Design methodology for immersive educational resources

To further the study of learning in the context of immersive virtual technologies, this systematic literature review addressed the following research questions: ‘How is self-efficacy being studied in immersive virtual learning environments?’ ‘What kinds of self-efficacy findings have been made in immersive virtual learning environments?’ The peer-reviewed book chapters and journal articles included in this study were published in English between January 2014 and January 2020. A narrative synthesis was created for understanding the various aspects of the topic. During the process, the scarcity of experimental research on self-efficacy in immersive virtual learning environments was revealed. The results bring to light the mixed self-efficacy findings in the context of immersive virtual learning and underline the importance of ensuring the quality of the experimental designs in future research. The study of self-efficacy in this context is suggested to benefit from increased attention to the questions of methodology and measurement. To further the goals of immersive virtual learning research, extending the participant base of the experiments by engaging in working life collaboration is strongly recommended.

Nowadays, in the context of the restrictions imposed by pandemic and war initiated by Russian federation, it became indispensable to make adjustments to the educational process and use relevant methods to teach future border guard officers of Ukraine foreign languages in order to maximize the efficiency of the educational process at the higher military educational institution. The results of the analysis of practical experience, as well as taking into account the best international practices for training security and defense sector officers, made it possible to determine the optimal electronic educational technologies that can be used for foreign language training of future officers in the context of a various restriction to the educational process. To test the effectiveness of integrating electronic educational resources into the training of future officers, four training groups of the National Academy of the State Border Guard Service were involved, who studied at the same course in the specialty "State Border Security" and "Telecommunications and Radio Engineering". Professional training in the experimental group was carried out with the maximum possible application of electronic educational resources. The effectiveness of integrating professionally-oriented training programs with interface in English, as well as specifically designed ESP distance learning course into the system of professional training of future officers has been proved in practice. This was confirmed by the results of diagnostics of academic achievements of cadets who used electronic means for professional English language training. Although, it is recommended to adhering to a certain ratio of the share of classes using electronic educational resources and practical contact classes.

The study compared outcomes for distance learning courses with those of traditional courses offered by the seven campuses of Dallas County Community College District (DCCCD). The course outcomes were defined as completion rate, dropout rate and success rate. Eleven courses offered during the fall 2003 semester were selected for the study. The methods of instruction employed for each course were traditional classroom lecture/discussion and distance learning formats of Internet, TeleCourse and TeleCourse Plus. Internet courses are delivered on-line, using Internet access and a browser, TeleCourse uses one-way videos or public broadcasting, and TeleCourse Plus is a hybrid between Internet and TeleCourse courses. Seven of the courses selected were part of the core curriculum approved by Texas Higher Education Coordinating Board (THECB) while four other courses were completely transferable. Two types of specific data were extracted: course data and individual student data. Course data included method of instruction, length of course, instructor's load, enrollment, number of withdrawals, and grade distribution. In addition, course requirements including the use of email, videos and Internet, orientation and testing on campus were added as variables. The student data included demographic variables such as age, gender, ethnicity, family status, employment and academic variables including number of credit hours completed, previous distance learning courses, grade point average (GPA), grades, placement scores, previous degrees held, withdrawal history, and financial aid. The theoretical framework for ensuring sound statistical analysis was Astin's student engagement model. The results showed that significant differences exist due to the three distance learning methods of instruction for all course outcomes studied. Completion and success rates are higher for traditional courses and dropout rate is higher for distance learning ones. The outcomes for Internet courses are closer to the rates of traditional courses. Student factors that relate to performance in distance learning courses are GPA, credit hours completed, and family status, whereas those which do not relate to performance in the same classes are semester load, age, TASP reading scores, previous distance learning courses, income, and number of dependents. Course characteristics have a significant effect upon success rate, but no effect upon completion and dropout rates.

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.

