Recommendation Tool for Use of Immersive Learning Environments

Presentation of the paper presented at the iLRN 2022 conference in Vienna - Immersive Learning Research Network

Technology

Recommendation Tool for Use of
Immersive Learning Environments
Leonel Morgado, M. Torres, D. Beck, F. Torres,
A. Almeida, A. Simões,
F. Ramalho, A. Coelho
Friday, June 3rd, 2022

Friday, June 3rd, 2022
unique
contradictory/unclear requirements
complex social contexts

Friday, June 3rd, 2022
Time constraints
Unavailable resources
Inadequate instructions
Need for training/support

Friday, June 3rd, 2022
Also for Immersive
Learning environments!

Morgado & Beck (2020). Unifying protocols for conducting systematic scoping
reviews with application to Immersive Learning Research. To appear in iLRN 2020
Proceedings of the Immersive Learning Research Network conference. Piscataway,
NJ, USA: IEEE.
- combining contributions by Nilsson et al. and Agrawal et al.
Friday, June 3rd, 2022
Immersive Learning – iLRN 2020 paper

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
Beck, Morgado, & O’Shea (2020). Finding the gaps about uses of immersive learning environments: a survey of surveys,
Journal of Universal Computer Science, 26, 1043-1073.
Friday, June 3rd, 2022
Survey of surveys:
Uses of Immersive Learning

Friday, June 3rd, 2022
Constraints
Resources
And so, we built the recommendation tool
this way…

Friday, June 3rd, 2022
Phase 1:
Teaching Training
Context Identification
How the tool works
Phase 2:
Ranking Uses by
Immersion Proximity
Phase 3:
Provide Matrix of
Pedagogical Examples
Phase 4:
Plan the Immersive
Educational Activities

Friday, June 3rd, 2022
Phase 1:
Teaching Training
Context Identification
How the tool works
(15-question questionnaire)

Friday, June 3rd, 2022
How the tool works
Phase 2:
Ranking Uses by
Immersion Proximity
Teaching/Training Context =
(Normalized System,
Normalized Narrative,
Normalized Challenge)

Friday, June 3rd, 2022
How the tool works
Phase 2:
Ranking Uses by
Immersion Proximity

Friday, June 3rd, 2022
How the tool works
Phase 3:
Provide Matrix of
Pedagogical Examples

Friday, June 3rd, 2022
How the tool works
Phase 4:
Plan the Immersive
Educational Activities

Sample outcome (surprise!)
Is really “Skill Training” the most relevant use for of
immersive environments for your educational planning?
Cassola et al. (2021) A Novel Tool for Immersive Authoring
of Experiential Learning in Virtual Reality
Friday, June 3rd, 2022

Friday, June 3rd, 2022
Sets from educator context
Based on immersion theory
Assumes no educational approach is optimal
Validate and improve questionnaire
Validate relationships & results
Improve recommendation quality & examples

Leonel.Morgado@uab.pt
Friday, June 3rd, 2022

Presentation at Tallinn University. Archimedes Foundation fellow - Research visit during 3 months at TLU. Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.

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1 Emerging New Technologies in Early Childhood Education Lua Shanks EDDD 8113 Doctor of Education Week 6: Refining the Problem and Purpose Statement Comment by Beryl Watnick: Week 8 Emerging New Technologies in Early Childhood Education Technological revolutions have transformed early childhood education significantly.These developments have eased the tasks of instructors who had challenges related to delivering high-quality education. Aydin et al. (2017) found in their study that both the curriculum and instructional methods have weaknesses that significantly reduce education quality in early childhood schools. For instance, the authors found that the ratio of teachers to students is lower than required, which implies that there are more students per teacher. Consequently, the teachers cannot comprehensively deliver customized instructions to all students effectively due to time constraints. The authors recommend the use of technology, and employment of more teachers to increase instructional quality by increasing the time taken to teach each student according to their learning and developmental needs. In that regard, Dziuban et al. (2018) discuss raise concerns that there are many challenges in early childhood education (ECE). They include ineffective instructional methods, substandard learning environments, and inappropriate content that do not effectively support children's learning and developmental needs. The authors propose the use of technologies to promote quality education and growth in early childhood education. Comment by Beryl Watnick: Really? Where is there evidence for this statement? Comment by Beryl Watnick: grammar Samudra et al. (2019) argue that the use of technology has not been used to the required potential to improve learners’ needs in early childhood education settings. For instance, the authors found that technological devices have the potential to increase children's developmental and educational needs. In this regard, the authors recommend the use of technological devices including tablets and computers to teach children. The authors researched and found that audiovisual learning devices increase interactive learning, which is associated with high engagement and high performance. Comment by Beryl Watnick: That is obvious, isn’t it? Research Problem The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. The quality of instruction is not increasing regardless of the increasing advancements in technology. According to Aydin et al. (2017), changes are continuing to be noticed in classroom populations, and in performance. For instance, the number of immigrants has increased significantly, which implies that there is a crucial need to apply effective and appropriate instructional approaches. Additionally, there has been a disproportional improvement in instructi ...

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Presentation given for the 13th Conference on Social Science at University of Vienna, October 6th/7th. Paper published on the EUROPEAN JOURNAL OF SOCIAL SCIENCES EDUCATION AND RESEARCH September-December 2017, Volume 11, Nr. 2, pg 39-51 “Many Universities manage billions in research funding, but there is usually no R&D budget for their own product, namely delivering education to willing buyers” (Michael Stanton, 2014) Education are missing on an explosive growth sector: Their Own. (Harvard Business Review) Education has undoubtedly been commoditised and as a good. As suggested by American entrepreneur Peter Theil (Cited in Hellweg, 2013), it may function as both learning and insurance access platform. Another aspect of HE is that, in contrast to most other industries that have faced disruption, the top 10 providers are still the same for the last 40 decades or so. The question is how much longer will they be there? Not even Coursera’s founder Daphne Koller could anticipate the scale and impact of the MOOCs. Udacity, Coursera and edX, aka ‘The Big Three’ have crossed the barrier of 40 million active students. What does it mean for traditional universities? MIT’s president Raphael Reif struggles to see how his institution can carry on justifying charging $50,0000 for tuition much longer and that is a big problem not only for them for many other universities that are starting to see their numbers dwindling. This paper is the first in a series of five papers looking at the future of higher education and learning

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"Flash seminar" para o Centro de Inovação Pedagógica do Instituto Politécnico do Porto, dia 20 de maio de 2024. Baseado na comunicação que irá ser proferida em junho. Beck & Morgad (no prelo). Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain, em publicação nas atas da conferência Immersive Learning Research Network, Glasgow, Escócia, junho de 2024.

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