Virtual, Augmented, and Mixed Realities in Education (eBook)

Dejian Liu is the founder of NetDragon Websoft Holding Ltd., one of the most successful online gaming companies in China. In 2015, he was awarded the Special Allowance Expert in China's State Council. In 2010, he founded Huayu Education, a wholly-owned subsidiary of NetDragon. Huayu integrates worldwide cutting-edge education resources with leading mobile internet technology. Huayu specializes in K-12 and life-long education for learners all over the world. Huayu Education recently earned a Smart Media Award from Academics' Choice for producing a top-quality product, 101 Education, which improves teachers' experience in preparing lessons. He is certified as a senior engineer by the China Association of Science and Technology, the highest level of proficiency awarded. He is co-dean and chair of the Council for the Smart Learning Institute, an academic department at Beijing Normal University. In this capacity, he teaches a course on Virtual Reality Applications in Education, and he co-teaches a doctoral-student seminar on virtual reality and Visualization in Education. Mr. Liu graduated with a B.S. from the University of Kansas in 1995.Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His interests include emerging technologies, policy, and leadership. From 2014-2015, he was a Visiting Expert at NSF, Directorate of Education and Human Resources. Chris has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment, a member of the U.S. Department of Education’s Expert Panel on Technology, and a member of the 2010 National Educational Technology Plan Technical Working Group. His books include: Scaling Up Success, Digital Teaching Platforms, and Teacher Learning in the Digital Age.Ronghuai Huang is a professor at the Faculty of Education in Beijing Normal University , where educational technology is one of the National Key Subjects, and director of R&D Center for Knowledge Engineering, which is dedicated to syncretizing artificial intelligence and human learning. Prof. Huang has been engaged in the research on educational technology as well as knowledge engineering since 1997. He has been involved in over 60 projects, including those of key science and technology projects to be tackled in various national “Five-year Plans”.  He has published more than 160 academic papers and over 20 books. Prof. Huang is very active in academic organizations both at home and abroad.  John Richards is founder and President of Consulting Services for Education, Inc.and Adjunct Faculty at the Harvard Graduate School of Education teaching Entrepreneurship in the Education Marketplace. He is a senior advisor to Closely Held Strategies (http://www.closelyheldstrategies.com/) providing premier mergers and acquisitions services, and on the Advisory Board of iCivics (https://www.icivics.org/). Over the years, John has served on boards for a variety of education groups including NECC; Cable in the Classroom; Software Information Industry Association , Education Market section; and the Association of Educational Publishers . John's projects have won him numerous awards including two Golden Lamps and several CODIE awards, as well as several EMMY nominations. He is a respected keynote speaker and is the author/editor of four books, over 90 articles, and has been responsible for the publication of over 1,000 educational products.

Contents 6
Contributors 8
1 Introduction: Virtual, Augmented, and Mixed Realities in Education 10
1.1 Origin of This Book 10
1.2 A Brief History of Immersive Media in Education 11
1.3 A Conceptual Framework for VR in Education 12
1.3.1 How Immersive Presence Enhances Motivation and Learning 13
1.3.2 Situated Learning and Transfer via Psychological Immersion 14
1.3.3 Approaches to Designing Immersive Educational Media 16
1.3.3.1 Simulation 16
1.3.3.2 Constructionist Activities 17
1.3.3.3 Embodied Cognition 17
