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Emerging virtual reality and augmented reality (VR/AR) technologies in education have the potential to revolutionize the whole educational experience. Studies have shown that before introducing the technology to their pupils, educators should do a thorough assessment of the technology's viability and possible acceptance in the classroom. However, not much is synthesized from the body of knowledge about the leadership and coupling of VR and AR in education, including its trends and direction of research in other domains. In this article, the bibliometric and content analysis has shown that interest in virtual reality and augmented reality has increased from 2018 to 2022 in the Web of Science database. The patterns formed from Vosviewer in the bibliometric analysis have also portrayed that Virtual reality (VR) and Augmented Reality (AR) are used in many fields, including education, medicine, arts, engineering, business, and marketing. Other results from data mining showed the authors with the most publications in the field, their affiliated universities, and the source of publications. In the wake of the Covid-19 epidemic, these findings may also help improve educational opportunities for all students and the quality of instruction they receive. As implications, Virtual reality (VR) and augmented reality (AR) harness current technology to put digital content in the actual world, enabling consumers to have a more meaningful interaction with it on desktop or hand-held devices. This bibliometric research shows that animation, 3D graphics, and sound may replace more traditional ways of schooling in the future. [ABSTRACT FROM AUTHOR]

This study compares the effects of Spherical Video-Based Virtual Reality (SVVR) and Conventional Video (CV) on students' writing achievement and motivation. A quasi-experimental method was used in a primary school's Chinese Descriptive Article Writing courses. Twenty-eight fourth-grade students were randomly divided into two groups. In the SVVR group, students observed the writing scenes using SVVR devices. In the CV group, students watched the writing scenes through conventional video. SPSS software was used for the statistical analysis of the data. The results show that: (1) there is no significant difference (U = 714, p = .061) in the overall writing achievement between SVVR and CV groups. However, students in the SVVR group performed significantly better in Organization (U=693, p = .029) and Content (U = 609, p = .003) than those in the CV group. (2) Overall writing motivation improved in both SVVR and CV groups. The improvement of writing expectations in the CV group was significantly higher than that of the SVVR group (t =22.119, p = .044). Therefore, we suggest that schools: (1) design the integration method of SVVR and writing learning to solve the problem of the gap between students' immersive situational experience and completing their writing goals. (2) use the immersive and interactive features of SVVR technology to create virtual experience scenes to improve students' observation and description abilities. (3) add activity clues to guide students to experience SVVR scenes purposefully and plan and transform situational interest into learning ability. (4) further optimize SVVR devices to improve their usability during learning. [ABSTRACT FROM AUTHOR]

Emerging virtual reality and augmented reality (VR/AR) technologies in education have the potential to revolutionize the whole educational experience. Studies have shown that before introducing the technology to their pupils, educators should do a thorough assessment of the technology's viability and possible acceptance in the classroom. However, not much is synthesized from the body of knowledge about the leadership and coupling of VR and AR in education, including its trends and direction of research in other domains. In this article, the bibliometric and content analysis has shown that interest in virtual reality and augmented reality has increased from 2018 to 2022 in the Web of Science database. The patterns formed from Vosviewer in the bibliometric analysis have also portrayed that Virtual reality (VR) and Augmented Reality (AR) are used in many fields, including education, medicine, arts, engineering, business, and marketing. Other results from data mining showed the authors with the most publications in the field, their affiliated universities, and the source of publications. In the wake of the Covid-19 epidemic, these findings may also help improve educational opportunities for all students and the quality of instruction they receive. As implications, Virtual reality (VR) and augmented reality (AR) harness current technology to put digital content in the actual world, enabling consumers to have a more meaningful interaction with it on desktop or hand-held devices. This bibliometric research shows that animation, 3D graphics, and sound may replace more traditional ways of schooling in the future. [ABSTRACT FROM AUTHOR]

