SlideShare a Scribd company logo
iLRN2024 |
10th INTERNATIONAL CONFERENCE OF THE
IMMERSIVE LEARNING RESEARCH NETWORK
June 3-5 Online
Describing and Interpreting an
Immersive Learning Case with
the Immersion Cube and the
Immersive Learning Brain
Dennis Beck
Associate Professor
University of Arkansas
Leonel Morgado
Full Professor
Universidade Aberta & INESC TEC
iLRN2024 |
10th INTERNATIONAL CONFERENCE OF THE
IMMERSIVE LEARNING RESEARCH NETWORK
June 3-5 Online
Immersive learning problems...
How can we evaluate outcomes, without
the means to determine if the instructional
approaches and contexts are comparable?
Researchers
How can we design and develop
instructional methods which utilize
immersive learning?
Practitioners
(teachers, trainers, developers)
Immersion: the canonical definition
Morgado & Beck (2020). Unifying protocols for conducting systematic
scoping reviews with application to Immersive Learning Research. In
iLRN 2020 Proceedings of the Immersive Learning Research Network
conference. Piscataway, NJ, USA: IEEE. - combining contributions of Nilsson
et al. with Agrawal et al.
The three lenses on learning activities
Strategies
Practices
Uses
Pedagogical activities
Two frameworks to interpret and plan immersive learning cases
Beck et al., 2024. Educational Practices and Strategies with Immersive
Learning Environments: Mapping of Reviews for using the Metaverse, IEEE
Transactions on Learning Technologies, https://bit.ly/ImmersiveEduStrat
Beck et al., 2020. Finding the gaps about uses of immersive
learning environments: a survey of surveys, Journal of Universal
Computer Science, http://hdl.handle.net/10400.2/10070
ILC - Immersive Learning Cube ILB - Immersive Learning Brain
Sample case - VR mechanical maintenance training
Guidance Demonstration & Execution Certification
Cassola et al., 2022. Design and Evaluation of a Choreography-Based Virtual Reality
Authoring Tool for Experiential Learning in Industrial Training, IEEE Transactions on
Learning Technologies, https://doi.org/10.1109/TLT.2022.3157065
Organize it as an…
Immersive Learning Case
Sheet
…and use it for structured
interpretation approaches!
And from those we can also
use it…
To Enrich…
To Innovate…
Our step-by-step method to interpret a case with the ILB:
1. Develop a full description of your case. This description should include as much
information as possible about how immersive learning was employed and not just outcomes.
2. Ask which ILB cluster seems the most relevant to your case. If, for example, the
case involves significant collaboration, then it would be likely to look first at the Collaboration cluster for
relevant practices and strategies.
3. Compare the case description with the definitions of practices and strategies from the
Immersive Learning Brain and determine which apply to the case.
4. Continue to the next most relevant cluster and repeat the process. This process
should result in the list of strategies and practices used in your case.
5. Finally, rewrite your initial case description, making sure that you provide enough
information to account for the presence of those strategies and practices in case you neglected to provide
that in the first draft.
1. Develop a full description of your case.
Cassola et al. [10] described the case as a short course in several stages. First, two expert trainers selected the
course content from a technical procedures’ manual (Fig. 1, left), and recorded their own execution of the
technical procedures in the immersive environment (Fig. 1, center). Then there were independent training
sessions with the trainees using virtual reality headsets, with the following structure: a) a visual demonstration of
the environment and its affordances; b) a free interaction period for adaptation; c) execution of the procedures by
the trainees within the immersive environment, using as references both the manual in-world (Fig. 1, left) and the
prerecorded trainer demonstrations, and then interacting directly with the three-dimensional models (Fig. 1,
center); d) a certification test, where participants executed the trained tasks upon a physical wind turbine (Fig. 1,
right). The execution of the procedures was done individually by the trainees, and the system would only allow
correct actions to be taken. Other than consulting the documentation and watching the pre-recorded actions
demonstrated by the expert trainers, no coaching or other support took place.
2. Ask which ILB cluster seems the most relevant to your case
Active context
Collaboration
Engagement and scaffolding
Presence
Real and virtual multimedia learning
Traditional practices
2. Ask which ILB cluster seems the most relevant to your case
Active context
Collaboration
Engagement and scaffolding
Presence
Real and virtual multimedia learning
Traditional practices
3 - Compare the case description with the definitions
Active Context cluster
Beck et al., 2024. Educational
Practices and Strategies with
Immersive Learning Environments:
Mapping of Reviews for using the
Metaverse, IEEE Transactions on
Learning Technologies,
https://bit.ly/ImmersiveEduStrat
3 - Compare…consider one at a time
Active Context cluster
Description
Definition:
Authentic
Practice and
Assessment
Cassola et al. [10] described the case as a short course in several stages. First, two expert trainers selected the course content from a technical
procedures’ manual (Fig. 1, left), and recorded their own execution of the technical procedures in the immersive environment (Fig. 1, center). Then there
were independent training sessions with the trainees using virtual reality headsets, with the following structure: a) a visual demonstration of the
environment and its affordances; b) a free interaction period for adaptation; c) execution of the procedures by the trainees within the immersive
environment, using as references both the manual in-world (Fig. 1, left) and the prerecorded trainer demonstrations, and then interacting directly with the
three-dimensional models (Fig. 1, center); d) a certification test, where participants executed the
trained tasks upon a physical wind turbine (Fig. 1, right). The execution of the procedures was
done individually by the trainees, and the system would only allow correct actions to be taken. Other than consulting the documentation and watching the
pre-recorded actions demonstrated by the expert trainers, no coaching or other support took place.
Practices which aimed
to make connections
between real-world
problems, tasks, and
outcomes, as well as
assessments based on
those practices
3 - Compare…consider one at a time
4. Continue the process for the other clusters…
Outcome of step 4
● Active learning theories
● Authentic learning
● Contextual theories
● Interactive visualization
● Presence
● …
● …
● …
● …
Strategies
● Authentic practice and assessment
● Exploration and experimentation of
concepts/processes
● Embodied Interactions
● Information visualization and inference
● Learning design for multimodal
information
● …
● …
Practices
5. Finally, rewrite your initial case description
Cassola et al. [10] described the case as a short course in several stages. First, two expert trainers selected the course content from a technical procedures’ manual (Fig. 1, left), and
recorded their own execution of the technical procedures in the immersive environment (Fig. 1, center). Then there were independent training sessions with the trainees using virtual
reality headsets, with the following structure: a) a visual demonstration of the environment and its affordances; b) a free interaction period for adaptation; c) execution of the procedures
by the trainees within the immersive environment, using as references both the manual in-world (Fig. 1, left) and the prerecorded trainer demonstrations, and then interacting directly with
the three-dimensional models (Fig. 1, center); d) a certification test, where participants executed the trained tasks
upon a physical wind turbine in a real-world environment (Authentic practice and
assessment) (Fig. 1, right). The execution of the procedures was done individually by the trainees, and the system would only allow correct actions to be
taken. Other than consulting the documentation and watching the pre-recorded actions demonstrated by the expert trainers, no coaching or other support took place.
(For all identified practices and strategies.)
Outcome of step 5
“Cassola et al. [1] described the case as a short course in several stages. First, two expert trainers selected the
course content from a technical procedures’ manual (Fig. 1, left), and recorded their own execution of the
technical procedures in the immersive environment (Fig. 1, center), designing the activity to provide both aspects
(Learning design for multimodal information). The content and procedures reflected the context of an actual
maintenance shop in which a physical wind turbine would be worked on (Authentic learning, Contextual
theories). Then there were independent training sessions with the trainees using virtual reality headsets, with the
following structure: a) a visual demonstration of the environment and its affordances; b) a free interaction period
