Immersion Education Research Articles

A Prototype on Immersive Education

A Prototype on Immersive Education

Research on Four-Dimensional Innovative Intelligent Education Platform Based on Cloud Edge-End Architecture.

In order to solve the problem of backward talent training mode in agriculture-related colleges and universities, this paper proposed a scheme to build a smart teaching platform by using cloud architecture, combining virtualization and twinning technology. The intelligent teaching platform is developed using the 5G converged network architecture and cloud edge system architecture. The intelligent teaching platform has realized such teaching modes as real scene teaching, combination of virtual and real teaching, immersive teaching, multi-teacher collaborative teaching and live interactive teaching. The smart teaching platform has established a new model of digital education, with the functions of teaching, teaching research, teaching management and teaching evaluation, and provides smart teaching cloud services for teachers and students of agriculture-related colleges and universities as well as external tutors. The research of multi-dimensional evaluation system solves the precise management of teaching process. The teaching effect has been significantly improved, and the management cost has been reduced, which meets the goal of training new agricultural talents in agricultural and forestry colleges.

Experiences and challenges of nursing education in response to the COVID-19 pandemic: A qualitative study in Iran.

The preparedness of nurses in the COVID-19 pandemic, will be of great importance when it comes to the unknown future of the pandemic and other similar ones. Identifying their problems can lead to better planning, preparation, and management. This study aims to explore Iranian nurses' experience of their preparedness challenges to give an effective response to the pandemic. A qualitative content analysis approach using semi-structured interviews was employed to explore nurses' preparedness experiences. 28 nurses were interviewed, after transcription of the interviews, a content analysis using constant comparison was performed for data analysis based on Graneheim and Lundman approach. The results of the study can be summarized in 6 main categories and 14 subcategories, such as the necessity of continuing educational workshops, the necessity of holding exercises in the same environment, the importance of familiarity with the pandemic, the importance of educating all those involved in providing services in the pandemic, the need for providing immersive education for the pandemic and the need for planning and practice concerning the pandemic. When nurses receive more support, they can have their best performance. up-to-date training can prepare nurses more effectively, which will, in turn, make prepared nurses available, maximize their efficiency, and minimize their adverse mental consequences. Nurse managers may support nurses and increase hospital resilience in such emergencies. Nurses indicated some issues including managers' support, workplace culture, education, physical space, access to PPE, and willingness to provide the best care. These findings can be helpful in the management of the pandemic and preparing nurses as a large group of healthcare workers. Necessary training, along with the provision of adequate resources, should be programmed to support this effective group of health providers.

Research on VR Immersive Instructional Design for Art Design Major—Taking Foundations of Design Composition Course as an Example

This paper explores using Virtual Reality (VR) in instructional design to enhance the Foundations of Design Composition course in art design. It examines the course's significance and identifies limitations of traditional teaching methods, such as a singular cognitive approach, limited curriculum presentation, lack of interactivity, absence of personalized instruction, and difficulties with abstract concepts. Implementing immersive VR teaching addresses these limitations, improving cognitive instruction, curriculum presentation, interactive experiences, personalized instruction, and comprehension of abstract concepts. A survey demonstrates the feasibility of VR immersive teaching. Practical applications include creating panoramic VR teaching experiences, virtual spaces for engagement, and comprehensive teaching resources. This study enhances art design programs and promotes educational innovation.

Augmented Reality Technology as an Immersive Teaching Tool in the Middle School Biology Course

Based on the analysis of publications on the topic of digitalization of biological education, the article identifies four trends associated with the introduction of digital technologies and tools into the educational process: the formation of a blended learning model; transition to online learning; creation of an immersive educational environment; use of augmented reality technology. These trends are interconnected, and each of them affects the general biological education in Russia. On the one hand, digitalization contributes to an increase in the openness, flexibility of education, and an increase in the involvement of schoolchildren in the process of teaching biology in high school. On the other hand, it leads to the creation of a new educational situation, the inclusion of new factors in the system of biological education, which changes the nature of the relationship between its main participants. Digitalization introduces significant changes in the role of a biology teacher and a high school student in the process of teaching biology, which requires appropriate adaptation. The necessity of systematizing the educational and social effects of the introduction of immersive technologies in biological education and conducting longitudinal studies is substantiated. The design of the study was developed, which is based on the strategy of introducing immersive technologies in blended teaching of biology in high school.

