Growing the Knowledge Tree: Core concepts, methods, outcomes, and tools
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iLRN 2023 special session. The Immersive Learning Knowledge Tree is a conceptual framework that supports a common understanding of the diverse field of immersive learning. The ILKT is based on 1) The premise of the importance of developing a common language; 2) The premise of the importance of not only using similar terminology as other researchers, but also having a deep understanding of how the methods researchers utilize in their own research are similar or different from those used by others; and 3) The premise of advancing the use of common theoretical approaches and models. Since its initial inception, the ILKT has developed core concepts, methods, outcomes, and tools/instruments. The ILKT also has significant plans for future development. This presentation will provide a brief overview of what the ILKT is, what has been done to develop it thus far, and what our plans are for the future.
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Growing the Knowledge Tree: Core concepts, methods, outcomes, and tools
- 1. iLRN2023 | 9th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK May 18-20th Online Dennis Beck Associate Professor University of Arkansas Growing the Knowledge Tree: Core concepts, methods, outcomes, and tools Leonel Morgado Associate Professor w/ Habilitation Universidade Aberta & INESC TEC
- 2. iLRN2023 | 9th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK May 18-20th Online Foundational Papers Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66-69. Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3‐D virtual environments?. British journal of educational technology, 41(1), 10-32. Nilsson, N. C., Nordahl, R., & Serafin, S. (2016). Immersion revisited: A review of existing definitions of immersion and their relation to different theories of presence. Human technology, 12(2), 108-134. Beck, D., Morgado, L., Lee, M., Gütl, C., Dengel, A., Wang, M., ... & Richter, J. (2021, May). Towards an immersive learning knowledge tree- a conceptual framework for mapping knowledge and tools in the field. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN) (pp. 1-8). IEEE.
- 3. iLRN2023 | 9th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK May 18-20th Online What is the Knowledge Tree initiative? Beck et al., 2021 http://hdl.handle.net/ 10400.2/10867
- 4. Core Concepts - consistent research definitions “iLRN conferences community” Gaspar et al., 2020 http://hdl.handle.net/ 10400.2/8444 “Educational Strategies / Practices / Uses” Beck et al., 2023 https://bit.ly/Immersi veEduStrat Beck et al., 2020 http://hdl.handle.net/ 10400.2/10070 “Immersion / Immersive Learning / Immersive Environments” Morgado & Beck, 2020 http://hdl.handle.net/10400. 2/9799 Beck et al., 2020 http://hdl.handle.net/10400. 2/10070
- 5. iLRN2023 | 9th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK May 18-20th Online Methods Mapping uses to the three dimensions of immersion 01 Mapping practices to strategies by using specific criteria 02 ● Theoretical affinity ● Co-occurrence ● Co-citation ● Etc. Beck et al., 2023 https://bit.ly/ImmersiveEduStrat Beck et al., 2020 http://hdl.handle.net/1040 0.2/10070 Flexible Assessment Framework for Exploratory Immersive Environments 03 ● Adaptive network-oriented tracking-based assessment for real-time educational simulations ● Flexible separation and reusability of several components of the learning system Maderer & Gütl, (2021) https://bit.ly/AntaresFrame
- 6. iLRN2023 | 9th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK May 18-20th Online Mapping uses to the three dimensions of immersion 01 Beck et al., 2020 http://hdl.handle.net/1040 0.2/10070 Morgado et al., 2022 http://hdl.handle.net/1040 0.2/12028
- 7. iLRN2023 | 9th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK May 18-20th Online Mapping practices to strategies by using specific criteria 02 ● Theoretical affinity ● Co-occurrence ● Co-citation ● Etc. Authentic practice and assessment After-action review Authentic learning Formative assessment Providing automated feedback and/or tutoring Students designing and developing immersive products and experiences Beck et al., 2023 https://bit.ly/Immersi veEduStrat
- 8. 2020 2021 Research Agenda for Immersive Learning 2030 (RAIL.2030) Dengel et al., 2023 (iLRN 2023 proceedings) 2023 2022 Immersive Learning Brain map of the research Beck et al., 2023 https://bit.ly/Immer siveEduStrat Outcomes Gaspar et al., 2020 http://hdl.handle.net/ 10400.2/8444 Immersive Learning Research Priorities survey Uses and Gaps of immersive learning environments Beck et al., 2020 http://hdl.handle.net/ 10400.2/10070
- 9. iLRN2023 | 9th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK May 18-20th Online Tools & Instruments iLRN Community Educational Strategies / Practices / Uses Definitions https://immersivetraining.eu/ Gaspar et al., 2020 http://hdl.handle.net/ 10400.2/8444 Morgado et al., 2023 (iLRN 2023 proceedings) https://elegant-centaur-92b59c.netlify.app/ Morgado & Beck, 2020 http://hdl.handle.net/10400. 2/9799
- 10. iLRN2023 | 9th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK May 18-20th Online Future Directions 1. Solicit iLRN Houses & other initiatives to curate the iLRN KT, updating, tagging, and running custom mapping criteria surveys (e.g., mapping per aspect that matter for a specific House). 1. Discussion boards to drive additions of content to KT 1. Development of the ethical choices in Immersive technologies framework and suite of tools 1. Updating of the visualization tools to view and interact with the educational strategies / Practices Uses map of the literature 1. Bring generative AI into the epistemological process.