for adaptation, where trainees were allowed to explore and experiment (Exploration and experimentation of
concepts/processes), actively interpreting the VR model and environment in its context (Information visualization
and inference); c) execution of the procedures by the trainees within the immersive environment, experimenting
how to perform them on the turbine (Active learning theories, Exploration and experimentation of
concepts/processes), using as references both the manual in-world (Fig. 1, left) and the prerecorded trainer
demonstrations, therefore an information-diverse experience (Learning design for multimodal information). After
this, trainees interacted directly with the three-dimensional models (Fig. 1, center), using their own hand
movements, and walking around (Embodied Interactions), present in this technology-based environment
(Presence); d) a certification test, where participants executed the trained tasks upon a physical wind turbine in a
real-world environment (Authentic learning, Authentic practice and assessment) (Fig. 1, right). The execution of
the procedures was done individually by the trainees (Active Learning theories), and the system would only allow
correct actions to be taken. Other than consulting the documentation and watching the pre-recorded actions
demonstrated by the expert trainers, no coaching or other support took place.”
red text - added text
blue text (within parentheses) - tags for practices & strategies
Our step-by-step method to interpret a case with the ILC:
1. Develop a full description of your case that involves individuals feeling present amidst its
setting (system immersion); the story, diegetic space, and characters (narrative immersion); and
intervention possibilities (agency immersion). (Focus on essential aspects to the nature of the case.)
2. Evaluate how much the case relies on each immersion dimension considering
the aspects from step 1 (on a scale of 0 to 1: 0 for no reliance of that type of immersion, and 1 for full
reliance on being immersed in that kind of immersion).
3. Map the case into the conceptual space of the Immersion Cube by assigning the
coordinates established in step 2.
4. Identify which of the 16 known uses mapped in the cube are proximal to it, by
measuring the Euclidean distance to them in the cube.
5. Check if your case matches any of the proximal uses. If not, this process is complete.
But if so, rewrite your initial case description, making sure that you provide enough information to account
for the occurrence of those uses, in case you neglected to provide that in the first draft.
Step 1 - We already have a good description
“Cassola et al. [1] described the case as a short course in several stages. First, two expert trainers selected the
course content from a technical procedures’ manual (Fig. 1, left), and recorded their own execution of the
technical procedures in the immersive environment (Fig. 1, center), designing the activity to provide both aspects
(Learning design for multimodal information). The content and procedures reflected the context of an actual
maintenance shop in which a physical wind turbine would be worked on (Authentic learning, Contextual
theories). Then there w- visual setting providing the context of a maintenance shop and a wind turbine.
ere independent training sessions with the trainees using virtual reality headsets, with the following structure: a)
a visual demonstration of the environment and its affordances; b) a free interaction period for adaptation, where
trainees were allowed to explore and experiment (Exploration and experimentation of concepts/processes),
actively interpreting the VR model and environment in its context (Information visualization and inference); c)
execution of the procedures by the trainees within the immersive environment, experimenting how to perform
them on the turbine (Active learning theories, Exploration and experimentation of concepts/processes), using as
references both the manual in-world (Fig. 1, left) and the prerecorded trainer demonstrations, therefore an
information-diverse experience (Learning design for multimodal information). After this, trainees interacted
directly with the three-dimensional models (Fig. 1, center), using their own hand movements, and walking around
(Embodied Interactions), present in this technology-based environment (Presence); d) a certification test, where
participants executed the trained tasks upon a physical wind turbine in a real-world environment (Authentic
learning, Authentic practice and assessment) (Fig. 1, right). The execution of the procedures was done
individually by the trainees (Active Learning theories), and the system would only allow correct actions to be
taken. Other than consulting the documentation and watching the pre-recorded actions demonstrated by the
Developed in the previous process!
(but if it lacked system, narrative, or agency, we would complete it)
Step 2: Evaluate immersion dimensions
System - The entire process requires feeling present in the virtual environment: to analyze the instructions,
to freely explore the virtual environment, to watch the recorded procedure in that environment
and to replicate it there. Feeling present is also required in the physical certification afterwards in
the physical space with the wind turbine
Verdict: 1 (100%)
Step 2: Evaluate immersion dimensions
Narrative
Spatial aspects
Temporal aspects
Emotional aspects
- visual setting providing the context of a maintenance shop and a wind turbine.
- participants follow an explicit sequence of actions in the instructions sheet;
- experience them both in recorded demonstration and in execution;
- the wind turbine model changes visually in response to participants’ interactions.
- the instructions have explicit purpose and goals, which provides a plot of sorts;
- no explicit narrative role being played by the student or the expert trainers;
- no overall storyline under which the procedure is serving a purpose;
- no interest in the outcome beyond its correct execution.
Verdict: 0.6 (60%)
Step 2: Evaluate immersion dimensions
Agency
Strategic
& Tactical
Operational
- one only expects trainees to realize they can check the instructions, that they can
explore the settings and their perspective, rather than standing still at their initial position;
- even trainers’ agency is extremely limited to selecting the next procedure in order, and
not other aspects of the educational activity.
- almost complete dependence of actual interventions upon the environment by both
trainers and trainees.
Verdict: 0.75 (75%)
System: 1
Narrative: 0.6
Agency: 0.75
(1; 0.6; 0.75)
Step 3: Map the case
Step 4: Which uses are proximal?
Step 4: Which uses are proximal?
Proximal uses Our case
Logistics - “use of immersive learning environments
for learning activities to coordinate situations involving
multiple types of resources or their scarcity (time,
equipment, personnel, funding).”
Simulate the Physical World - “(...) use of immersive
environments for learning activities that imitate or
mirror aspects of the physical world. This includes
spaces and processes, as well as specific concerns
about the fidelity of the environment or process being
simulated.”
In our description, there is no mention of coordinating
resources or their scarcity. There is no match to this
use, and no need to change the description.
In our description, there is no specific concern that the
virtual reality wind turbine matches the physical wind
turbine, no statements about the level of fidelity.
However, its original source refers using “CAD-based
data for visual accuracy” and that model configuration
would “limit the number of possible interaction
alternatives for trainees and likewise restrict the
trainer’s available interactions for procedure
demonstration”, having very high fidelity visually but not
entirely mirroring all possible processes. So, we would
edit the description to clarify the concern for
environmental fidelity of the wind turbine and the
limits on the mirroring of processes.
Step 5: Do we need to improve the description?
With the Immersive Learning Brain…
To Enrich…
To Innovate…
Consider other practices/strategies in the
same clusters.
Check out practices/strategies from
unused clusters.
With the Immersive Learning Cube…
To Enrich…
To Innovate…
Consider proximal uses… or slight shifts.
Consider distant uses… or large shifts.
iLRN2024 |
10th INTERNATIONAL CONFERENCE OF THE
IMMERSIVE LEARNING RESEARCH NETWORK
June 3-5 Online
Limitations
The two frameworks have not been extensively
vetted by the community.
We have not subjected this method to extensive
application.
iLRN2024 |
10th INTERNATIONAL CONFERENCE OF THE
IMMERSIVE LEARNING RESEARCH NETWORK
June 3-5 Online
Conclusions
The method is feasible.
This opens the possibility of comparing and
contrasting immersive learning cases.
Enabling more solid results on outcomes and
meta-analyses.
Supports discussion on interventions upon cases!
iLRN2024 |
10th INTERNATIONAL CONFERENCE OF THE
IMMERSIVE LEARNING RESEARCH NETWORK
June 3-5 Online
Dennis Beck
Associate Professor
University of Arkansas
Leonel Morgado
Full Professor
Universidade Aberta & INESC TEC
Questions?
Want to use it?
Want to improve it?

