, 10% achieved the expected level of performance, 85% were in progress, and 5% were at the initial stage. Finally, it was concluded that the GeoGebra calculator in 3D with AR is very useful. It helps enhance the teaching and learning (TL) of mathematics and motivates students, making the development of class sessions more dynamic.

Augmented Reality and Virtual Reality Applications: Enhancing User Experience Across Industries

Augmented Reality (AR) and Virtual Reality (VR) technologies have emerged as powerful tools for enhancing user experiences across various industries. This article explores the applications of AR and VR and their impact on user experiences in diverse sectors. Employing a qualitative method, this study conducts a literature review through library research to examine the current trends and developments in AR and VR applications. The findings reveal that AR and VR technologies have been increasingly adopted across industries such as education, healthcare, entertainment, manufacturing, and retail, among others. In education, AR and VR offer immersive learning experiences, allowing students to interact with digital content in a simulated environment. In healthcare, these technologies enable medical professionals to visualize complex anatomical structures and perform virtual surgeries, leading to improved diagnostic accuracy and patient outcomes. In the entertainment industry, AR and VR provide users with immersive gaming and storytelling experiences. In manufacturing, AR and VR enhance product design, prototyping, and assembly processes, leading to increased efficiency and reduced costs. Lastly, in retail, AR and VR applications enable virtual product try-ons, personalized shopping experiences, and interactive product showcases, thereby enhancing customer engagement and satisfaction. Overall, AR and VR technologies offer promising opportunities to revolutionize user experiences across industries, although challenges such as hardware limitations, content creation, and user acceptance need to be addressed for wider adoption