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- Cover and End Slide for presentations and videos
- We will explain the rationale and goal of providing a common understanding in the field, and providing a framework for its development, bringing together research and practice. Then we refer to its parts: the roots and ground are the definitions, the methods, the research instruments, the ontologies, taxonomies and conceptual data models; the trunk is the knowledge growing: the perspective given by scoping and systematic reviews, annual reports, evidence repositories, community of researchers, and practitioners. The branches are the specializations: the fields of inquiry, the research priorities and agenda; the leaves are the breathing of life into the tree: exemplars from practitioner accounts and case studies, practice instruments such as templates and forms; tools to support production, “how to” guides, shared resources. And the birds are the community living around the tree: crowdsourcing it, tagging it, adding to it, curating it.
- What has been done so far. Morgado, L., & Beck, D. (2020, June). Unifying protocols for conducting systematic scoping reviews with application to immersive learning research. In 2020 6th International Conference of the Immersive Learning Research Network (iLRN) (pp. 155-162). IEEE. This is where we first defined immersion as having a narrative, system, and challenge dimensions. And also where we defined immersive learning as the phenomenon of learning seen under the lens of immersion Beck, D., Morgado, L., & O'Shea, P. (2020). Finding the gaps about uses of immersive learning environments: a survey of surveys. Journal of Universal Computer Science, 26, 1043-1073. This is where we first defined immersive environments as where the phenomenon of immersive learning occurs: on narrative, system, and challenge dimensions. Beck, D., Morgado, L., & O'Shea, P. (2023). Educational Practices and Strategies with Immersive Learning Environments: Mapping of Reviews for using the Metaverse. IEEE Transactions on Learning Technologies. This is where we did a mapping of literature reviews of educational practices and strategies with immersive learning environments. Beck, D., Morgado, L., & O'Shea, P. (2020). Finding the gaps about uses of immersive learning environments: a survey of surveys. Journal of Universal Computer Science, 26, 1043-1073. This is where we present the panorama of uses of immersive environments from the literature And map them to the immersion dimensions conceptual space. Gaspar, H., Morgado, L., Mamede, H., Oliveira, T., Manjón, B., & Gütl, C. (2020). Research priorities in immersive learning technology: the perspectives of the iLRN community. Virtual Reality, 24, 319-341. This is where we defined the scope of “immersive learning conferences community”, and used to survey priorities: it is all board members, authors, program chairs and organizers, program committee members, and keynote and invited speakers, for all editions since 2014, including iLRN special sessions in TALE and special issues organized by iLRN in journals
- We created methods for the KT. Mapping uses to the three dimensions of immersion Beck, D., Morgado, L., & O'Shea, P. (2020). Finding the gaps about uses of immersive learning environments: a survey of surveys. Journal of Universal Computer Science, 26, 1043-1073. Mapping practices to strategies by using specific criteria Beck, D., Morgado, L., & O'Shea, P. (2023). Educational Practices and Strategies with Immersive Learning Environments: Mapping of Reviews for using the Metaverse. IEEE Transactions on Learning Technologies. Assessment framework for immersive environments Maderer, J., & Gütl, C. (2021). Antares: A Flexible Assessment Framework for Exploratory Immersive Environments. Workgroups eAssessment: Planning, Implementing and Analysing Frameworks, 181-207.