Background/Context: The rapid development of virtual reality (VR) technology increases expectations regarding the potentials of using VR in the classroom and requires teachers to engage in professional development. Although there are recent studies that explore how this new technology can facilitate learning in classroom settings, little research has explored what constraints and affordances emerge during VR curriculum design and implementation and how a teacher's knowledge and beliefs change during this process. Purpose/Objective/Research Question/Focus of Study: The purpose of this study is to explore one exemplary teacher's curriculum design processes and changes in knowledge, beliefs, and practices during the design and implementation of VR lessons in an elementary classroom. Population/Participants/Subjects: The participant of this study is one teacher who works in a private elementary school in a metropolitan area of South Korea. The participant is an exemplary teacher with a unique combination of experience and training in pedagogy and technology. Research Design: We used an intrinsic case study approach to collect and analyze data around the development of the participant's reflective practice, beliefs, and knowledge. Data Collection and Analysis: During two iterations of design and implementation of VR lessons, we collected qualitative data in the form of the participant's written reflections, video recordings of his classroom teaching, field notes of observations, and follow-up interviews after each observation. Data were open-coded based on the interconnected model of teacher professional growth (IMTPG) and the framework of technological pedagogical content knowledge (TPACK). Findings/Results: We observed changes occurring in the participant's TPACK, his beliefs about students, and his dispositions toward the use of VR. Most of the changes in the design phase appeared to inspire the participant's development of TPACK and ended with curriculum design using newly developed knowledge. The participant's enactment brought changes in instructional outcomes for both himself and his students, which then either altered his practice while teaching or changed/reinforced his knowledge and beliefs. Conclusions/Recommendations: Our findings support a nonlinear, ongoing, and iterative approach to teacher change, as emphasized by the IMTPG. We add to this line of research by offering a detailed description of one teacher's learning process and development of TPACK. More important, this study focused on an exemplary teacher's design and implementation of VR and explored how certain barriers or enablers affected his design decisions by changing his knowledge, beliefs, and instructional practices. The findings of this intrinsic case study allow us to offer advice for teachers interested in integrating VR into their instruction. [ABSTRACT FROM AUTHOR]

Virtual and augmented reality apps enable gifted students to explore content in new and exciting ways. Students can use the technology to create interesting and interactive products that not only demonstrate their understanding, but also advance their learning. [ABSTRACT FROM AUTHOR]

This research links learner engagement with interactions when Hybrid Virtual Learning models are used. Various aspects have been considered, such as learners' prior experiences related to virtual worlds, their preconceptions regarding their use as a learning tool, and the impact that instructional designers' choices have on enhancing the opportunities for interactions. In this article, the impact that educational and leisure games have on university students' engagement is examined. The findings suggest that the use of game-like content can contribute positively to students' engagement, without, however, having a spectacular impact on the learning process. [ABSTRACT FROM AUTHOR]

New virtual reality (VR) applications for education appear frequently in the marketplace but rarely contain explicit pedagogies. The research objective of this study was to identify and categorize principles and practices of pedagogy that are evident but not articulated in selected VR applications for education. Analysis of public content for the VR applications showed most were experiential while others were categorized as discovery learning, constructivism, situated cognition, direct instruction, or unclassified approaches. Educators and VR designers could use explicit pedagogical frameworks to support faculty development, construct extended, and congruent curricular options that stimulate reflections, build insights, and insure innovative and measurable outcomes. [ABSTRACT FROM AUTHOR]

Acquiring nonverbal skills necessary to appropriately communicate and educate members of performing ensembles is essential for wind band conductors. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso movement, and gestures of novice wind band conductors. Ten undergraduates randomly assigned to no VRLE (n = 3), VRLE with head tracking (n = 4), or VRLE without (n = 3) head tracking received eight treatment sessions over a 4-week period. While participants conducted a live ensemble, their eye contact, torso movements, and gestures were measured. A comparison of pretest and posttest scores showed that students using the augmented immersive VRLE with head tracking demonstrated greater conducting skill improvement than those not using virtual reality. [ABSTRACT FROM AUTHOR]

With the advent of open source virtual environments, the associated cost reductions, and the more flexible options, avatar-based virtual reality environments are within reach of educators. By using and repurposing readily available virtual environments, instructors can bring engaging, community-building, and immersive learning opportunities to students. Based on many years of academic research and development within this environment, the authors suggest educationally productive, research-supported ways to create learning environments that can motivate, engage, and educate participants. Instructors can develop virtual communities as centers for meetings, collaborations, and shared experiences, moving distance experiences beyond the limitations of engagement and collaboration in nonimmersive settings. The authors explain how instructors can develop useful learning interactions, pilot their learning environments, assess learners, and evaluate the environment. Specific experiences, images, and videos from the authors' work are shared as well as broader application that could suit multiple purposes in guiding an instructor's development and instructional efforts. [ABSTRACT FROM AUTHOR]