More Related Content

Similar to Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain

Trends and innovations in database course
Trends and innovations in database courseTrends and innovations in database course
Trends and innovations in database course
Neetu Sardana
 
Chapter 15 pedagogical planners
Chapter 15 pedagogical plannersChapter 15 pedagogical planners
Chapter 15 pedagogical planners
grainne
 
Tenc Winterschool09 Davinia Slideshare
Tenc Winterschool09 Davinia SlideshareTenc Winterschool09 Davinia Slideshare
Tenc Winterschool09 Davinia Slideshare
guest94c824
 
Template abstrak & full paper seminar 50 thn
Template abstrak & full paper seminar 50 thnTemplate abstrak & full paper seminar 50 thn
Template abstrak & full paper seminar 50 thn
TeKno (Technology and Knowledge)
 
Teaching Methods (Workshop, Project,Role play )
Teaching Methods (Workshop, Project,Role play )Teaching Methods (Workshop, Project,Role play )
Teaching Methods (Workshop, Project,Role play )
DR .PALLAVI PATHANIA
 
A Virtual Assistant For Web-Based Training In Engineering Education
A Virtual Assistant For Web-Based Training In Engineering EducationA Virtual Assistant For Web-Based Training In Engineering Education
A Virtual Assistant For Web-Based Training In Engineering Education
Ashley Hernandez
 
Monthly report physics_2_nov17
Monthly report physics_2_nov17Monthly report physics_2_nov17
Monthly report physics_2_nov17
juanvidal71
 
47504805 model-kajian-tindakan
47504805 model-kajian-tindakan47504805 model-kajian-tindakan
47504805 model-kajian-tindakan
Nizam Zam
 
Investigating teachers' understanding of IMS Learning Design: Yes they can!
Investigating teachers' understanding of IMS Learning Design: Yes they can!Investigating teachers' understanding of IMS Learning Design: Yes they can!
Investigating teachers' understanding of IMS Learning Design: Yes they can!
Michael Derntl
 
New Ways of Teaching Organic School Gardening
New Ways of Teaching Organic School GardeningNew Ways of Teaching Organic School Gardening
New Ways of Teaching Organic School Gardening
School Vegetable Gardening - Victory Gardens
 
Hybrid Learning Model
Hybrid Learning ModelHybrid Learning Model
Hybrid Learning Model
cies
 
CELT
CELTCELT
CELT
cies
 
PRHE Conference
PRHE ConferencePRHE Conference
PRHE Conference
cies
 
Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning En...
Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning En...Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning En...
Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning En...
Prachyanun Nilsook
 
Assessment 2......
Assessment 2......Assessment 2......
Assessment 2......
Shakila Bano
 
Case Study Based Software Engineering Project Development: State of Art
Case Study Based Software Engineering Project Development: State of ArtCase Study Based Software Engineering Project Development: State of Art
Case Study Based Software Engineering Project Development: State of Art
Dr Sukhpal Singh Gill
 
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...
EUmoocs
 
Tools and resources to guide practice june 23
Tools and resources to guide practice june 23Tools and resources to guide practice june 23
Tools and resources to guide practice june 23
Grainne Conole
 
A case study of how knowledge based engineering tools support experience re-u...
A case study of how knowledge based engineering tools support experience re-u...A case study of how knowledge based engineering tools support experience re-u...
A case study of how knowledge based engineering tools support experience re-u...
Valerie Felton
 
Data Collection Tools Session 1 (Participant)
Data Collection Tools Session 1 (Participant)Data Collection Tools Session 1 (Participant)
Data Collection Tools Session 1 (Participant)
Nudibranch04
 

Similar to Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain (20)

Trends and innovations in database course
Trends and innovations in database courseTrends and innovations in database course
Trends and innovations in database course
 
Chapter 15 pedagogical planners
Chapter 15 pedagogical plannersChapter 15 pedagogical planners
Chapter 15 pedagogical planners
 
Tenc Winterschool09 Davinia Slideshare
Tenc Winterschool09 Davinia SlideshareTenc Winterschool09 Davinia Slideshare
Tenc Winterschool09 Davinia Slideshare
 
Template abstrak & full paper seminar 50 thn
Template abstrak & full paper seminar 50 thnTemplate abstrak & full paper seminar 50 thn
Template abstrak & full paper seminar 50 thn
 
Teaching Methods (Workshop, Project,Role play )
Teaching Methods (Workshop, Project,Role play )Teaching Methods (Workshop, Project,Role play )
Teaching Methods (Workshop, Project,Role play )
 
A Virtual Assistant For Web-Based Training In Engineering Education
A Virtual Assistant For Web-Based Training In Engineering EducationA Virtual Assistant For Web-Based Training In Engineering Education
A Virtual Assistant For Web-Based Training In Engineering Education
 
Monthly report physics_2_nov17
Monthly report physics_2_nov17Monthly report physics_2_nov17
Monthly report physics_2_nov17
 
47504805 model-kajian-tindakan
47504805 model-kajian-tindakan47504805 model-kajian-tindakan
47504805 model-kajian-tindakan
 
Investigating teachers' understanding of IMS Learning Design: Yes they can!
Investigating teachers' understanding of IMS Learning Design: Yes they can!Investigating teachers' understanding of IMS Learning Design: Yes they can!
Investigating teachers' understanding of IMS Learning Design: Yes they can!
 
New Ways of Teaching Organic School Gardening
New Ways of Teaching Organic School GardeningNew Ways of Teaching Organic School Gardening
New Ways of Teaching Organic School Gardening
 
Hybrid Learning Model
Hybrid Learning ModelHybrid Learning Model
Hybrid Learning Model
 
CELT
CELTCELT
CELT
 
PRHE Conference
PRHE ConferencePRHE Conference
PRHE Conference
 
Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning En...
Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning En...Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning En...
Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning En...
 
Assessment 2......
Assessment 2......Assessment 2......
Assessment 2......
 
Case Study Based Software Engineering Project Development: State of Art
Case Study Based Software Engineering Project Development: State of ArtCase Study Based Software Engineering Project Development: State of Art
Case Study Based Software Engineering Project Development: State of Art
 
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...
 
Tools and resources to guide practice june 23
Tools and resources to guide practice june 23Tools and resources to guide practice june 23
Tools and resources to guide practice june 23
 
A case study of how knowledge based engineering tools support experience re-u...
A case study of how knowledge based engineering tools support experience re-u...A case study of how knowledge based engineering tools support experience re-u...
A case study of how knowledge based engineering tools support experience re-u...
 