Student Satisfaction with Brief Audio Feedback: Support for its Use in an Immersive Teaching Model

Student Satisfaction with Brief Audio Feedback: Support for its Use in an Immersive Teaching Model

Analysis of immersive teaching methods for the cultivation of higher vocational network security talents based on meta-universe

According to the characteristics of students' learning habits and foundation in higher vocational colleges, and integrating the practical experience of students participating in network security competitions in our school in recent years, this paper analyzes the new way of training network security talents in higher vocational colleges using the prevailing meta-cosmic environment combined with the current more interactive immersive teaching methods, stimulates students' interest in exploring learning and better integrating the knowledge they have learned into the application environment.

Environmental literacy, sustainable education and posthumanist pedagogy: teaching the climate crisis in a global, transatlantic online setting

In this article, we aim to contribute to the theoretical conceptualisation and praxis of development education and global learning by engaging with recent discussions in the areas of ecocriticism, ecological literacy and posthumanism. Employing a pedagogical approach that is learner-centred and participatory, and that prepares learners to question dominant, globally relevant social norms, development education and global learning empower learners to be active global citizens. In congruence with this approach, we discuss the transformative pedagogical strategies employed in an innovative transdisciplinary course on the climate crisis jointly offered online by two institutions of higher learning in the US and Germany. We explore the philosophical and pedagogical stakes of this process-oriented, inquiry-based and immersive teaching intervention, and its logistical and organisational parameters, educational goals, course content and methodology, as well as some course specifics and impact. Adopting a critical pedagogical approach to climate change as a central global issue, our conceptualisation blends a focus on critical media skills (ecocriticism) with a posthumanist critique of dominant anthropocentric views of the more-than-human world. Centrally linking ontological, cultural and linguistic diversity in both curriculum design and pedagogy, this approach encourages learners to develop the transcultural skills needed to effect positive change on a local and global scale.

Retracted: IoT Networks and Digital Twin Technology-Based English Classroom Immersive Teaching

Retracted: IoT Networks and Digital Twin Technology-Based English Classroom Immersive Teaching

INNOVATIVE METHODS OF TEACHING FOREIGN LANGUAGES IN SECONDARY EDUCATION IN UKRAINE

The main tasks were determined: the study of innovative methods of teaching foreign languages involved a theoretical analysis of the domestic pedagogical experience; essential characteristics of the main concepts in the investigated problem context are carried out. The article analyzes the meaning of the terms “bilingual education” and “immersion education” This approach is not new, its varieties have been used to study non-linguistic subjects for centuries,and today it is considered an effective way of forming bilingualism. Nowadays, students’ native language is also used during education, so this approach has different names, such as “immersion education” or “bilingual teaching of subjects”. Teaching in two languages is quite common in European countries. As a rule, such training does not require artificial encouragement, as it contributes to the expansion of the general horizons of students through familiarizationwith the peculiarities of foreign culture, forms a tolerant attitude towards the views, cultural characteristics of another representative of culture, related to national specificity. This process stimulates the need for further self-education and self-development, and is a necessary condition for professional work in the modern world.

Costa Resiliente: A Serious Game Co-Designed to Foster Resilience Thinking

Resilience thinking is critical for improving disaster preparedness, response, and adaptation. While there are several strategies focused on assessing resilience capacity in human communities, there are few strategies focused on fostering resilience thinking. Game-based learning is an active and immersive teaching strategy that can foster complex skills such as resilience. However, this field needs further research in terms of its potential to strengthen community resilience to disasters. In this paper, we validated a serious game to foster community resilience. We present the collaborative creation process for the development of the board game Costa Resiliente, and its subsequent migration into a video game. We have developed an experimental study to evaluate the contributions of the mobile game against the board game. The result is a technological tool based on scientific knowledge to foster resilience thinking in coastal human communities exposed to hazards. The board game was developed using data from local research on community resilience, and from experts in emergency planning and developing games collected in focus groups. The board game’s effect on fostering resilience thinking was validated with school students from a coastal town. During the migration process into a video game, we used a design thinking methodological approach for the co-creation of audiovisual elements, in which beneficiaries participate actively and early. Through this approach, visual and auditory elements that are familiar to coastal communities were integrated into the video game elements. Our study indicates that game-based learning is a useful approach to foster resilience thinking, and that a better gaming experience can be provided by a video game. The potential of this video game for educating young age groups about community resilience is further discussed.

