Immersive Education: Designing for Learning

Foreword
Acknowledgments
Contents
Introduction: Meaningful Immersive Learning in Education
Introduction
Vignette
Defining Immersive Education
Learning in Technology-Enabled Environments
Immersive Learning and Immersion
Immersive Pedagogy
Meaningful Immersive Learning in K–12 and Higher Education
Designing Across the Spectrum of Immersion
Conclusion
References
Part I: Designing Immersive Learning in K–12 Education
Designing an Interactive Science Exhibit: Using Augmented Reality to Increase Visitor Engagement and Achieve Learning Outcomes
Introduction
Vignette
Overview: Engaged Learning Assisted by AR
Context
ADDIE Employed in the AR Design and Development Process
Analysis Phase
Design Phase
Development Phase
Implementation Phase
Evaluation Phase
Improving the AR Application
Strategies for Implementing AR Immersive Design
Conclusion
Appendices
Appendix A: Flowchart
Appendix B: Onsite Survey Questions
References
Augmented and Virtual Reality in the Classroom: Adding a Postdigital Perspective to Backward Design Lesson Planning
Introduction
Vignette
AR and VR in Education
From Constructivism to Postdigital
What Is Postdigital?
Analog Versus Digital
Postdigital Conceptualizations of AR and VR
Design Framework and Sample AR Lesson
Strategies for Implementation of Design
Conclusion
Appendix A: Sample Lesson
Appendix B: Backward Design Checklist
References
Student Emotions in Virtual Reality: The Concept of Psychopedagogy by Design
Introduction
Vignette
Psychopedagogy and Emotions in VR
Psychopedagogy and the Emotional Maturity of Students in VR
Psychopedagogy and the World of Affectivity in VR
Psychopedagogy by Design
Minimalist Graphic Design
Level of Realism in the Virtual Environment
Reassuring by Creating a Framework and Defining Roles
An Emotional Adjustment Period
Taking Advantage of Avatars
An Empathy Map Canvas to Focus on Student Emotions
Strategies for Implementation of Design
Conclusion
References
Immersive Intercultural Language Learning at the Crossroads of Virtual Reality and Game-Based Learning
Introduction
Vignette
What Is Wrong with Education and How Can It Be Rectified?
Design Frameworks for Future-Oriented Learning
Defining VR and GBL
Immersive Learning Adventures
VR Learning Activities
360° Rap Videos
Game-Based Learning
Strategies for Implementation of Design
Conclusion
References
See It and Be It: Designing Immersive Experiences to Build STEM Skills and Identity in Elementary and Middle School
Introduction
Vignette
Design Framework: How Killer Snails Integrates XR for STEM Learning
The Digital Science Journal: See It
Virtual or Augmented Reality: Be It
Educator Dashboard: Offering Insight While Students See It and Be It
Applying Unique Affordances to Build Immersive Learning Games
Preparation Phase
Iterative Design Phase
Iterative Development Phase
Preparing for Rollout
Strategies for Implementation of Design Using XR in Learning Games
Conclusion
References
Part II: Designing Immersive Learning in Higher Education
Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom
Introduction
Vignette
Challenges Arising in Classroom Teaching: An Example from Elementary School
Frameworks and Models for Immersive Education
Defining Immersive Learning and Immersive Teaching
Pedagogical Levels of Immersive Education
Strategies for Implementation of Design
Conclusion
References
The XR ABC Framework: Fostering Immersive Learning Through Augmented and Virtual Realities
Introduction
Vignette
Radio: An Example of Technology’s Influence on Education
The Need for a Framework to Approach New Technologies
XR ABC Framework
Absorb
Blend
Create
Immersive Pedagogical Considerations
Strategies for Implementation of Design
Conclusion
References
From Abstract to Concrete: How Immersive Virtual Reality Technology Enhances Teaching of Complex Paradigms
Introduction
Vignette
Background
Immersive Teaching Platforms
Illustrative Examples
Perspective Taking Task
Conservation Task
False Belief Task
Strategies for Implementation of Design
Conclusion
Appendix: Models Used in the Lessons
References
Teaching the Teachers with Immersive Technology: Preparing the Next Generation of Educators at Ithaca College
Introduction
Vignette
VR in Teacher Education: Our First Steps
VR in Teacher Education: Pilot #1
VR in Teacher Education: Pilot #2
Design Framework: Immersive Design Process for Educators
Analysis of the VR in the Teacher Education Pilot Study
Evaluation of VR Hardware and Software
Immersive Technology in Teacher Education: Lessons Learned
Strategies for Implementation of Design
Conclusion
References
Teachers Designing Immersive Learning Experiences for Environmental and Sustainability Education
Introduction
Vignette
Empowering Teachers to Lead Change
Designing a VR Education Course Elective for Teachers
Introducing a Design-Based Toolkit for Teachers to Make Change
Integrating the Co-designing Schools Toolkit and Change Framework
Strategies for Implementation of Design
Conclusion
References
Part III: Teachers and Students as Designers of Immersive Learning
Teachers Facilitating Student Virtual Reality Content Creation: Conceptual, Curriculum, and Pedagogical Insights
Introduction
Vignette
Immersive VR for School Education
Methodological Snapshot of the Two Case Studies
Conceptualizing Curriculum Design for Student VR Content Creation
Unpacking the Five Phases of the Curriculum Development Process
Phase 1: Identifying Content Standards and Practical Planning
Phase 2: Identify the Pedagogical Use of VR
Phase 3: Explore and Select VR Applications Based on Learning Affordances
Phase 4: Reflect on Signature Pedagogies and Develop Curriculum
Phase 5: Implement Unit of Work, Reflect, and Review
Strategies for Implementation of Design
Conclusion
References
PEGS: Pretraining, Exploration, Goal Orientation, and Segmentation to Manage Cognitive Load in Immersive Environments
Introduction
Vignette
Making Cellular Biology Hands-on Through VR
Design Frameworks: How Does Learning Happen in Immersive Environments?
Managing Cognitive Load Through Pretraining
Managing Cognitive Load Through Segmenting
Implementation: Goal-Oriented or Open Exploration
Method
Analysis
Strategies for Implementation of Design
Conclusion
References
Interactive Storytelling Through Immersive Design
Introduction
Vignette
Introducing the DEW Concept Model
Key Characteristics of Educational Worlds
Story
Embodiment and Presence
Role-Playing
Inspired Curiosity
Emotional Response
Shared Experiences
Familiarity
DEW World Models
DEW World Model Scenarios
Complementary World Model
Simulation and Demonstration World Models
Demonstration and Complementary World Models
Complementary, Simulation, and Demonstration World Model
Simulation, Demonstration, and Progressive Learning World Models
Progressive Learning and Discussion World Models
Static Presentation, Simulation, and Discussion World Models
Combination of World Models
World Building for Homework and School Projects
Strategies for Implementation of Design Using the DEW Concept Model
Conclusion
References
A Classroom Model for Virtual Reality Integration and Unlocking Student Creativity
Introduction
Vignette
The Argument for Using a Near-Peer Model
Student Empowerment from Conceptualization to Realization
Instructional Creativity Driven by Students
The Near-Peer Classroom in a Virtual World
Strategies for Implementation of Design
Conclusion
Appendix: Instructional Guide Created by the Near-Peer Tutors
References
Conclusion: The Future of Immersive Learning: Designing for Possibilities
Introduction
Vignette
Designing Immersive Learning in K–12 Education
Designing Immersive Learning in Higher Education
Teachers and Students as Designers of Immersive Learning
Conclusion
References
Index