Data Collection Tools Session 1 (Participant)
Data Collection Tools Session 1 (Participant)Data Collection Tools Session 1 (Participant)
Data Collection Tools Session 1 (Participant)
 

More from Leonel Morgado

Aprendizagem Imersiva: Conceitos e Caminhos
Aprendizagem Imersiva: Conceitos e CaminhosAprendizagem Imersiva: Conceitos e Caminhos
Aprendizagem Imersiva: Conceitos e Caminhos
Leonel Morgado
 
Immersive Learning That Works: Research Grounding and Paths Forward
Immersive Learning That Works: Research Grounding and Paths ForwardImmersive Learning That Works: Research Grounding and Paths Forward
Immersive Learning That Works: Research Grounding and Paths Forward
Leonel Morgado
 
Authoring a personal GPT for your research and practice: How we created the Q...
Authoring a personal GPT for your research and practice: How we created the Q...Authoring a personal GPT for your research and practice: How we created the Q...
Authoring a personal GPT for your research and practice: How we created the Q...
Leonel Morgado
 
Descrever e planear atividades imersivas estruturadamente
Descrever e planear atividades imersivas estruturadamenteDescrever e planear atividades imersivas estruturadamente
Descrever e planear atividades imersivas estruturadamente
Leonel Morgado
 
O Metaverso na Educação - Flash course SEaD-SPCE
O Metaverso na Educação - Flash course SEaD-SPCEO Metaverso na Educação - Flash course SEaD-SPCE
O Metaverso na Educação - Flash course SEaD-SPCE
Leonel Morgado
 
Aprendizagem Imersiva - PUC-PR - 2024-02-06
Aprendizagem Imersiva - PUC-PR - 2024-02-06Aprendizagem Imersiva - PUC-PR - 2024-02-06
Aprendizagem Imersiva - PUC-PR - 2024-02-06
Leonel Morgado
 
Metaverso no Ensino Online - potencialidades e desafios
Metaverso no Ensino Online - potencialidades e desafiosMetaverso no Ensino Online - potencialidades e desafios
Metaverso no Ensino Online - potencialidades e desafios
Leonel Morgado
 
Realidade Virtual e Aumentada na Educação e Formação
Realidade Virtual e Aumentada na Educação e FormaçãoRealidade Virtual e Aumentada na Educação e Formação
Realidade Virtual e Aumentada na Educação e Formação
Leonel Morgado
 
Immersive Learning Environments
Immersive Learning EnvironmentsImmersive Learning Environments
Immersive Learning Environments
Leonel Morgado
 
Aprendizagem imersiva
Aprendizagem imersivaAprendizagem imersiva
Aprendizagem imersiva
Leonel Morgado
 
Abordagem e-Sim na Universidade Aberta: presença, narrativa e agência para am...
Abordagem e-Sim na Universidade Aberta: presença, narrativa e agência para am...Abordagem e-Sim na Universidade Aberta: presença, narrativa e agência para am...
Abordagem e-Sim na Universidade Aberta: presença, narrativa e agência para am...
Leonel Morgado
 
Immersive Learning Environments
Immersive Learning EnvironmentsImmersive Learning Environments
Immersive Learning Environments
Leonel Morgado
 
Growing the Knowledge Tree: Core concepts, methods, outcomes, and tools
Growing the Knowledge Tree: Core concepts, methods, outcomes, and toolsGrowing the Knowledge Tree: Core concepts, methods, outcomes, and tools
Growing the Knowledge Tree: Core concepts, methods, outcomes, and tools
Leonel Morgado
 
e-Sim approach at Universidade Aberta: presence, narrative and agency for imm...
e-Sim approach at Universidade Aberta: presence, narrative and agency for imm...e-Sim approach at Universidade Aberta: presence, narrative and agency for imm...
e-Sim approach at Universidade Aberta: presence, narrative and agency for imm...
Leonel Morgado
 
Ambientes de Aprendizagem Imersivos
Ambientes de Aprendizagem ImersivosAmbientes de Aprendizagem Imersivos
Ambientes de Aprendizagem Imersivos
Leonel Morgado
 
The Metaverse - what it was, is, and can be
The Metaverse - what it was, is, and can beThe Metaverse - what it was, is, and can be
The Metaverse - what it was, is, and can be
Leonel Morgado
 
Recommendation Tool presentation - AR/VR systems for education and training
Recommendation Tool presentation - AR/VR systems for education and trainingRecommendation Tool presentation - AR/VR systems for education and training
Recommendation Tool presentation - AR/VR systems for education and training
Leonel Morgado
 
Empowering humans in immersive learning environments
Empowering humans in immersive learning environmentsEmpowering humans in immersive learning environments
Empowering humans in immersive learning environments
Leonel Morgado
 
Recommendation Tool for Use of Immersive Learning Environments
Recommendation Tool for Use of Immersive Learning EnvironmentsRecommendation Tool for Use of Immersive Learning Environments
Recommendation Tool for Use of Immersive Learning Environments
Leonel Morgado
 
Aprender e comunicar complexidade online, com jogos e ambientes imersivos
Aprender e comunicar complexidade online, com jogos e ambientes imersivosAprender e comunicar complexidade online, com jogos e ambientes imersivos
Aprender e comunicar complexidade online, com jogos e ambientes imersivos
Leonel Morgado
 

More from Leonel Morgado (20)

Aprendizagem Imersiva: Conceitos e Caminhos
Aprendizagem Imersiva: Conceitos e CaminhosAprendizagem Imersiva: Conceitos e Caminhos
Aprendizagem Imersiva: Conceitos e Caminhos
 
Immersive Learning That Works: Research Grounding and Paths Forward
Immersive Learning That Works: Research Grounding and Paths ForwardImmersive Learning That Works: Research Grounding and Paths Forward
Immersive Learning That Works: Research Grounding and Paths Forward
 
Authoring a personal GPT for your research and practice: How we created the Q...
Authoring a personal GPT for your research and practice: How we created the Q...Authoring a personal GPT for your research and practice: How we created the Q...
Authoring a personal GPT for your research and practice: How we created the Q...
 
Descrever e planear atividades imersivas estruturadamente
Descrever e planear atividades imersivas estruturadamenteDescrever e planear atividades imersivas estruturadamente
Descrever e planear atividades imersivas estruturadamente
 
O Metaverso na Educação - Flash course SEaD-SPCE
O Metaverso na Educação - Flash course SEaD-SPCEO Metaverso na Educação - Flash course SEaD-SPCE
O Metaverso na Educação - Flash course SEaD-SPCE
 
Aprendizagem Imersiva - PUC-PR - 2024-02-06
Aprendizagem Imersiva - PUC-PR - 2024-02-06Aprendizagem Imersiva - PUC-PR - 2024-02-06
Aprendizagem Imersiva - PUC-PR - 2024-02-06
 
Metaverso no Ensino Online - potencialidades e desafios
Metaverso no Ensino Online - potencialidades e desafiosMetaverso no Ensino Online - potencialidades e desafios
Metaverso no Ensino Online - potencialidades e desafios
 
Realidade Virtual e Aumentada na Educação e Formação
Realidade Virtual e Aumentada na Educação e FormaçãoRealidade Virtual e Aumentada na Educação e Formação
Realidade Virtual e Aumentada na Educação e Formação
 
Immersive Learning Environments
Immersive Learning EnvironmentsImmersive Learning Environments
Immersive Learning Environments
 
Aprendizagem imersiva
Aprendizagem imersivaAprendizagem imersiva
Aprendizagem imersiva
 
Abordagem e-Sim na Universidade Aberta: presença, narrativa e agência para am...
Abordagem e-Sim na Universidade Aberta: presença, narrativa e agência para am...Abordagem e-Sim na Universidade Aberta: presença, narrativa e agência para am...
Abordagem e-Sim na Universidade Aberta: presença, narrativa e agência para am...
 