Educational initiatives in multiple disciplinary areas call for student engagement in the practice of argumentation from evidence (CCSSI, 2010a, 2010b, NGSS Lead States, 2013). In science education, immersive argument-based inquiry (ABI) is one method which integrates argumentation with investigation in order to support conceptual understanding of science concepts in K-12 classrooms. Previous research has described individual immersive ABI approaches but has failed to characterize the underlying learning environments. Study 1 of this dissertation identified common elements of immersive ABI learning environments through a systematic literature review of sixteen existing approaches. Open and axial coding led to the identification of three groups of common elements, including student actions, teacher actions, and generative opportunities. A teacher profile tool was then developed as one potential application of these common elements within a professional development (PD). The tool aims to measure teacher progress in developing immersive ABI learning environments in order to inform tailored PD supports. Study 2 of this dissertation piloted the teacher profile tool with nine K-6 teachers fitting three profiles based on unit plan submission: individually planned with unique content, individually planned with updates, and collaboratively planned. Findings identified types of information the tool could detect, types it could not detect, and analysis process observations which could inform measurement boundaries and tool use. Implications and recommendations for application of both the common elements and teacher profile tool are discussed.

Students have benefited greatly from immersive learning environments that use augmented reality. Some visual features of instructional material, such as color coding, have shown potential in improving learning performance. However, the effect in Immersive Learning Environments is still unknown in detail. The objective of this research is to know how the use of color-coded material affects the performance and mental effort of participants in Immersive Learning Environments in augmented reality. Therefore, an experimental study was executed with 29 students, in a study case for learning anatomy related to an exploratory knee arthroscopy surgical procedure, using an Immersive Learning Environment in augmented reality. The results suggested no differences in the participants’ performance in terms of time and percentage of correct answers. Participants who used non-coded material, on the other hand, suggested a high level of mental effort. These results provide valuable information for the design of Immersive Learning Environments, with the purpose of creating environments under conditions that foster learning.

For efficient collaboration between participants, eye gaze is seen as being critical for interaction. Teleconferencing systems such as the AcessGrid allow users to meet across geographically disparate rooms but as of now there seems no substitute for face to face meetings. This paper gives an overview of some preliminary work that looks towards integrating eye gaze into an immersive Collaborative Virtual Environment and assessing the impact that this would have on interaction between the users of such a system. An experiment was conducted to assess the difference between users abilities to judge what objects an avatar is looking at with only head gaze being viewed and also with eye and head gaze data being displayed. The results from the experiment show that eye gaze is of vital importance to the subjects correctly identifying what a person is looking at in an immersive virtual environment. This is followed by a description of how the eye tracking system has been integrated into an immersive collaborative virtual environment and some preliminary results from the use of such a system.

The educational metaverse promises fulfilling ambitions of immersive learning, leveraging technology-based presence alongside narrative and/or challenge-based deep mental absorption. Most reviews of immersive learning research were outcomes-focused, few considered the educational practices and strategies. These are necessary to provide theoretical and pedagogical frameworks to situate outcomes within a context where technology is in concert with educational approaches. We sought a broader perspective of the practices and strategies used in immersive learning environments, and conducted a mapping survey of reviews, identifying 47 studies. Extracted accounts of educational practices and strategies under thematic analysis yielded 45 strategies and 21 practices, visualized as a network clustered by conceptual proximity. Resulting clusters “Active context”, “Collaboration”, “Engagement and Scaffolding”, “Presence”, and “Real and virtual multimedia learning” expose the richness of practices and strategies within the field. The visualization maps the field, supporting decision-making when combining practices and strategies for using the metaverse in education, highlights which practices and strategies are supported by the literature, and the presence and absence of diversity within clusters.

This study analyzes the application of game-based learning and gamification using MinecraftEdu, which allows for an exploration of the possibilities regarding immersive learning environments. We analyze the contributions of second-year university students who are pursuing a degree in Primary Education and are enrolled in a subject entitled Social Sciences II: History and Teaching at Castilla-La Mancha University. On four scales, we detail descriptive data and statistical inference through a quasi-experimental design using a Wilcoxon test and a sign test. The instruments provide content and construct validation based on data triangulation as a strategy. Despite the fact that participants consider video games as non-essential tools in an educational context, they value the fact that game-based learning through immersive environments allows for learning that involves a higher level of activity and engagement of the students. Interest level, educational innovation and motivation are valued positively and show statistically significant improvements.

