New Perspectives on Virtual and Augmented Reality: Finding New Ways to Teach in a Transformed Learni

I. Virtual reality in humanities and social sciencesVirtual reality learning experience evaluation tool for instructional designers and educatorsIntroductionWhy do we need an evaluation tool for VR learning experiences?Instructional strategies for learning approaches in VRMethodThree macro-criteria, 2 I-mezzo criteria and 90 sub-criteriaConclusions and recommendationsFirst conclusion and recommendationSecond conclusion and recommendationThird conclusion and recommendationReferencesThe educational perspective on virtual reality experiences of cultural heritageIntroductionVR cultural heritage experiences and possibilitiesMuseums and VR exhibitions as learning spacesMethodologyResultsConclusionsReferencesAppendix 2.1 Criteria for the evaluation of VR/AR experiences in museums from an educational perspective.The potentials of virtual reality in entrepreneurship educationIntroductionThe perspectives of entrepreneurship educationChallenges and possibilities of Virtual Reality for entrepreneurship educationConclusionReferencesMixed Reality applied theatre at universitiesIntroductionApplied theatre: a dramaturgical pedagogyUsing MR in a dramaturgical pedagogyApplied theatre tactics with MRTactics from Paulo FreireObjectifying reality and problem-posing dialogueTactics from Augusto BoalTactics for the classroom performance spaceImage and Forum Theater tacticsPractical articulations with interaction designSummary of dramaturgical-pedagogical tacticsThe Our Reality WorkshopDesign of the our reality XR mobile appWarm-up: sociometryActivity: Gallery of ImagesActivity: Image TheaterStudent response to applied theatre with MRFinal insightsNotesReferencesDevelopment of professional skills in higher education: Problem-based learning supported by immersive worldsIntroductionDesign of the experiencesImplementationClassroom experiencesSociology and Forest Policy - forestry engineering degree studiesEngineering Projects - agricultural engineering degree studiesDidactics of Numbers, Operations and Measurement - elementary school teacher’s degree studiesResults of the evaluationSociology and Forest Policy - forestry engineering degree studiesEngineering Projects - agricultural engineering degree studiesDidactics of Numbers, Operations and Measurement - elementary school teacher’s degree studiesConclusionAcknowledgmentsReferencesVirtual reality and augmented reality in educational programsIntroductionLiterature reviewMental and physical methods of using VR and AR in educational programsMental-physical educational method in VR and ARMental-physical educational method based on simulationMental-physical method of using VR in rowing competitionsPhysical method of VR for virtual paraglidingPhysical exercises based on VR for shooting practicesMental educational method of using VR and ARExercises related to history educational programs based on VRMental method in educational programs based on AR is used for engagement of learnersThe mental educational method based on simulationThe mental method related to engagementEngagement into educational programs by using VR and ARConclusionsAcknowledgmentReferencesAn exploration of the impact of augmented and Virtual Reality within compulsory educationIntroductionCurriculum focusOverview of curriculaDifficulties with embedding XR within current curriculaChallengesIdentified impactPervasiveness within the curriculumCase studiesWolsey Hall OxfordPrimeVRCaroline Chrisholm SchoolWhat next?AcknowledgementsReferencesII. Concepts of virtual realityTranscendent learning spacesTerminologyContext and relevanceAlternative realities and transcendence in educationTranscendence of VR and AR as virtual learning spacesSmart learning spaces: expanding educational conceptsVR, AR and transmedia cognitionThe role of transmedia and transliteracyCase studies: VR/AR when reality is not availableCase study 1: serious games with AR/VRCase study 2: Empuries game jam with AR/VRConclusionReferencesEnhancing trust in virtual reality systemsIntroductionVirtual RealityVR in educationTrust in VRTrust in VR educationThe modelTechnology acceptanceUsabilityPresenceMethodMaterialsVRQUESTIONNAIRESTasksProcedureData analysisResultsDemographicUsability and trustTechnology acceptance and trustPresence and trustTechnology acceptance, usability, presence and trustDiscussionLimitationConclusionReferencesSimulation data visualization using mixed reality with Microsoft HoloLens™IntroductionOverview of the state of the artUse-case and learning scenarioDesign of the learning scenarioResearch methodPrototypeDiscussion and conclusionAcknowledgementsReferencesA+Ha!: Combining tactile interaction with augmented reality to transform secondary and tertiary STEM educationIntroductionState of the artComparisonD abstractionA novel approachPhysical componentsDigital augmentationDynamic relaxation physics simulationUser interfaceWand & trackingMulti-platform learningReferencesThe use of fuzzy angular models and 3D models on a construction method assessment on The Great Wall of China in Jinshanling as a case study of the history and heritage of civil engineering in educationIntroductionScope and limitation of the studyFuzzy angular modelsRules for the MPDFuzzy MPD of the towersFuzzy MPD of WallsDiscussion of the fuzzy sets evaluations and results on the construction methodsMethodology (fuzzy logic, 3D models and VR) from an educational perspectiveConclusionsReferencesIII. Virtual reality in sciences and medical educationVirtual Reality for teaching clinical skills in medical educationVirtual photoreality for safety educationIntroduction and backgroundResearch methodologyVP-based learning frameworkPhotorealityPrototypePrototype developmentCase studyEvaluationEvaluation schemeResultDiscussion and conclusionReferencesEncouraging immersion in the Soil Sciences through virtual conferences where ideas are shared among avatars to improve the educational background of young scientistsIntroductionDesign of the experienceOrganization of the scientific activitiesDesign of the virtual platform and technical requirementsEvaluation of the experiencesImpact and feedback metricsCharacterization of the participants (Block A)Valuation from participants (Block B)ConclusionAcknowledgmentsReferencesEducational technologies in the area of ubiquitous historical computing in virtual realityIntroductionVirtual environments and historical education: a requirements analysisRelated tools and projectsVAnnotatoR: a framework for generating virtual environmentsExtension pointsConclusionAcknowledgementNotesReferencesVirtual and augmented reality applications for environmental science education and trainingIntroductionBackgroundAR/VR applications for disaster preparedness and managementCase study on VRCase study for ARAR/VR applications for environmental visualization and data analysisEnvironmental data retrieval and sensingHydrological simulations and disaster educationConcluding remarks and future directionsReferencesViMeLa: An interactive educational environment for the mechatronics lab in virtual realityIntroductionUse-cases of ViMeLaScenario I: Construction, operating principles and performance of electric motorsScenario 2: Industrial automation solution for controlling the process of sorting packages in a high storage warehouseScenario 3: A waste sorting line with beltField models of sensors and actuatorsDevelopmentPlatformScene componentsConclusionsAcknowledgementsReferencesLessons learnt from virtual reality in education
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