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Effective collaboration and teamwork skills are critical in high‐risk sectors, as deficiencies in these areas can result in injuries and risk of death. To foster the growth of these vital skills, immersive learning spaces have been created to simulate real‐world scenarios, enabling students to safely improve their teamwork abilities. In such learning environments, multiple dialogue segments can occur concurrently as students independently organise themselves to tackle tasks in parallel across diverse spatial locations. This complex situation creates challenges for educators in assessing teamwork and for students in reflecting on their performance, especially considering the importance of effective communication in embodied teamwork. To address this, we propose an automated approach for generating teamwork analytics based on spatial and speech data. We illustrate this approach within a dynamic, immersive healthcare learning environment centred on embodied teamwork. Moreover, we evaluated whether the automated approach can produce transcriptions and epistemic networks of spatially distributed dialogue segments with a quality comparable to those generated manually for research objectives. This paper makes two key contributions: (1) it proposes an approach that integrates automated speech recognition and natural language processing techniques to automate the transcription and coding of team communication and generate analytics; and (2) it provides analyses of the errors in outputs generated by those techniques, offering insights for researchers and practitioners involved in the design of similar systems.Practitioner notesWhat is currently known about this topic Immersive learning environments simulate real‐world situations, helping students improve their teamwork skills.In these settings, students can have multiple simultaneous conversations while working together on tasks at different physical locations.The dynamic nature of these interactions makes it hard for teachers to assess teamwork and communication and for students to reflect on their performance.What this paper adds We propose a method that employs multimodal learning analytics for automatically generating teamwork‐related insights into the content of student conversations.This data processing method allows for automatically transcribing and coding spatially distributed dialogue segments generated from students working in teams in an immersive learning environment and enables downstream analysis.This approach uses spatial analytics, natural language processing and automated speech recognition techniques.Implications for practitioners Automated coding of dialogue segments among team members can help create analytical tools to assist in evaluating and reflecting on teamwork.By analysing spatial and speech data, it is possible to apply learning analytics advancements to support teaching and learning in fast‐paced physical learning spaces where students can freely engage with one another. [ABSTRACT FROM AUTHOR]

The aim of this paper is to contribute to the concept of design literacy by exploring what it means to learn design literacy through making. To support my argumentation, I draw on a case study where I followed two student teachers of design and craft as they learned design literacy through woodworking. Due to Covid‐19, the learning environment was located at the students' homes rather than the design and craft studio at the university. Two research questions guide the case study: What stories does the student recall from learning woodworking and what do these stories provide that are relevant for learning design literacy? Three 'making' stories are presented from the case study: (1) Making with the unknown, (2) Making alone educationally, and (3) The affective and embodied making. These stories provide numerous making skills that are relevant when teaching and learning for design literacy, which is further discussed in the paper. [ABSTRACT FROM AUTHOR]

This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the learning environment and many aspects of conventional learning activities. Through this study, students were enabled to explore and respond to learning through immersive learning environments. The Universal Design for Learning (UDL) infused design of these immersive learning experiences was tailored to remove barriers to learning, thus counteracting the observable disruptive behaviors of the students. The study explores a purposive sample of six participating teachers' perspectives on the affective gains (engagement, motivation, and self-efficacy) achieved through the use of these immersive experiences and their impact on students' use of disruptive behaviors as a means of communication. Semi-structured interviews with teacher participants were analyzed using the theory and a general inductive approach for qualitative data analysis. This paper contributes to the literature on the use of immersive technologies in education and highlights the potential benefits of incorporating these technologies into the classroom. [ABSTRACT FROM AUTHOR]

The Internet of Things is shifting the way people interact with each other, the way people interact with objects, and the way objects interact with each other. This reality is creating a new paradigm, where the world becomes more interconnected. In the field of Education, we are at the beginning of understanding the profound transformation that IoT can bring to teaching and learning, namely the exploitation of these technologies as a teaching resource. Despite different approaches, there seems to be a consensus regarding its transformative potential, especially when we think about the concept of hypersituation. This paper presents the main results relating to the teachers' perception of an IoT-based learning environment supported by a low-cost and open-source IoT device and a set of didactic guides to approach curricular contents of the 7th grade in Portugal. Regarding the organization of the paper, firstly an introductory contextualization is presented, where IoT challenges and potentialities in education are highlighted. After that, we present the followed methodology during the research described. Finally, the results and conclusions, where the perceptions of the involved teachers, regarding the use of IoT technologies in the described contexts are shown and explained. [ABSTRACT FROM AUTHOR]