1.3.3.4 Directed Immersive Narrative 18
1.3.3.5 Learning Simpler Material 18
1.4 Overview of the Chapters 19
1.4.1 Frameworks for the Design and Implementation of Immersive Learning 20
1.4.2 Case Studies of Immersive Learning 21
Acknowledgements 23
References 23
Frameworks for the Design and Implementation of Immersive Learning 26
2 Implicit Learning Through Embodiment in Immersive Virtual Reality 27
Abstract 27
2.1 Introduction 28
2.1.1 Immersive Virtual Reality 28
2.1.2 Presence—Place Illusion and Plausibility 28
2.1.3 Embodiment and Body Ownership 29
2.2 Learning 31
2.2.1 Intentional Learning 31
2.2.1.1 Transforming the Abstract to the Concrete 31
2.2.1.2 Doing Rather Than Observing 31
2.2.1.3 Doing the Infeasible or Practically Impossible 31
2.2.1.4 Manipulating Reality 32
2.2.1.5 Beyond Reality 32
2.2.2 Implicit Learning 32
2.3 Implicit Change Through Virtual Body Ownership 34
2.3.1 The Proteus Effect 34
2.3.2 The Multisensory Framework 35
2.3.3 Embodiment and Implicit Learning 37
2.4 Summary 38
Acknowledgements 38
References 39
3 Authenticity in Immersive Design for Education 42
Abstract 42
3.1 Introduction 42
3.2 Existing Concepts of Authenticity and Learning 44
3.2.1 Kronqvist’s Authenticity in Virtual Environments 45
3.2.2 Winn’s Framework for Learning in Sensorially Immersive VR 46
3.2.3 Constructivism in VR for Education 46
3.2.4 Strobel’s Framework for Authenticity in Engineering Education 47
3.2.5 Herrington’s Framework for Authenticity 47
3.3 Our Framework for Authenticity in Educational Immersive Media 48
3.3.1 Purpose and Truth 48
3.3.2 Level of Detail 51
3.3.3 Elegance 52
3.4 Where Does Authenticity Reside and How Do We Measure It? 54
3.5 Handling Uncertainty 55
3.6 When to Use Immersive Media in Education 56
3.6.1 Training in Real Life Tasks 57
3.6.2 Learning Topics Usually Taught in School 57
3.6.3 Clinical Psychology 58
3.6.4 Training for Direct Use in Industry 59
3.6.5 When Not to Use Immersive Media 59
3.7 Conclusion 60
References 60
4 The Immersive Power of Social Interaction 62
Abstract 62
4.1 Introduction 62
4.2 Technologies Fostering Social Immersion 64
4.2.1 Transformed Social Interaction 64
4.2.2 Animated Pedagogical Agents 67
4.2.2.1 Results on the Effects of Pedagogical Agents 69
4.2.2.2 The Importance of Social Processes When Building Pedagogical Agents 70
4.2.3 Augmented Reality for Learning Interaction 72
4.3 Conclusion 73
References 74
5 Assessment for Learning in Immersive Environments 78
Abstract 78
5.1 Introduction 79
5.2 How Does Immersion Improve Learning? 80
5.3 Assessment in Immersive Environments 83
5.4 An Illustration of Stealth Assessment in a Game Environment 84
5.5 Next Steps 88
5.6 Conclusions 89
Acknowledgements 91
References 91
6 Infrastructures for Immersive Media in the Classroom 95
Abstract 95
6.1 Introduction 96
6.2 Classroom Technology Infrastructure 96
6.2.1 The VR/AR/MR Industry 96
6.2.2 Classroom Infrastructure 97
6.2.2.1 Internet Access for Schools 97
6.2.2.2 Device to Student Ratios 98
6.2.3 Interactive Displays 99
6.2.4 Digital Management Systems 100
6.3 Modelling the Digital Classroom 100
6.3.1 Digital Teaching Platforms 101
6.3.2 Curriculum 102
6.3.3 Assessment 103
6.3.4 Classroom Architecture 104
6.4 Special Considerations for Using VR/AR/MR 105
6.4.1 Field Of View (FOV) and Field Of Regard (FOR) 106
6.4.2 Fast View Update for HMDs 106
6.4.3 Motion Sickness in Virtual Reality 107
6.4.4 The Registration Problem in Mixed Reality 107
6.4.5 Fidelity of Interaction 108
6.5 Conclusions: The Impact and Viability of AR, VR, and MR in the K-12 Classroom 108
References 109
7 The Potentials and Trends of Virtual Reality in Education 111
Abstract 111
7.1 Introduction 111
7.1.1 Evolution of VR 112
7.1.2 The Main Types and Characteristics of VR 114
7.1.3 VR in Education 115
7.1.3.1 VR Related Learning Theories 115
7.1.3.2 Application of VR on Education 117
Observational Learning 117
Operational Learning 118