Immersive Learning Environments
Immersive Learning EnvironmentsImmersive Learning Environments
Immersive Learning Environments
 
Growing the Knowledge Tree: Core concepts, methods, outcomes, and tools
Growing the Knowledge Tree: Core concepts, methods, outcomes, and toolsGrowing the Knowledge Tree: Core concepts, methods, outcomes, and tools
Growing the Knowledge Tree: Core concepts, methods, outcomes, and tools
 
e-Sim approach at Universidade Aberta: presence, narrative and agency for imm...
e-Sim approach at Universidade Aberta: presence, narrative and agency for imm...e-Sim approach at Universidade Aberta: presence, narrative and agency for imm...
e-Sim approach at Universidade Aberta: presence, narrative and agency for imm...
 
Ambientes de Aprendizagem Imersivos
Ambientes de Aprendizagem ImersivosAmbientes de Aprendizagem Imersivos
Ambientes de Aprendizagem Imersivos
 
The Metaverse - what it was, is, and can be
The Metaverse - what it was, is, and can beThe Metaverse - what it was, is, and can be
The Metaverse - what it was, is, and can be
 
Recommendation Tool presentation - AR/VR systems for education and training
Recommendation Tool presentation - AR/VR systems for education and trainingRecommendation Tool presentation - AR/VR systems for education and training
Recommendation Tool presentation - AR/VR systems for education and training
 
Empowering humans in immersive learning environments
Empowering humans in immersive learning environmentsEmpowering humans in immersive learning environments
Empowering humans in immersive learning environments
 
Recommendation Tool for Use of Immersive Learning Environments
Recommendation Tool for Use of Immersive Learning EnvironmentsRecommendation Tool for Use of Immersive Learning Environments
Recommendation Tool for Use of Immersive Learning Environments
 
Aprender e comunicar complexidade online, com jogos e ambientes imersivos
Aprender e comunicar complexidade online, com jogos e ambientes imersivosAprender e comunicar complexidade online, com jogos e ambientes imersivos
Aprender e comunicar complexidade online, com jogos e ambientes imersivos
 

Recently uploaded

SCIENTIFIC INVESTIGATIONS – THE IMPORTANCE OF FAIR TESTING.pptx
SCIENTIFIC INVESTIGATIONS – THE IMPORTANCE OF FAIR TESTING.pptxSCIENTIFIC INVESTIGATIONS – THE IMPORTANCE OF FAIR TESTING.pptx
SCIENTIFIC INVESTIGATIONS – THE IMPORTANCE OF FAIR TESTING.pptx
JoanaBanasen1
 
Transmission Spectroscopy of the Habitable Zone Exoplanet LHS 1140 b with JWS...
Transmission Spectroscopy of the Habitable Zone Exoplanet LHS 1140 b with JWS...Transmission Spectroscopy of the Habitable Zone Exoplanet LHS 1140 b with JWS...
Transmission Spectroscopy of the Habitable Zone Exoplanet LHS 1140 b with JWS...
Sérgio Sacani
 
Summer program introduction in Yunnan university
Summer program introduction in Yunnan universitySummer program introduction in Yunnan university
Summer program introduction in Yunnan university
Hayato Shimabukuro
 
Active and Passive Surveillance of pharmacovigillance
Active and Passive Surveillance of pharmacovigillanceActive and Passive Surveillance of pharmacovigillance
Active and Passive Surveillance of pharmacovigillance
SejalAgrawal43
 
smallintestinedisorders-causessymptoms-240626051934-b669b27d.pptx
smallintestinedisorders-causessymptoms-240626051934-b669b27d.pptxsmallintestinedisorders-causessymptoms-240626051934-b669b27d.pptx
smallintestinedisorders-causessymptoms-240626051934-b669b27d.pptx
muralinath2
 
A mature quasar at cosmic dawn revealed by JWST rest-frame infrared spectroscopy
A mature quasar at cosmic dawn revealed by JWST rest-frame infrared spectroscopyA mature quasar at cosmic dawn revealed by JWST rest-frame infrared spectroscopy
A mature quasar at cosmic dawn revealed by JWST rest-frame infrared spectroscopy
Sérgio Sacani
 
Direct instructions, towards hundred fold yield,layering,budding,grafting,pla...
Direct instructions, towards hundred fold yield,layering,budding,grafting,pla...Direct instructions, towards hundred fold yield,layering,budding,grafting,pla...
Direct instructions, towards hundred fold yield,layering,budding,grafting,pla...
Dr. sreeremya S
 
Fluxional Isomerism in organometallic compounds.pptx
Fluxional Isomerism in organometallic compounds.pptxFluxional Isomerism in organometallic compounds.pptx
Fluxional Isomerism in organometallic compounds.pptx
DivyaK787011
 
Science-Technology Quiz (School Quiz 2024)
Science-Technology Quiz (School Quiz 2024)Science-Technology Quiz (School Quiz 2024)
Science-Technology Quiz (School Quiz 2024)
Kashyap J
 
Collaborative Team Recommendation for Skilled Users: Objectives, Techniques, ...
Collaborative Team Recommendation for Skilled Users: Objectives, Techniques, ...Collaborative Team Recommendation for Skilled Users: Objectives, Techniques, ...
Collaborative Team Recommendation for Skilled Users: Objectives, Techniques, ...
Hossein Fani
 
GIT hormones- II_12345677809876543235780963.pptx
GIT hormones- II_12345677809876543235780963.pptxGIT hormones- II_12345677809876543235780963.pptx
GIT hormones- II_12345677809876543235780963.pptx
muralinath2
 
2. Osmotic pressure, osmotic potential, turgor pressure, wall pressure, water...
2. Osmotic pressure, osmotic potential, turgor pressure, wall pressure, water...2. Osmotic pressure, osmotic potential, turgor pressure, wall pressure, water...
2. Osmotic pressure, osmotic potential, turgor pressure, wall pressure, water...
khadija07kubra
 
Probing the northern Kaapvaal craton root with mantle-derived xenocrysts from...
Probing the northern Kaapvaal craton root with mantle-derived xenocrysts from...Probing the northern Kaapvaal craton root with mantle-derived xenocrysts from...
Probing the northern Kaapvaal craton root with mantle-derived xenocrysts from...
James AH Campbell
 
Gasification and Pyrolyssis of plastic Waste under a Circular Economy perpective
Gasification and Pyrolyssis of plastic Waste under a Circular Economy perpectiveGasification and Pyrolyssis of plastic Waste under a Circular Economy perpective
Gasification and Pyrolyssis of plastic Waste under a Circular Economy perpective
Recupera
 
Hydrogen sulfide and metal-enriched atmosphere for a Jupiter-mass exoplanet
Hydrogen sulfide and metal-enriched atmosphere for a Jupiter-mass exoplanetHydrogen sulfide and metal-enriched atmosphere for a Jupiter-mass exoplanet
Hydrogen sulfide and metal-enriched atmosphere for a Jupiter-mass exoplanet
Sérgio Sacani
 
