An overview on the status of immersive learning environments. Include definitions of immersion and immersive learning, analysis of uses, practices, and strategies, examples of this framework to analyze cases, current challenges, and ongoing research.
2. How does one currently employ
immersive learning
environments?
What is Immersive
Learning?
Morgado, L. (2022). Ambientes de Aprendizagem Imersivos.
Video Journal of Social and Human Research, 1(2), 102-116.
3. System
Morgado, L. (2022). Ambientes de Aprendizagem Imersivos.
Video Journal of Social and Human Research, 1(2), 102-116.
Immersion
A phenomenon experienced when in a state of deep mental involvement, in which
cognitive processes cause a shift in attentional state such that one may disassociate from
awareness of the physical World.
is
Subjective feeling of
being surrounded
Absorption in the
narrative
Absorption with agency
emerging from
Technology, human intervention,
other mediating elements
affected by
Immersive environments
experienced in
4. The Immersive
Learning “brain”
Beck, Morgado, & O’Shea (2023). Educational Practices and Strategies with Immersive Learning
Environments: Mapping of Reviews for using the Metaverse, IEEE Transactions on Learning Technologies.
Practice x
Strategies
(attested in the
literature)
5. Beck, Morgado, & O’Shea (2023). Educational Practices and Strategies with Immersive Learning
Environments: Mapping of Reviews for using the Metaverse, IEEE Transactions on Learning Technologies.
Presence
Active context
Collaboration
Engagement &
Scaffolding
Traditional
practices Virtual and real
multimedia
learning
6. Beck, Morgado, & O’Shea (2020). Finding the Gaps about Uses of Immersive Learning Environments: A
Survey of Surveys, Journal of Universal Computer Science, 26 (8)
Complementing
* Emphasis
* Multimodal interaction
* Complement/Combine contexts, media or items
Simulating
* Simulate the physical world
* Logistics
Exploring
* Data collection
* Interactive manipulation and exploration
Engaging
* Skill training
* Engagement
* Collaboration
Experiencing
* Augmented context
* Emotional and cultural experiences
* Changing human behavior
Accessing
* Perspective switching
* Accessibility
* Seeing the invisible
Uses of imm. environments System
Morgado, L. (2022). Ambientes de
Aprendizagem Imersivos.
Video Journal of Social and Human
Research, 1(2), 102-116.
7. System
Interpreting and planning the immersive
learning approach
Morgado et al. (2022). Recommendation Tool for
Use of Immersive Learning Environments.
8. For instance, could it be that “Skill training” is the use of
immersive learning that is aligned with your goals?
(Often, it is not…)
Morgado et al., (2022). Recommendation Tool for Use of Immersive Learning
Environments. International Conference of the Immersive Learning Research Network
(iLRN)
9. Narrative immersive
in traditional
e-learning: cultural
and emotional
experiences
Fontes, et al. (2021). Narrative-Driven Immersion and Students' Perceptions in an Online
Software Programming Course. 7th International Conference of the Immersive Learning
Research Network (iLRN)
10. Cruz et al. (2013) Designing User Learning Experience in Virtual Worlds: The
Young Europeans for Democracy Serious Application.
Multimodal
interaction: text,
image, and voice
Agency immersion:
team dynamics in traditional
tasks
11. Cruz et al. (2013) Designing User Learning Experience in Virtual Worlds: The
Young Europeans for Democracy Serious Application.
Switching perspective:
deciding immersed in narrative context
12. Simplifying for training: handball coaches
training on tactics
Lopes et al. (2009) Use of a virtual world system in sports coach education for
reproducing team handball movements
13. Pinheiro et al. (2014) Development of a mechanical maintenance training simulator in
OpenSimulator for F-16 aircraft engines. Entertainment Computing
Logistics: preparing hands-on engine training, for better use of the time when engines are
being used in training and thus unavailable for military missions (team coordination)
14. But teachers are besieged with tasks!
Have students
progressed?
What exactly
did they do?
How do I hand
objects to
students?
Where is
each
student’s
work?
15. I am Andabata
Mandelbrot, your
professor.
…did someone
arrive?
…did anyone
left?
Keep track of
attendance!
16. Attendance chart
Name Time periods
Percentage
Present Absent
Madeira et al. (2010) Controlo da assiduidade em
aulas efectuadas no Second Life
Automated attendance analysis
17. - How do we ensure that only enrolled
trainees attend?
- How can a coordinator check what
trainers are doing? How can we manage
training sessions?
- Who sets up immersive spaces?
Can it be automated?
Morgado et al. (2016) Requirements for the use of virtual worlds in corporate
training: perspectives from the post-mortem of a corporate e-learning provider
approach of Second Life and OpenSimulator
18. Morgado et al. (2017) Integration scenarios of virtual worlds in
learning management systems using the MULTIS approach
Integrating serious games with learning
management systems
19. But for evaluation, assessment, and
feedback, we also need to understand what
is occurring or happened
…and consider that dealing with hundreds of trainees is not
the same as dozens.
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
20. Activity tracking: teachers get analytics and feedback to decide how to act
- Virtual Choreographies can help cluster behaviours and identify them -
Grilo, et al. (2022). Assessment and tracking of learning activities on a remote
computer networking laboratory using the Inven!RA Architecture. In IMX 22-ACM
International Conference on Interactive Media Experiences, XRWALC workshop
21. Morgado, et al. (2023) Inven!RA Architecture for Sustainable Deployment of
Immersive Learning Environments. Sustainability, 15 (1), 857
22. You can use the immersion cube to plan your immersive learning
activities! https://immersivetraining.eu/
Recommendation Tool
At the same time, we were feeling the chores of managing all the tasks in virtual world classes:
Has the student progressed?
What was delivered by each student?
How do I deliver an object or component to each student?
How do I track to whom I’ve already delivered components?
Where, exactly, is a student working, within the virtual space?
How do I provide contextual feedback? Do I have to give instructions on how to reach the location of an issue, instead of commenting there? Why can’t I annotate in 3D as in a shared Google Doc?
So… I was Andabata Mandelbrot. Who was everyone else? Avatar names wouldn’t match student names…
But virtual environments are more fluid. When someone enters this room, or leaves it, we notice it. As in a physical classroom. But in a virtual world… people may “pop in” or “pop up” for lots of different reasons. Perhaps their network failed. Perhaps they weren’t interested and left. Perhaps they arrived late… but there is not virtual door opening. There is no gush of air, no sound of footsteps leaving, someone simply appears or disappears…
When did the student arrive? When did the student leave? What was missed? Was it a moment, or a large piece of the lesson?
We did it by hand, as best as we could.
Meanwhile, I supervised a Master student that came up with was a Moodle module to keep track of a minute-by-minute attendance of a class, and associate each student with its virtual world avatar.
This generated an attendance chart for each student, showing when was the student present in the class, and allowing the teacher to decide if it could count as attending or not. It also allowed the teacher to realize what a student might have missed.
Altice Labs (at the time, called Portugal Telecom Innovation), asked us to help them use 3D virtual worlds in professional training.
They were having much the same concerns, including aspects such as:
How do we ensure that only the enrolled students participate?
How can a training manager check what trainers are doing, i.e., how can we manage training sessions?
Can we reuse and assign 3D objects to various training sessions, as we do with documents, presentations, videos or images?
Who sets up a virtual space? Can it be automated? Can the notification/logging in/logging out workflow be automated, too?