Learning In Immersive Environments Research Articles

Real-time hand interaction and self-directed machine learning agents in immersive learning environments

Integration of extended reality (XR) in education is becoming popular to transform the traditional classroom with immersive learning environments. The adoption of immersive learning is accelerating as an innovative approach for science and engineering subjects. With new powerful interaction techniques in XR and the latest developments in artificial intelligence, interactive and self-directed learning are becoming important. However, there is a lack of research exploring these emerging technologies research with kinesthetic learning or “hands-one learning" as a pedagogical approach using real-time hand interaction and agent-guided learning in immersive environments. This paper proposes a novel approach that uses machine learning agents to facilitate interactive kinesthetic learning in science and engineering education through real-time hand interaction in the virtual world. To implement the following approach, this paper uses a chemistry-related case study and presents a usability evaluation conducted with 15 expert reviewers and 2 subject experts. NASA task load index is used for cognitive workload measurement, and the technology acceptance model is used for measuring perceived ease of use and perceived usefulness in the evaluations. The evaluation with expert reviewers proposed self-directed learning using trained agents can help in the end-user training in learning technical topics and controller-free hand interaction for kinesthetic tasks can improve hands-on learning motivation in virtual laboratories. This success points to a novel research area where agents embodied in an immersive environment using machine learning techniques can forge a new pedagogical approach where they can act as both teacher and assessor.

Game-based assessment framework for virtual reality, augmented reality and digital game-based learning

Immersive learning technologies such as virtual reality (VR), augmented reality (AR) and educational digital games offer many benefits to teaching and learning. With their potential to immerse learners in realistic environments and facilitate higher-order cognitive learning, these technologies could be used to complement current classroom pedagogical practices. However, given that these learning environments differ from conventional classroom learning activities, current assessment practices may be insufficient for assessing learning in immersive environments. This paper develops the concept of a game-based assessment framework (GBAF) for educators interested in the assessment of learning in digital games, VR or AR. Importantly, this paper also presents the application of the framework to the design and implementation of assessments for a VR game during the game design phase. Grounded in the principles of Constructive Alignment and the Evidence-Centred Design (ECD) framework, this assessment framework describes the steps to consider for assessments and outlines the components that must be aligned for the design of assessments. To illustrate the application of the GBAF to the design of assessments for immersive learning environments, a stepwise design of assessments for a VR game is presented. The results of the outcome of the assessment of laboratory health and safety competencies of six engineering students is also presented. The GBAF offers simple and useful guidelines for the design of assessments around game tasks. It could serve as a structured basis for educators and researchers to design assessments to measure lower and higher-order cognitive learning in complex immersive environments.

Design methodology for immersive educational resources

Based on the analysis of sources on the problem of research, the article defines types of electronic educational resources (EER), general requirements for them, focuses on didactic and methodological requirements and existing holistic systems of psychological and pedagogical requirements for EER, presents the main types of parameters that can be used to evaluate the quality of EER, analyzes the typical structure of EER and characterizes its components. The analysis of approaches to defining the concepts of “immersiveness”, “immersive educational environment”, “immersive approach in education”, “immersive educational resources” (IER) was carried out, on the basis of which the relationship between the virtual environment and immersive learning environment was determined, the pedagogical aspects of learning in immersive environments were considered, the classification of IER was made. The main components of IER design and implementation are analyzed, and the essence of IER design and IER design methodology is determined. In the main part of the proposed general model of the methodology of IOR design and analyzed the goals, subjects of methods, stages, and content of training, forms of organization of the educational process, methods, teaching tools, and predicted results of the methodology. In the conclusion the elements of the methodology of IЕR design are presented, in particular, a complex IЕR in the form of a distance learning course, examples of designing prototypes of immersive teaching materials, etc. are considered.

Immersion positively affects learning in virtual reality games compared to equally interactive 2d games

Purpose This study isolates the effect of immersion on players’ learning in a virtual reality (VR)-based game about cellular biology by comparing two versions of the game with the same level of interactivityand different levels of immersion. The authors identify immersion and additional interactivity as two key affordances of VR as a learning tool. A number of research studies compare VR with two-dimensional or minimally interactive media; this study focuses on the effect of immersion as a result of the head mounted display (HMD). Design/methodology/approach In the game, players diagnose a cell by exploring a virtual cell and search for clues that indicate one of five possible types of cystic fibrosis. Fifty-one adults completed all aspects of the study. Players took pre and post assessments and drew pictures of cells and translation before and after the game. Players were randomly assigned to play the game with the HMD (stereoscopic view) or without the headset (non-stereoscopic view). Players were interviewed about their drawings and experiences at the end of the session. Findings Players in both groups improved in their knowledge of the cell environment and the process of translation. Players who experienced the immersive stereoscopic view had a more positive learning effect in the content assessment, and stronger improvement in their mental models of the process of translation between pre- and post-drawings compared to players who played the two-dimensional game. Originality/value This study suggests that immersion alone has a positive effect on conceptual understanding, especially in helping learners understand spatial environments and processes. These findings set the stage for a new wave of research on learning in immersive environments; research that moves beyond determining whether immersive media correlate with more learning, toward a focus on the types of learning outcomes that are best supported by immersive media.

S.P.E.C.I.A.L. - a conceptual framework to support learning in immersive environments

S.P.E.C.I.A.L. - a conceptual framework to support learning in immersive environments

S.P.E.C.I.A.L. - a conceptual framework to support learning in immersive environments

Interactivity with computer-generated models in an immersive environment can have a wide range of applications in education such as training, vocabulary development, collaboration, and assessment. This paper presents conceptual syntheses and thematic analyses on the educational theories, strategies of cognitive development, and innovative assessments that support immersive environments for learning. The topics involved in this synthesised concept paper include Situated Learning, Play, Embodied Interactive Learning, Connectivism and Social Learning, and Immersive Assessments for Learning. Through this paper, the authors summarise and propose a conceptual framework for educational research scientists and practitioners to explore the design and implementation of any instructional activities associated with cognition, embodiment, problem-solving, and social skills featuring immersive environments, the S.P.E.C.I.A.L. framework. An interdisciplinary educational framework can guide future research and practice on the factors which support learning outcomes in immersive environments.

Community of Inquiry and Learning in Immersive Environments

In higher education institutions around the world, educators and administrators are actively engaged in sometimes lively discussions about immersive environments and their application for learning. Innovative educators are excited about the possibilities of learning collaboratively in a virtual place without loss of visual cues and the enhanced sense of presence that this new media affords. Like every new technology, immersive environment's application to learning must be evaluated and tested before it earns a place in the often crowded technological tool chest of both distance, campus and blended educators. To aide in the evaluation of these tools, the paper describes the initial development of an immersive environment education evaluation tool based on the well regarded community of inquiry model of online learning. 
 After a brief overview of both immersive environments for learning and the community of inquiry model, the following research questions are addressed: Is the Community of Inquiry recognizable in a MUVE learning environment? Are new indicators required if the community of inquiry was used as an evaluation tool for MUVE learning environments? Could the Community of Inquiry model be used as a framework for evaluating educational events in immersive environments? Observations of five diverse educational events are described in the context of the community of inquiry model. The research questions are then revisited and the Multi User Virtual Environment Education Evaluation Tool (MUVEEET ™) is proposed.