Liver & Gall Bladder 23098463278654387654328765439875.pptx
Liver & Gall Bladder 23098463278654387654328765439875.pptxLiver & Gall Bladder 23098463278654387654328765439875.pptx
Liver & Gall Bladder 23098463278654387654328765439875.pptx
muralinath2
 
Gametogenesis: Male gametes Formation Process / Spermatogenesis .pdf
Gametogenesis: Male gametes Formation Process / Spermatogenesis .pdfGametogenesis: Male gametes Formation Process / Spermatogenesis .pdf
Gametogenesis: Male gametes Formation Process / Spermatogenesis .pdf
SELF-EXPLANATORY
 
Anatomy, and reproduction of Gnetum.pptx
Anatomy, and reproduction of Gnetum.pptxAnatomy, and reproduction of Gnetum.pptx
Anatomy, and reproduction of Gnetum.pptx
karthiksaran8
 
poikilocytosis 23765437865210857453257844.pptx
poikilocytosis 23765437865210857453257844.pptxpoikilocytosis 23765437865210857453257844.pptx
poikilocytosis 23765437865210857453257844.pptx
muralinath2
 
SCIENCEgfvhvhvkjkbbjjbbjvhvhvhvjkvjvjvjj.pptx
SCIENCEgfvhvhvkjkbbjjbbjvhvhvhvjkvjvjvjj.pptxSCIENCEgfvhvhvkjkbbjjbbjvhvhvhvjkvjvjvjj.pptx
SCIENCEgfvhvhvkjkbbjjbbjvhvhvhvjkvjvjvjj.pptx
WALTONMARBRUCAL
 

Recently uploaded (20)

SCIENTIFIC INVESTIGATIONS – THE IMPORTANCE OF FAIR TESTING.pptx
SCIENTIFIC INVESTIGATIONS – THE IMPORTANCE OF FAIR TESTING.pptxSCIENTIFIC INVESTIGATIONS – THE IMPORTANCE OF FAIR TESTING.pptx
SCIENTIFIC INVESTIGATIONS – THE IMPORTANCE OF FAIR TESTING.pptx
 
Transmission Spectroscopy of the Habitable Zone Exoplanet LHS 1140 b with JWS...
Transmission Spectroscopy of the Habitable Zone Exoplanet LHS 1140 b with JWS...Transmission Spectroscopy of the Habitable Zone Exoplanet LHS 1140 b with JWS...
Transmission Spectroscopy of the Habitable Zone Exoplanet LHS 1140 b with JWS...
 
Summer program introduction in Yunnan university
Summer program introduction in Yunnan universitySummer program introduction in Yunnan university
Summer program introduction in Yunnan university
 
Active and Passive Surveillance of pharmacovigillance
Active and Passive Surveillance of pharmacovigillanceActive and Passive Surveillance of pharmacovigillance
Active and Passive Surveillance of pharmacovigillance
 
smallintestinedisorders-causessymptoms-240626051934-b669b27d.pptx
smallintestinedisorders-causessymptoms-240626051934-b669b27d.pptxsmallintestinedisorders-causessymptoms-240626051934-b669b27d.pptx
smallintestinedisorders-causessymptoms-240626051934-b669b27d.pptx
 
A mature quasar at cosmic dawn revealed by JWST rest-frame infrared spectroscopy
A mature quasar at cosmic dawn revealed by JWST rest-frame infrared spectroscopyA mature quasar at cosmic dawn revealed by JWST rest-frame infrared spectroscopy
A mature quasar at cosmic dawn revealed by JWST rest-frame infrared spectroscopy
 
Direct instructions, towards hundred fold yield,layering,budding,grafting,pla...
Direct instructions, towards hundred fold yield,layering,budding,grafting,pla...Direct instructions, towards hundred fold yield,layering,budding,grafting,pla...
Direct instructions, towards hundred fold yield,layering,budding,grafting,pla...
 
Fluxional Isomerism in organometallic compounds.pptx
Fluxional Isomerism in organometallic compounds.pptxFluxional Isomerism in organometallic compounds.pptx
Fluxional Isomerism in organometallic compounds.pptx
 
Science-Technology Quiz (School Quiz 2024)
Science-Technology Quiz (School Quiz 2024)Science-Technology Quiz (School Quiz 2024)
Science-Technology Quiz (School Quiz 2024)
 
Collaborative Team Recommendation for Skilled Users: Objectives, Techniques, ...
Collaborative Team Recommendation for Skilled Users: Objectives, Techniques, ...Collaborative Team Recommendation for Skilled Users: Objectives, Techniques, ...
Collaborative Team Recommendation for Skilled Users: Objectives, Techniques, ...
 
GIT hormones- II_12345677809876543235780963.pptx
GIT hormones- II_12345677809876543235780963.pptxGIT hormones- II_12345677809876543235780963.pptx
GIT hormones- II_12345677809876543235780963.pptx
 
2. Osmotic pressure, osmotic potential, turgor pressure, wall pressure, water...
2. Osmotic pressure, osmotic potential, turgor pressure, wall pressure, water...2. Osmotic pressure, osmotic potential, turgor pressure, wall pressure, water...
2. Osmotic pressure, osmotic potential, turgor pressure, wall pressure, water...
 
Probing the northern Kaapvaal craton root with mantle-derived xenocrysts from...
Probing the northern Kaapvaal craton root with mantle-derived xenocrysts from...Probing the northern Kaapvaal craton root with mantle-derived xenocrysts from...
Probing the northern Kaapvaal craton root with mantle-derived xenocrysts from...
 
Gasification and Pyrolyssis of plastic Waste under a Circular Economy perpective
Gasification and Pyrolyssis of plastic Waste under a Circular Economy perpectiveGasification and Pyrolyssis of plastic Waste under a Circular Economy perpective
Gasification and Pyrolyssis of plastic Waste under a Circular Economy perpective
 
Hydrogen sulfide and metal-enriched atmosphere for a Jupiter-mass exoplanet
Hydrogen sulfide and metal-enriched atmosphere for a Jupiter-mass exoplanetHydrogen sulfide and metal-enriched atmosphere for a Jupiter-mass exoplanet
Hydrogen sulfide and metal-enriched atmosphere for a Jupiter-mass exoplanet
 
Liver & Gall Bladder 23098463278654387654328765439875.pptx
Liver & Gall Bladder 23098463278654387654328765439875.pptxLiver & Gall Bladder 23098463278654387654328765439875.pptx
Liver & Gall Bladder 23098463278654387654328765439875.pptx
 
Gametogenesis: Male gametes Formation Process / Spermatogenesis .pdf
Gametogenesis: Male gametes Formation Process / Spermatogenesis .pdfGametogenesis: Male gametes Formation Process / Spermatogenesis .pdf
Gametogenesis: Male gametes Formation Process / Spermatogenesis .pdf
 
Anatomy, and reproduction of Gnetum.pptx
Anatomy, and reproduction of Gnetum.pptxAnatomy, and reproduction of Gnetum.pptx
Anatomy, and reproduction of Gnetum.pptx
 
poikilocytosis 23765437865210857453257844.pptx
poikilocytosis 23765437865210857453257844.pptxpoikilocytosis 23765437865210857453257844.pptx
poikilocytosis 23765437865210857453257844.pptx
 