Most of the principles and concepts that need to be taught in Software Engineering courses are hard to share the realistic experiences because it is difficult to give the student practical exposure to the insight and processes involved. This paper presents an innovative framework tailored for the establishment of an immersive learning environment within the context of a Software Engineering Project course. The overarching objective is to effectively tackle the inherent challenges associated with teaching intricate software engineering concepts, notably Agile Scrum and Team Software Process (TSPi). Conventional pedagogical approaches often prove inadequate in providing a comprehensive and engaging learning experience for students, educators and stakeholders. In response, our study introduces a pioneering immersive learning approach, offering a robust solution to this educational gap. To gauge the framework's efficacy and pertinence, we conducted online surveys, specifically targeting third-year students enrolled in the Software Engineering Laboratory course and the project stakeholders involved. These surveys were instrumental in collecting valuable feedback on the practicality and impact of our approach in enhancing the teaching and learning processes. This study presents a thorough exposition encompassing the framework's conceptualization, implementation and iterative evolution. Our research outcomes reveal that our immersive learning approach has successfully met the predefined course objectives, effectively addressing the intrinsic challenge of imparting hands-on experiences associated with software engineering principles and concepts. As a significant contribution to the ongoing initiatives aimed at elevating software engineering education, our study underscores the importance of providing students with tangible exposure to vital concepts such as Agile Scrum and TSPi. Moreover, this paper delineates the collaborative journey involved in the creation, execution and refinement of the course framework. Ultimately, our research endeavours to evaluate the degree to which our innovative framework aligns with the objectives established by both students and stakeholders. By doing so, it underscores the transformative potential of our approach in reshaping the landscape of software engineering education, ultimately enhancing its effectiveness and relevance.

Gamepads and 3D controllers are the main controllers used in most Virtual Environments. Despite being simple to use, these input devices have a number of limitations as fixed layout and difficulty to remember the mapping between buttons and functions. Mobile devices present interesting characteristics that might be valuable in immersive environments: more flexible interfaces, touchscreen combined with onboard sensors that allow new interaction and easy acceptance since these devices are used daily by most users. The work described in this article proposes a solution that uses mobile devices to interact with Immersive Virtual Environments for selection and navigation tasks. The proposed solution uses the mobile device camera to track the Head-Mounted-Display position and present a virtual representation of the mobile device screen; it was tested using an Immersive Virtual Museum as use case. Based on this prototype, a study was performed to compare controller based and mobile based interaction for navigation and selection showing that using mobile devices is viable in this context and offers interesting interaction opportunities.

Immersive environments are known for fostering empathy via their technological properties that offer users the opportunity to get immersed in a virtual environment and take other perspectives. As empathy and perspective-taking are considered to be the basis of moral development, the present study examines the potential of historical immersive media applications for the individual's moral development according to Kohlberg's stage model (1958). An integrative approach was used to examine the role of technological immersion as well as the recipients’ immersion (presence, transportation) in eliciting empathy and promoting moral development and behavior. Therefore, an online experiment with one factorial between-subject design was conducted in which participants (N = 289) were exposed to historical media that differed only in their extent of technological immersion; participants either read a text, or watched a video, or a 360° video. In line with previous research, results showed that technological immersion positively affects presence, while transportation was not influenced by technological aspects. Furthermore, results revealed positive effects of transportation and presence on empathy which, in turn, was positively related to moral orientation and behavior. The study indicates that immersive historical environments can promote empathy and morality due to their immersive characteristics.

In this paper, a method to link CAD models to an immersive virtual environment is proposed. CAD models cannot be viewed directly in a real-time visualization environment. CAD models have to be adapted to be viewed in an immersive environment with high quality rendering. The proposed method allows design review in application requesting high quality complex scene visualization in immersive virtual environment. Our application is dedicated to an immersive room called the MoVE (Mobile Virtual Environment). This display offers a particular place to the user. User is inside the virtual world. This position allows us to take care of the peripheral.

The article proves the relevance and main tasks of using interactive electronic educational video resources for the professional training of specialists. The classification and features of interactive electronic educational video resources for the professional training of specialists are presented. The content and features of creating an educational video are disclosed, and their role in the training of specialists is disclosed, the advantages of using video in the educational process during distance education are shown. The significance of using interactive electronic educational video resources for preserving the continuity of education and the possibility of participants' communication in the educational process through platforms, e-mail, messengers (Telegram, Viber, etc.), video conferences, etc., is shown. The importance and advantages of mobile applications for the professional training of specialists with the aim of effective support and learning motivation in the educational process conditions have been proven. Recommendations are offered that can be useful for developing and using interactive electronic educational video resources from various disciplines. The analysis of the results of the conducted pedagogical experiment allows us to state that the use of interactive electronic educational video resources for the professional training of students in real life is indispensable in the modern educational process.

Leveraging virtual reality for advanced scrub nurse education: A non-randomized comparative study of training effectiveness