The aim of this study is to introduce a new platform, called En Plein, for the kinesthetic practice of phonological skills by preschool children and to examine its feasibility in combination with more traditional teaching methods. The rationale is that the manipulation of structural phonological units is important to train the necessary prerequisites for writing and reading and to help the identification of early learning disability precursors. The system includes a large number of phonological activities for children and allows interaction with a playful virtual environment via a cartoon-avatar controlled by a gesture-based natural user interface. En Plein relies on the Microsoft Kinect™ motion sensor. In the pilot study, the system has been placed in a classroom of an Italian kindergarten for 5 weeks of training. A test for assessing the phonological skills in Italian language for kindergarten (Valutazione delle Competenze Metafonologiche [CMF]) has been administered before and after training. Children who worked with the platform showed improvements in their phonological awareness (mean increase of CMF scores of 9%), while their peers who received only the traditional education had a mean increase of CMF scores of 1%. Results from this preliminary study show that children who used the system were more confident in manipulating structural phonological units, increased their awareness of words sound structures and generalized these skills by applying them to different tasks. The performance of En Plein is particularly encouraging for future large-scale applications in kindergartens and possible tests with children at risk of developing specific learning disabilities. [ABSTRACT FROM AUTHOR]

The pedagogical and design considerations for the use of a virtual reality (VR) learning environment are important for prospective and current teachers. However, empirical research investigating how preservice teachers interact with transformative content representation, facilitation, and learning activities in a VR educational simulation is still limited. The purpose of this study is to examine prospective teachers’ user experiences in a VR-based learning environment, thus exploring VR-based instructional strategies and providing potential heuristics that assist teachers to integrate VR learning environments into their future teaching practices. Five preservice teachers participated in the study. An OpenSim-supported virtual simulation of a sushi restaurant was designed to enable preservice math teachers to experience 3D simulation-based math teaching and learning. All of the data in this study were collected via video archives, interview, and infield observation. The study results indicated the importance of transformative content representation in a VR educational simulation. The results also informed on the salient heuristics of VR-based learning facilitation and learning activity design. [ABSTRACT FROM AUTHOR]

Background: Education reforms over the last several decades have relied heavily on external assistance to help schools increase capacity for improving outcomes, but investing in sustained outside coaching and support is increasingly difficult with diminishing federal, state, and district resources. One under-investigated possibility for maintaining affordable external assistance is to leverage new virtual technologies. Purpose: This proof-of-concept study explored the potential of virtual coaching as a means for providing a cost-effective, alternative model of ongoing external assistance to principals and leadership teams engaged in collaborative instructional improvement. Intervention: Researchers adapted an existing assistance framework from an established instructional improvement model, with published studies of effectiveness in the traditional face-to- face context, and substituted virtual methods of coaching and support for ongoing monthly settings with school leaders. Research Design: The study used a mixed-methods design, including video-recorded meetings, rubric-based coding and ratings, interviews, focus groups, and coaching logs to investigate implementation at three elementary and two middle, schools during one full academic year. Findings: Evidence suggests that the blended coaching model served as an adequate and costeffective substitute for traditional face-to-face coaching at all five pilot schools. The virtual coaching format was particularly effective for conducting one-on-one planning meetings with principals and served as a catalyst to expand principals' growth and ownership of the instructional improvement process. The authors also document several challenges that emerged related to limitations of human interaction in the virtual context. Conclusions: Findings suggest that blended or virtual models are worth consideration as one potential solution for maintaining external support in the midst of diminishing fiscal resources. For schools with verified leadership and technology readiness, the availability of virtual models might translate to greater distribution of outside expertise across a wider number of schools, or enable some funds to be repurposed for other critical priorities. Findings also have implications for the design of external assistance programs and services. Evidence from the study highlights distinct benefits of the virtual format, which might enable more strategic distribution of monthly support, increase capacity building, and improve access to high-quality expertise. Lastly, findings provide guidance for research and policy around technology-supported professional learning, pointing to the importance of aligning solutions with contexts, attending to sound quality and room configuration, and addressing challenges with the naturalness of interaction. [ABSTRACT FROM AUTHOR]