SCIENCEgfvhvhvkjkbbjjbbjvhvhvhvjkvjvjvjj.pptx
SCIENCEgfvhvhvkjkbbjjbbjvhvhvhvjkvjvjvjj.pptxSCIENCEgfvhvhvkjkbbjjbbjvhvhvhvjkvjvjvjj.pptx
SCIENCEgfvhvhvkjkbbjjbbjvhvhvhvjkvjvjvjj.pptx
 

Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain

  • 1. iLRN2024 | 10th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK June 3-5 Online Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain Dennis Beck Associate Professor University of Arkansas Leonel Morgado Full Professor Universidade Aberta & INESC TEC
  • 2. iLRN2024 | 10th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK June 3-5 Online Immersive learning problems... How can we evaluate outcomes, without the means to determine if the instructional approaches and contexts are comparable? Researchers How can we design and develop instructional methods which utilize immersive learning? Practitioners (teachers, trainers, developers)
  • 3. Immersion: the canonical definition Morgado & Beck (2020). Unifying protocols for conducting systematic scoping reviews with application to Immersive Learning Research. In iLRN 2020 Proceedings of the Immersive Learning Research Network conference. Piscataway, NJ, USA: IEEE. - combining contributions of Nilsson et al. with Agrawal et al.
  • 4. The three lenses on learning activities Strategies Practices Uses Pedagogical activities
  • 5. Two frameworks to interpret and plan immersive learning cases Beck et al., 2024. Educational Practices and Strategies with Immersive Learning Environments: Mapping of Reviews for using the Metaverse, IEEE Transactions on Learning Technologies, https://bit.ly/ImmersiveEduStrat Beck et al., 2020. Finding the gaps about uses of immersive learning environments: a survey of surveys, Journal of Universal Computer Science, http://hdl.handle.net/10400.2/10070 ILC - Immersive Learning Cube ILB - Immersive Learning Brain
  • 6. Sample case - VR mechanical maintenance training Guidance Demonstration & Execution Certification Cassola et al., 2022. Design and Evaluation of a Choreography-Based Virtual Reality Authoring Tool for Experiential Learning in Industrial Training, IEEE Transactions on Learning Technologies, https://doi.org/10.1109/TLT.2022.3157065
  • 7. Organize it as an… Immersive Learning Case Sheet …and use it for structured interpretation approaches!
  • 8. And from those we can also use it… To Enrich… To Innovate…
  • 9. Our step-by-step method to interpret a case with the ILB: 1. Develop a full description of your case. This description should include as much information as possible about how immersive learning was employed and not just outcomes. 2. Ask which ILB cluster seems the most relevant to your case. If, for example, the case involves significant collaboration, then it would be likely to look first at the Collaboration cluster for relevant practices and strategies. 3. Compare the case description with the definitions of practices and strategies from the Immersive Learning Brain and determine which apply to the case. 4. Continue to the next most relevant cluster and repeat the process. This process should result in the list of strategies and practices used in your case. 5. Finally, rewrite your initial case description, making sure that you provide enough information to account for the presence of those strategies and practices in case you neglected to provide that in the first draft.
  • 10. 1. Develop a full description of your case. Cassola et al. [10] described the case as a short course in several stages. First, two expert trainers selected the course content from a technical procedures’ manual (Fig. 1, left), and recorded their own execution of the technical procedures in the immersive environment (Fig. 1, center). Then there were independent training sessions with the trainees using virtual reality headsets, with the following structure: a) a visual demonstration of the environment and its affordances; b) a free interaction period for adaptation; c) execution of the procedures by the trainees within the immersive environment, using as references both the manual in-world (Fig. 1, left) and the prerecorded trainer demonstrations, and then interacting directly with the three-dimensional models (Fig. 1, center); d) a certification test, where participants executed the trained tasks upon a physical wind turbine (Fig. 1, right). The execution of the procedures was done individually by the trainees, and the system would only allow correct actions to be taken. Other than consulting the documentation and watching the pre-recorded actions demonstrated by the expert trainers, no coaching or other support took place.
  • 11. 2. Ask which ILB cluster seems the most relevant to your case Active context Collaboration Engagement and scaffolding Presence Real and virtual multimedia learning Traditional practices
  • 12. 2. Ask which ILB cluster seems the most relevant to your case Active context Collaboration Engagement and scaffolding Presence Real and virtual multimedia learning Traditional practices
  • 13. 3 - Compare the case description with the definitions Active Context cluster Beck et al., 2024. Educational Practices and Strategies with Immersive Learning Environments: Mapping of Reviews for using the Metaverse, IEEE Transactions on Learning Technologies, https://bit.ly/ImmersiveEduStrat
  • 14. 3 - Compare…consider one at a time Active Context cluster
  • 15. Description Definition: Authentic Practice and Assessment Cassola et al. [10] described the case as a short course in several stages. First, two expert trainers selected the course content from a technical procedures’ manual (Fig. 1, left), and recorded their own execution of the technical procedures in the immersive environment (Fig. 1, center). Then there were independent training sessions with the trainees using virtual reality headsets, with the following structure: a) a visual demonstration of the environment and its affordances; b) a free interaction period for adaptation; c) execution of the procedures by the trainees within the immersive environment, using as references both the manual in-world (Fig. 1, left) and the prerecorded trainer demonstrations, and then interacting directly with the three-dimensional models (Fig. 1, center); d) a certification test, where participants executed the trained tasks upon a physical wind turbine (Fig. 1, right). The execution of the procedures was done individually by the trainees, and the system would only allow correct actions to be taken. Other than consulting the documentation and watching the pre-recorded actions demonstrated by the expert trainers, no coaching or other support took place. Practices which aimed to make connections between real-world problems, tasks, and outcomes, as well as assessments based on those practices 3 - Compare…consider one at a time
  • 16. 4. Continue the process for the other clusters…
  • 17. Outcome of step 4 ● Active learning theories ● Authentic learning ● Contextual theories ● Interactive visualization ● Presence ● … ● … ● … ● … Strategies ● Authentic practice and assessment ● Exploration and experimentation of concepts/processes ● Embodied Interactions ● Information visualization and inference ● Learning design for multimodal information ● … ● … Practices
  • 18. 5. Finally, rewrite your initial case description Cassola et al. [10] described the case as a short course in several stages. First, two expert trainers selected the course content from a technical procedures’ manual (Fig. 1, left), and recorded their own execution of the technical procedures in the immersive environment (Fig. 1, center). Then there were independent training sessions with the trainees using virtual reality headsets, with the following structure: a) a visual demonstration of the environment and its affordances; b) a free interaction period for adaptation; c) execution of the procedures by the trainees within the immersive environment, using as references both the manual in-world (Fig. 1, left) and the prerecorded trainer demonstrations, and then interacting directly with the three-dimensional models (Fig. 1, center); d) a certification test, where participants executed the trained tasks upon a physical wind turbine in a real-world environment (Authentic practice and assessment) (Fig. 1, right). The execution of the procedures was done individually by the trainees, and the system would only allow correct actions to be taken. Other than consulting the documentation and watching the pre-recorded actions demonstrated by the expert trainers, no coaching or other support took place. (For all identified practices and strategies.)