The CPD Needs of Irish-Medium Primary and Post-Primary Teachers in Special Education

There are few professional development courses available to teachers with a focus on meeting the special educational needs (SEN) of students in immersion education contexts worldwide. The continuous professional development (CPD) needs of immersion education teachers in SEN are under researched internationally. This study investigated the CPD needs of primary and post-primary Irish immersion education teachers (N = 133) in SEN using an anonymous online survey. In this article, we provide an overview of the types of CPD that teachers have engaged with in the past and their preferences for future CPD in this area. The challenges they face in relation to CPD are evaluated and provide a context for the future development of CPD courses for this cohort. It was found that teachers want to learn more about inclusive pedagogies and assessments through a variety of interactive pedagogies. The findings of this study will be of interest to immersion educators in other contexts.

Implications of Canadian Immersion Education for Bilingual Instruction in Chinese Kindergartens: From the Perspective of Critical Period Hypothesis

Implications of Canadian Immersion Education for Bilingual Instruction in Chinese Kindergartens: From the Perspective of Critical Period Hypothesis

The Factors Motivating Parents to Choose Irish Immersion Education for their Child with Special Educational Needs

A dearth of research exists internationally as to why parents choose immersion education for their child with special educational needs (SEN). The literature available on why parents choose immersion education for the child without SEN states that bilingualism, the parent’s own personal experiences, social networks, and their love of languages are motivating factors. Research on the factors that influence how parents select any school for their child with SEN states that an inclusive school environment and access to additional services are the primary motivators. Through semi-structured interviews, this study investigated the reasons why parents of children with autism spectrum disorder (N=3) and specific speech and language disorder (N=2) chose to send their child to an Irish immersion primary school when they had the option of educating their child through the majority language of the community, English. This article presents a discussion on the parents’ motivations to send their child to an Irish immersion school in terms of them wanting their child to attend the same school as their other children, their love for the Irish language and culture, and the positive inclusive school culture of an Irish immersion school. The findings of this research will enable Irish immersion schools to identify the needs of the parents and families and further develop as inclusive learning environments.

A comparative study of regional-language immersion education in Brittany and Wales

ABSTRACT This article compares the immersion-education systems in Brittany and Wales. The number of Welsh speakers is growing thanks to its well-developed immersion-education system. Brittany has a much less well-developed system and the number of Breton speakers is falling dramatically. Urgent action is needed if Breton is to survive. Using an approach based loosely on ‘comparative history as a comparison of contrasts’, the paper examines differences in political support for immersion education between the two regions. It considers the impact of this support on planning strategies and mechanisms and considers how a range of pedagogical factors including age of exposure, language-use in the classroom and teacher training are tackled in the two contexts. It finds that the Welsh system enjoys far greater political support than that of Brittany because control of the education system is in the hands of a devolved regional authority which fully supports the regional language. The situation may be about to improve for Breton owing to the publication of a recent circular authorising full-immersion education within the state-education system for the first time. The paper recommends close collaboration between the two regions moving forward in an attempt to save Breton from extinction.

Progress, challenges, and trajectories for indigenous language content-based instruction in the United States and Canada

AbstractIndigenous language content-based instruction in the United States and Canada is primarily known as Indigenous language medium or Indigenous language immersion (ILI) education. In spite of huge barriers, it has grown over the past decade. Programs have emerged from concerns about language loss and a desire for language revitalization. Language revitalization takes several generations since it seeks an outcome where the Indigenous language is primary with high, but secondary, proficiency in the nationally dominant language. To establish a trajectory to reach such an outcome, the majority of schooling until high school graduation should be through the Indigenous language. Indigenous language medium schooling also seeks to produce sufficient mastery of academics and English for access to English medium higher education. Where a sufficiently strong model has been implemented, as in Hawaiʻi, those results are beginning to be produced. At present, the models being implemented elsewhere in the two countries are at varying stages of development, with minimal government support.