This article presents an innovative, gameful, multimodal, and authentic learning environment for training of oral communication in a foreign language—a virtual adventure called Berlin Kompass. After a brief presentation of the pedagogical and technological backgrounds, the system is described. Central results of a series of pilots in autumn 2013 with around 100 upper secondary pupils are described and further steps are discussed. The results are highly promising, and the concept was highly appreciated by the pupils regardless of some technical problems that the prototype had during the pilots. The researcher observations and the questionnaire results show that the concept manages to create a new motivating collaborative learning context with clear added value compared with equal tasks realized in a typical classroom approach. [ABSTRACT FROM AUTHOR]

This phenomenological study explored and described the experiences and perceptions of adult facilitators who facilitated virtual-reality-based social interaction for children with autism. Extensive data were collected from iterative, in-depth interviews; online activities observation; and video analysis. Four salient themes emerged through the process of data generation, analysis, and comparison of participants: heterogeneity in group-based facilitation, coexistence of virtual and physical interaction spaces, sparkle and out-of-track moments, and pretraining for individualized facilitation. The findings should enrich the research area of technology-enhanced special education by delineating the dynamic processes and patterns of facilitating Internet-based social interactions for children with special needs. [ABSTRACT FROM PUBLISHER]

In this study we analyze how 57 Spanish university students of Education developed a learning process in a virtual world by conducting activities that involved the skill of self-management. The learning experience comprised a serious game designed in a 3D simulation environment. Descriptive statistics and non-parametric tests were used in the analytical process. An analytical rubric was taken as a reference to enable an expert observer to collect the relevant information. Our results show that the students generally achieved good levels of self-management in this technological environment. Senior university students presented higher scores than freshmen in this particular skill. We also found that students tended to develop better learning activities that involved analytical work than those that involved action or development. The students' perceptions about 3D environments regarding self-management were mostly satisfactory, especially for planning activities. These results provide relevant information on how students develop activities that involve self-management components in a technological environment. However, the research design did not allow us to determine how this environment increases the level of this specific skill. [ABSTRACT FROM AUTHOR]

Teacher educators of pre-service teachers of students with special needs face challenges in providing the unique knowledge and skills required of highly qualified special education teachers. The emerging use of various forms of virtual technology, however, offers realistic solutions to these problems. This systematic review of literature examines 14 studies that utilized these virtual technologies to increase learning outcomes for pre-service special education teachers during field experiences or courses that prepared them for such experiences. Included studies examined the efficacy of learning from digital case studies, supervision via videoconferencing, audio-cued coaching, and participation in virtual reality activities. Results confirmed that these types of technologies can greatly enhance field-based learning opportunities for pre-service special education teachers. [ABSTRACT FROM AUTHOR]

Grounded theory is used to examine the role and application of both educator-led and student-led forums within a virtual learning environment (VLE) of a higher education institution (HEI). The study reports experiences and perceptions of academics in two faculties (business and technology) in the HEI who use both asynchronous VLE forums and social network sites (SNSs) such as Facebook. Interview data were transcribed, coded and analysed to identify emergent themes and patterns of commonality. Differences between faculties are identified, including those relating to the type, frequency and breadth of forum usage. The results suggest that students' voluntary use of SNSs as a complement to formal learning is culturally embedded in the HEI and constitutes a widely accepted 'integral' part of the learning experience. Such rapidly evolving usage could present future challenges for educators, not least because SNS-hosted learning materials and patterns of SNS use may be obscured from them. There are also challenges relating to educators' duty of care, surreptitious exchange of information (for example, assessment information) and unhelpful criticism of HEIs. [ABSTRACT FROM AUTHOR]