  • 19. Outcome of step 5 “Cassola et al. [1] described the case as a short course in several stages. First, two expert trainers selected the course content from a technical procedures’ manual (Fig. 1, left), and recorded their own execution of the technical procedures in the immersive environment (Fig. 1, center), designing the activity to provide both aspects (Learning design for multimodal information). The content and procedures reflected the context of an actual maintenance shop in which a physical wind turbine would be worked on (Authentic learning, Contextual theories). Then there were independent training sessions with the trainees using virtual reality headsets, with the following structure: a) a visual demonstration of the environment and its affordances; b) a free interaction period for adaptation, where trainees were allowed to explore and experiment (Exploration and experimentation of concepts/processes), actively interpreting the VR model and environment in its context (Information visualization and inference); c) execution of the procedures by the trainees within the immersive environment, experimenting how to perform them on the turbine (Active learning theories, Exploration and experimentation of concepts/processes), using as references both the manual in-world (Fig. 1, left) and the prerecorded trainer demonstrations, therefore an information-diverse experience (Learning design for multimodal information). After this, trainees interacted directly with the three-dimensional models (Fig. 1, center), using their own hand movements, and walking around (Embodied Interactions), present in this technology-based environment (Presence); d) a certification test, where participants executed the trained tasks upon a physical wind turbine in a real-world environment (Authentic learning, Authentic practice and assessment) (Fig. 1, right). The execution of the procedures was done individually by the trainees (Active Learning theories), and the system would only allow correct actions to be taken. Other than consulting the documentation and watching the pre-recorded actions demonstrated by the expert trainers, no coaching or other support took place.” red text - added text blue text (within parentheses) - tags for practices & strategies
  • 20. Our step-by-step method to interpret a case with the ILC: 1. Develop a full description of your case that involves individuals feeling present amidst its setting (system immersion); the story, diegetic space, and characters (narrative immersion); and intervention possibilities (agency immersion). (Focus on essential aspects to the nature of the case.) 2. Evaluate how much the case relies on each immersion dimension considering the aspects from step 1 (on a scale of 0 to 1: 0 for no reliance of that type of immersion, and 1 for full reliance on being immersed in that kind of immersion). 3. Map the case into the conceptual space of the Immersion Cube by assigning the coordinates established in step 2. 4. Identify which of the 16 known uses mapped in the cube are proximal to it, by measuring the Euclidean distance to them in the cube. 5. Check if your case matches any of the proximal uses. If not, this process is complete. But if so, rewrite your initial case description, making sure that you provide enough information to account for the occurrence of those uses, in case you neglected to provide that in the first draft.
  • 21. Step 1 - We already have a good description “Cassola et al. [1] described the case as a short course in several stages. First, two expert trainers selected the course content from a technical procedures’ manual (Fig. 1, left), and recorded their own execution of the technical procedures in the immersive environment (Fig. 1, center), designing the activity to provide both aspects (Learning design for multimodal information). The content and procedures reflected the context of an actual maintenance shop in which a physical wind turbine would be worked on (Authentic learning, Contextual theories). Then there w- visual setting providing the context of a maintenance shop and a wind turbine. ere independent training sessions with the trainees using virtual reality headsets, with the following structure: a) a visual demonstration of the environment and its affordances; b) a free interaction period for adaptation, where trainees were allowed to explore and experiment (Exploration and experimentation of concepts/processes), actively interpreting the VR model and environment in its context (Information visualization and inference); c) execution of the procedures by the trainees within the immersive environment, experimenting how to perform them on the turbine (Active learning theories, Exploration and experimentation of concepts/processes), using as references both the manual in-world (Fig. 1, left) and the prerecorded trainer demonstrations, therefore an information-diverse experience (Learning design for multimodal information). After this, trainees interacted directly with the three-dimensional models (Fig. 1, center), using their own hand movements, and walking around (Embodied Interactions), present in this technology-based environment (Presence); d) a certification test, where participants executed the trained tasks upon a physical wind turbine in a real-world environment (Authentic learning, Authentic practice and assessment) (Fig. 1, right). The execution of the procedures was done individually by the trainees (Active Learning theories), and the system would only allow correct actions to be taken. Other than consulting the documentation and watching the pre-recorded actions demonstrated by the Developed in the previous process! (but if it lacked system, narrative, or agency, we would complete it)
  • 22. Step 2: Evaluate immersion dimensions System - The entire process requires feeling present in the virtual environment: to analyze the instructions, to freely explore the virtual environment, to watch the recorded procedure in that environment and to replicate it there. Feeling present is also required in the physical certification afterwards in the physical space with the wind turbine Verdict: 1 (100%)
  • 23. Step 2: Evaluate immersion dimensions Narrative Spatial aspects Temporal aspects Emotional aspects - visual setting providing the context of a maintenance shop and a wind turbine. - participants follow an explicit sequence of actions in the instructions sheet; - experience them both in recorded demonstration and in execution; - the wind turbine model changes visually in response to participants’ interactions. - the instructions have explicit purpose and goals, which provides a plot of sorts; - no explicit narrative role being played by the student or the expert trainers; - no overall storyline under which the procedure is serving a purpose; - no interest in the outcome beyond its correct execution. Verdict: 0.6 (60%)
  • 24. Step 2: Evaluate immersion dimensions Agency Strategic & Tactical Operational - one only expects trainees to realize they can check the instructions, that they can explore the settings and their perspective, rather than standing still at their initial position; - even trainers’ agency is extremely limited to selecting the next procedure in order, and not other aspects of the educational activity. - almost complete dependence of actual interventions upon the environment by both trainers and trainees. Verdict: 0.75 (75%)
  • 25. System: 1 Narrative: 0.6 Agency: 0.75 (1; 0.6; 0.75) Step 3: Map the case
  • 26. Step 4: Which uses are proximal?
  • 27. Step 4: Which uses are proximal?
  • 28. Proximal uses Our case Logistics - “use of immersive learning environments for learning activities to coordinate situations involving multiple types of resources or their scarcity (time, equipment, personnel, funding).” Simulate the Physical World - “(...) use of immersive environments for learning activities that imitate or mirror aspects of the physical world. This includes spaces and processes, as well as specific concerns about the fidelity of the environment or process being simulated.” In our description, there is no mention of coordinating resources or their scarcity. There is no match to this use, and no need to change the description. In our description, there is no specific concern that the virtual reality wind turbine matches the physical wind turbine, no statements about the level of fidelity. However, its original source refers using “CAD-based data for visual accuracy” and that model configuration would “limit the number of possible interaction alternatives for trainees and likewise restrict the trainer’s available interactions for procedure demonstration”, having very high fidelity visually but not entirely mirroring all possible processes. So, we would edit the description to clarify the concern for environmental fidelity of the wind turbine and the limits on the mirroring of processes. Step 5: Do we need to improve the description?
  • 29. With the Immersive Learning Brain… To Enrich… To Innovate… Consider other practices/strategies in the same clusters. Check out practices/strategies from unused clusters.
  • 30. With the Immersive Learning Cube… To Enrich… To Innovate… Consider proximal uses… or slight shifts. Consider distant uses… or large shifts.
  • 31. iLRN2024 | 10th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK June 3-5 Online Limitations The two frameworks have not been extensively vetted by the community. We have not subjected this method to extensive application.
  • 32. iLRN2024 | 10th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK June 3-5 Online Conclusions The method is feasible. This opens the possibility of comparing and contrasting immersive learning cases. Enabling more solid results on outcomes and meta-analyses. Supports discussion on interventions upon cases!
  • 33. iLRN2024 | 10th INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK June 3-5 Online Dennis Beck Associate Professor University of Arkansas Leonel Morgado Full Professor Universidade Aberta & INESC TEC Questions? Want to use it? Want to improve it?