- We mapped the uses to the three dimensions of immersion. Beck, D., Morgado, L., & O'Shea, P. (2020). Finding the gaps about uses of immersive learning environments: a survey of surveys. Journal of Universal Computer Science, 26, 1043-1073. Both researchers and practitioners can interpret an immersive learning environment under these three dimensions: how does it immerse by using the system? how does it immerse by using narrative? how does it immerse by using agency? This enables both researchers and practitioners to reflect and act upon these aspects of an immersive learning environment. For example, a teacher might consider whether helping students understand the career of an astronaut requires a switch in perspective (e.g. seeing how the Earth is so big as one ascends) or a cultural/emotional experience (e.g. feeling the fragility of our miniscule world in the universe). Perspective switching depends more on System immersion and Narrative immersion Cultural and Emotional Experiences depends more on Narrative immersion and to a smaller degree, Agency. So this reflection may help the teacher plan accordingly, by considering the type of immersive learning environment needed. Conversely, a teacher might consider that there is little time or budget for drafting narratives and creating visual meaning, and thus determine immersive environments focused on system and agency are more readily implementable for the current situation. E.g., Interactive manipulation and exploration, or data collection, engagement… As another example, consider that a researcher wants to document the immersion elements of an environment: this will recommend that aspects from these three dimensions are recorded: The presence provided by the system The meaning and context provided by the narrative: the story, the visual meaning, the meaning of sequences of events, emotional aspects… The engagement, flow, and focus provided by agency: the available interactions, the tasks, the activity goals, etc.
- Mapping practices to strategies by using specific criteria Beck, D., Morgado, L., & O'Shea, P. (2023). Educational Practices and Strategies with Immersive Learning Environments: Mapping of Reviews for using the Metaverse. IEEE Transactions on Learning Technologies. Example: Using theoretical affinity, we linked the practice of authentic practice & assessment with the strategies of after action review, and authentic learning (and others). We also linked the strategy of formative assessment to the practice of providing automated feedback and/or tutoring. We also linked the strategy of authentic learning to the practice of students designing and developing immersive products and experiences. We can use other criteria, such as: Co-occurence of practices & strategies on the same papers Co-citation of other papers by the source papers for the strategies and practices (e.g., and how many in common) Are there common authors? Institutions? Publication outlets (e.g. in the same journals or conferences)?
- Uses and gaps Provided us with a list of “Voids” or “gaps” that tell us where research is needed. The voids tell us: Where research is needed But also where it is occurring but NOT seen as immersive learning research Research priorities questionnaire This provided us with a ranked, priorities of research goals of the iLRN community Will be reapplied to see how they change over time Can be applied to subcommunities or other communities to compare goals Other questionnaires (or crowdsourcing efforts) can involve the same community, for comparison purposes Immersive Learning Brain map of the research Show us clusters of practices and strategies (by theoretical affinity) Helps navigate the research and find similar efforts, for inspiration Helps identify areas for innovation Research Agenda for Immersive Learning 2030 Ten topics identified in a focus group workshop at iLRN 2022: Communication & Collaboration, Interoperability, Use Cases, Assessment, Cognition, Standards & Terminology, Ethics & Culture, Security, Barriers & Accessibility, Pedagogy
- Research priorities questionnaire Employed for the Immersive Learning Research Priorities survey of 2020, has been validated and can be reproduced Knowledge Tree structure questionnaire. Validation of the structure of the knowledge tree by immersive learning researchers worldwide. Validated the relevance and need for the Immersive Learning Knowledge Tree Can be applied to different communities and regularly Recommendation Tool Allows users to enter their resources, goals, and constraints (level of knowledge/skills, equipment available, ability to create visuals & narratives) and preferred pedagogical approach and then provides recommendations on how to employ immersive environments for their situation. Visualization Tools 3D visualizations of the Immersive Learning Brain map of research, that people can explore, filter, cluster, and export. Scoping reviews protocol Systematic tool that shows researchers how to perform a similar review in their specific area of immersive learning, thus allowing more generalization and comparisons between different reviews.