Social Learning 119
Scientific Research 119
7.2 Bibliometric Analysis 120
7.2.1 Data and Methodology 120
7.2.2 Empirical Results 122
7.2.2.1 Document Types and Languages 122
7.2.2.2 Major Journals and Their Publication 122
7.2.2.3 Most-Prolific Authors 122
7.2.2.4 Geographic Distribution and International Collaboration 124
7.2.2.5 Highly Cited Papers 124
7.2.2.6 Most Frequently Used Keywords 124
7.3 Discussions 126
7.3.1 Empirical Findings from Previous Studies 126
7.3.2 Challenges of VR Application in Education and Future Directions 129
7.3.2.1 From the Perspective of Product Technologies 130
7.3.2.2 From the Perspective of Teaching Application 131
7.3.2.3 From the Perspective of Dimension of Learners’ Experience 132
References 133
Case Studies of Immersive Learning 137
8 Virtual Reality as an Immersive Medium for Authentic Simulations 138
Abstract 138
8.1 Introduction 139
8.2 EcoMUVE: Immersive Authentic Simulations for Learning Ecosystems Science 140
8.2.1 The Learning Objectives of EcoMUVE Pond 141
8.2.2 Blending VR into Features of the MUVE-Based Pond Curriculum 142
8.2.3 Technical Characteristics for EcoMUVE Pond 150
8.2.4 Use-Case for EcoMUVE Pond 152
8.3 Research Dimensions in Contrasting the “Classic” and VR Versions of EcoMUVE 155
8.4 Design Heuristics for Complementing MUVEs with VR 156
Acknowledgements 159
References 159
9 Systems to Support Co-creative Collaboration in Mixed-Reality Environments 162
Abstract 162
9.1 Introduction 163
9.2 Building Better Learning Spaces 164
9.3 MiRTLE 165
9.4 Systems to Support Co-creative Collaboration in Mixed-Reality Environments 166
9.4.1 The Teaching Context—The Need for Blended Pedagogy Systems 166
9.4.2 Mixed-Reality Research at the University of Essex 172
9.4.2.1 Extending MiRTLE 172
9.4.2.2 Mixed-Reality Co-creative Maker-Spaces 175
9.4.2.3 Virtual Observation Lens 177
9.5 Discussion 180
Acknowledgements 181
References 182
10 Massively Multiplayer Online Roleplaying Games and Virtual Reality Combine for Learning 184
Abstract 184
10.1 Introduction 184
10.2 Why Video Games? 185
10.2.1 Educational Video Games—The Story of Radix 188
10.3 VR + MMO + Learning 191
10.4 Innovation on the Horizon 193
10.5 Next Generation VR MMO for Learning 194
10.6 The Reality of School 196
References 196
11 Embodied Education in Mixed and Mediated Realties 198
Abstract 198
11.1 Introduction 198
11.1.1 Embodied Learning 199
11.1.2 The Taxonomy for Education in Embodiment 200
11.1.3 Construct 1—Sensori-Motor Activity 203
11.1.4 Construct 2—Gestural Congruency 203
11.1.5 Construct 3—Immersion 204
11.2 Virtual Learning Environment Study 205
11.2.1 Electric Field—Embodiment of Abstract Content 205
11.2.2 Embodied Assessments 207
11.2.3 Results for Electric Field Study 208
11.2.4 Conclusions for Electric Field 208
11.3 Second Example Study—Mixed Reality with SMALLab 209
11.3.1 Results SMALLab and Centripetal Force 212
11.3.2 Conclusions for Centripetal Force 212
11.4 Principles of Design 213
11.5 Conclusions 218
Acknowledgements 219
References 219
12 Preparing Students for Future Learning with Mixed Reality Interfaces 223
Abstract 223
12.1 Introduction 223
12.2 Natural User Interfaces (NUIs) 224
12.2.1 Tangible User Interfaces (TUIs) 225
12.2.2 TUIs in Education 226
12.3 The “Preparing for Future Learning” (PFL) Framework 229
12.3.1 Tangible User Interfaces as a Preparation for Future Learning 230
12.3.2 Empirical Findings 232
12.4 Preliminary Design Principles 236
12.5 Discussion and Conclusion 238
Acknowledgements 239
References 239
13 Conclusion—Strategic Planning for R& D on Immersive Learning
Abstract 241
13.1 Next Steps for the Research Community 242
13.2 Important Dimensions for Research Design 242
13.3 Illustrative Research Questions Suggested by the Chapters in This Volume 244
13.4 Developing Implementation Testbeds 245
13.5 Concluding Thoughts 246
References 247
Glossary of Terms Related to Immersive Learning 248