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Panel discussion with experts on augmented reality and virtual reality (AR/VR) and education leaders who are bringing it into the classroom. Panelists discuss how AR/VR encourages students to do things that would be dangerous, impossible, counterproductive or expensive (D.I.C.E.) and how that risk-taking can lead to academic success.
This webinar will review recent and upcoming developments in virtual, augmented, and mixed reality as well as industry trends we believe will shape the future of immersive learning. VR, AR, and mixed reality are creating compelling learning experiences across the curriculum from STEM to digital humanities and medical education. Experiments suggest this is only the beginning—VR could become a social platform that will transform how we communicate, create, and collaborate. VR paired with AI engines would make personalized learning ubiquitous. As these devices and platforms enter our lives, how do we address the challenges of adoption and the design of immersive experiences that foster student engagement and creativity? We will identify devices, content examples, emerging practices, and strategies to help you kick-start your own VR and AR projects.
Virtual and augmented reality (VR/AR) have been talked about for several years as a "next big thing." We hear how they will teach our students empathy, allow them to learn and interact with content in new ways and enable new types of distance education. While VR has had success in the entertainment area and there have been exciting use cases in K-12 and Higher Education, many of us are still waiting for a "killer app" in higher education. Are VR/AR just examples of overhyped technology in search of a problem? Where can VR/AR make a meaningful difference in teaching and learning? In this webinar, we will discuss the values and limits of VR/AR, how to support the creation of educational environments and software and critically examine VR/AR's role in higher education moving forward.
Howard, S., Serpanchy, K., & Lewin, K. (2018). Virtual reality content for higher education curriculum. Paper presented at VALA 2018: Libraryies/Technology and the Future. https://eprints.qut.edu.au/116132/
Virtual, Augmented, and Mixed Realities in EducationThis book describes the current state of the art of various types of immersive learning: in research, in practice, and in the marketplace. It discusses advanced approaches in the design and development for various forms of immersive learning environments, and also the emerging innovations in assessment and research in the field. In addition, it demonstrates the opportunities and challenges in implementing advances in VR and immersion at scale in formal and informal learning. We are living in a time of rapid advances in terms of both the capabilities and the cost of virtual reality, multi-user virtual environments, and various forms of mixed reality. These new media potentially offer extraordinary opportunities for enhancing both motivation and learning across a range of subject areas, student developmental levels, and educational settings. With the development of practical and affordable virtual reality and mixed reality, people now have the chance to experience immersive learning both in classrooms and informally in homes, libraries, and community centers. The book appeals to a broad readership including teachers, administrators, scholars, policy makers, instructional designers, evaluators and industry leaders.
Call Number: Online
Publication Date: 2017
Learning in Virtual WorldsThree-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support these claims has been anecdotal but the potential that these environments hold to solve traditional problems in online and technology-mediated education--primarily learner isolation and student disengagement--has resulted in considerable investments in virtual world platforms like Second Life, OpenSimulator, and Open Wonderland by both professors and institutions. To justify this ongoing and sustained investment, institutions and proponents of simulated learning environments must assemble a robust body of evidence that illustrates the most effective use of this powerful learning tool.In this authoritative collection, a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspects of learner interaction with virtual worlds, such as user wayfinding in Second Life, communication modes and perceived presence, and accessibility issues for elderly or disabled learners. They also examine advanced technologies that hold potential for the enhancement of learner immersion and discuss best practices in the design and implementation of virtual world-based learning interventions and tasks. By evaluating and documenting different methods, approaches, and strategies, the contributors to Learning in Virtual Worlds offer important information and insight to both scholars and practitioners in the field.Contributors include Paul M. Baker, Francesca Bertacchini, Leanne Cameron, Chris Campbell, Helen S. Farley, Laura Fedeli, Sue Gregory, Christopher Hardy, Bob Heller, Vicki Knox, Shailey Minocha, Jessica Pater, Margarita Pérez García, Mike Procter, Torsten Reiners, Paul Resta, Corbin Rose, Miri Shonfeld, Ann Smith, Layla F. Tabatabaie, Assunta Tavernise, Robert L. Todd, Steven Warburton, and Stephany F. Wilkes.
Call Number: Online
Publication Date: 2016
Virtual Reality: Advances in Research and Applications by Zachary HillThis book provides new research on the advances and applications of virtual reality (VR) in the medical field. Chapter One extends the notion of using virtual simulation to be the best alternative for surgical skills education and summarises its key contributions to train future surgeons. Chapter Two reviews the most useful advances in the use of VR for the study and treatment of eating disorders and obesity. Chapter Three examines the use of VR for otolaryngology surgical rehearsal. Chapter Four reviews the use of virtual reality exposure treatment (VRET) for specific phobia, with a particular focus on the mechanisms of spontaneous recovery and renewal. Chapter Five studies the use of interactive game sets as tools for cerebral palsy rehabilitation. Chapter Six provides an overview on the use of VR in sport and exercise.
Call Number: Online
Publication Date: 2016
Immersive Virtual Reality (IVR) in Higher Education: Development and Implementation. In: Augmented Reality and Virtual Reality by M. Claudia tom Dieck (Editor); Timothy Jung (Editor)University educators anticipate better engagement with students through the adoption of the three-dimensional visualization made possible by immersive virtual reality (IVR). Materials can be captured in 360° video for viewing through smartphones bracketed in head-mounted displays (HMDs) with motion sensors. Alternatively, materials can be viewed on notebook computers and tablets to offer some degree of VR experience. The paper reports on the first two undergraduate courses that have adopted both VR and IVR modes for classroom learning: ‘Pharmacology and Therapeutics’ and ‘Understanding Ecotourism’. The 360° videos have undergone a complete cycle of design, development, implementation and evaluation. These video captures can transcend physical boundaries in both clinical cases simulating a hospital ward and natural countryside landmarks. With VR and IVR embedded in the classroom, students expressed greater learning satisfaction while experiencing more opportunities to rehearse professional skills and explore historical artifacts with deeper cultural understanding.
Domingo, J., & Bradley, E (2018). Education student perceptions of virtual reality as a learning tool. Journal of Educational Technology Systems, 46(3), 329-342. doi:10.1177/0047239517736873
Dyer, E., Swartzlander, B. J., & Gugliucci, M. R. (2018). Using virtual reality in medical education to teach empathy. Journal of the Medical Library Association, 106(4), 498-500. doi:10.5195/jmla.2018.518
King, D., Tee, S., Falconer, L., Angell, C., Holley, D., & Mills, A. (2018). Virtual health education: Scaling practice to transform student learning: Using virtual reality learning environments in healthcare education to bridge the theory/practice gap and improve patient safety. Nurse Education Today, 71, 7–9. doi:10.1016/j.nedt.2018.08.002
Shin, D. (2017). The role of affordance in the experience of virtual reality learning: Technological and affective affordances in virtual reality. Telematics and Informatics, 34(8), 1826–1836. doi:10.1016/j.tele.2017.05.013