Majority language vocabulary and nonword repetition skills in children attending minority language immersion education

AbstractThe present study examined nonword repetition (NWR) and comprehension/production of single-word vocabulary in the majority language (English) in six- to eight-year-old English-Gaelic emergent bilingual children attending Gaelic-medium primary education (GMPE) (primary years 2 and 3). GMPE is an immersion education model found in Scotland where the minority language, Gaelic, is the language of instruction, whereas English is the majority community language, not supported in school in the first three years of primary schooling. All children spoke English as their first language (L1) and had varying exposure to the second language (L2) Gaelic outside the school setting. We investigated how individual factors, such as age and frequency of exposure, and psycholinguistic factors, such as task modality, word class (for vocabulary), frequency, length, and prosody (for NWR), influenced performance. Later exposure to Gaelic and higher nonverbal IQ were contributing predictors of performance for English vocabulary. For NWR, participants with earlier and longer exposure to Gaelic who also used both languages at home more performed significantly better on this task. These results suggest that minority language immersion education differentially affects majority language abilities; later L2 onset benefited L1 vocabulary learning, whereas earlier L2 onset boosted L1 NWR skills in these bilinguals.

Critically Evaluate Explicit Knowledge and Implicit Knowledge Learning of English Language in Chinese-Foreign Cooperative Universities

With the development of internationalization and globalization, Chinese-foreign cooperative universities are established to attract more international scholars and students, and provide more chances for Chinese students to experience English Medium Instruction (EMI) courses. From the cooperative universities’ official website pages, the universities propaganda English immersion education. In that case, the learning of academic content knowledge requires students’ English proficiency level to achieve to an exact extent. Under this circumstance, it is discussed how students in the Chinese-foreign cooperative universities learn the explicit and implicit knowledge of the English language during the EMI courses in the Chinese-foreign cooperative universities, and how the two learning modes interface with each other.

ITE provision in minority language contexts

AbstractWithin the broader contexts of language maintenance, revitalisation and use, schools have an important role to play in the early transmission of minority or minoritized languages. Through effective classroom-based practices, teachers can offer rich, continuous linguistic experiences for the young people they teach that can lead to long-term, sustained engagement with language over time. How effective a given approach or practice may be in delivering a linguistic outcome in different contexts depends to a large extent on the skills and competence of the teacher involved (Fitzpatrick et al., 2018, p. 59), and the skills and competence of the teacher are usually rooted in their early experiences as student teachers. Initial teacher education (ITE) programmes are therefore central to the delivery of effective classroom-based practices and fundamental in generating autonomous teachers who can explore critically the different pedagogical approaches as they pertain to minority language contexts. This paper provides a comparative overview of the current issues and challenges facing ITE for primary education in two distinct minority language settings, namely Wales and Ireland. Both settings provide Welsh-medium or Irish-medium immersion education, as well as English-medium education offering Welsh or Irish as statutory subjects up to age 16. Both contexts also offer ITE programmes through the medium of Welsh or Irish, catering specifically for those student teachers wishing to teach in immersion settings. Both contexts face a number of shared challenges in terms of the content, design and delivery of an effective ITE programme for the context. We therefore highlight areas in which resources and methodologies could be shared amongst all those involved in ITE where minority language maintenance is a key component of education.

Metabolic Health Immersion for Medical Education: A Pilot Program with Continuous Glucose Monitors in Medical and Dental Students.

Diet-related chronic diseases are increasing in prevalence and poised to dominate the future careers of current medical students. While the value of nutritionally-informed care and nutrition-based health interventions is increasingly recognized, nutrition education is inconsistently and often inadequately included in medical school curricula. One obstacle to incorporating nutrition into medical and dental school curricula is the density of existing coursework, with incorporation of new material necessitating removal of other material. One solution is to engage students outside the classroom in immersive education in nutrition and metabolism using health-wearables. We report the Metabolic Health Immersion for Medical Education pilot program, spearheaded and designed by Harvard Medical students centering on use of continuous glucose monitors (CGM). Students reported enjoyment with the study, felt encouraged to improve health behaviors, and shared that the experience enhanced their understanding of nutrition and metabolism, was valuable to their medical education, and would influence their future patient care. This study demonstrates proof-of-principle that metabolic health immersion opportunities for health care trainees provide a means of helping to address the current deficit in medical school nutrition education.