Can graduate students in a distance learning environment gain meaningful research experience through a virtual participatory action research project? The answer is an emphatic ‘yes.’ The purpose of this article is twofold: to demonstrate how and to what extent graduate students can gain research experience through participation with alumni and faculty in an action research project, and to examine administrative issues arising from adhering to the democratic participatory action research process under virtual constraints. Project success is determined through documents produced by participants in the Faculty-Student Mentoring Project and from two focus group evaluations held via conference calls. The data demonstrated that the students and alumni increased their research skills, used their skills and knowledge in other courses and their dissertations, presented, and published. The university gained valuable information. The democratic participatory aspect of action research and the virtual environment created administrative challenges such as scheduling and workload issues. Recommendations include: screening volunteers to determine their levels of expertise and commitment; providing time for participants to get to know each other and the technology at the outset of the project; setting expectations for participation; sharing the project management; and anticipating more time for virtual than face-to-face research. [ABSTRACT FROM AUTHOR]

‘It is the year 2025 and I am compiling this article for an instant VPD (videopod) that is streamed over the world. An EESR (Educational Expert Service Request) came from an empathetic computer HIAS (Hi, I am Sam) that matched my qualifications with a quest by online activists SFT (Searching for Truth) to examine global interactions in education. This online SFT think tank is examining brilliance in action with ideas generated through WCN (wireless communications networks) in their brains. I have consulted and updated my IM (I am) virtual self that contains my visual image and bodily movements with facial expressions, having internalized video images with my values and actions, and monitored my biological rhythms. My IM will present my best contemporary self via a virtual social network system with a database of my past interactions and intelligent decisions. I have spoken certain words: gifted students; global issues;  sustainability; social change, etc. The intelligent search site has screened millions of information bits from journal articles, research studies, multimedia presentations and contemporary thought; related this to my previous compilations; compared this with other expert trends in thoughts and compiled my VPD. My global (and galactic) audience is instantaneous and can drop in at any time to request a chat with their IM or add new information to the compilation or a TW (transformational WIKI). I link this to my virtual families with simultaneous translations into other ethnic languages and send the link to my authentic family connections on four continents. Join in this virtual knowledge conversation, recreated constantly. Here it is…’ [ABSTRACT FROM PUBLISHER]

Background: In recent years, due to deliberate educational policy in various places around the world, children with dyslexia study in regular classes with non-dyslexic classmates. They do not appear handicapped, because their disabilities do not stem from physical deformities, and therefore, it is not easy to identify them in a group where the majority of the children are non-dyslexic. As a result, these children continually brave the hardships inherent to a human environment, while being largely unaware of their situation. Purpose: The aim of this study was to test the effectiveness of VR technology in enhancing the teacher's knowledge and awareness of dyslexia, a phenomenon that is very difficult to explain. Not only it is a very difficult phenomenon to communicate, but also the research community still needs to suggest and accept a unified typology of the disorder. Population and Setting: Eighty teachers of various subjects participated in this study. They were selected randomly from a variety of schools in the Tel Aviv metropolitan area. Each of the teachers in the experimental group (N = 40) experienced a virtual reality simulation that simulated 10 virtual worlds corresponding to the 10 types of dyslexia we found in the literature. The experience took 20 minutes to complete and was conducted in a VR laboratory in a clinical setting. The teachers, in the control group (N = 40) each separately watched a 20-minute film on the subject of dyslexia and reading disorders. All the subjects filled out questionnaires before and after the intervention. Research Design: The teachers were divided into an experimental and a control group. In the experimental group, the teachers were exposed to ten 3D virtual worlds that simulated 10 cognitive experiences of dyslexic students. The teachers in the control group viewed a film that elaborated on similar experiences. All the subjects filled out questionnaires before and after the intervention. The questionnaires tested the teachers' level of cognitive awareness of the dyslexic students' experiences when encountering the written word. In addition, the subjects in the experimental group were interviewed before and after the intervention. Conclusions: The research results clearly suggested that experiencing a variety of simulated types of dyslexia via virtual reality can bring about a greater improvement in teacher awareness of the dyslexic pupil's cognitive experiences than is achieved by viewing a film, about dyslexia. [ABSTRACT FROM AUTHOR]

Substantial evidence now supports pedagogical applications of virtual worlds; however, most research supporting virtual worlds for education has been conducted using researcher-developed Multi-User Virtual Environments (MUVE). Second Life (SL) is a MUVE that has been adopted by a large number of academic institutions; however, little research has systematically investigated the potential of using SL for higher education. A 2-year pilot study was conducted that included seven SL activities and a mixedmethods evaluation of the SL's affordances, challenges, and limitations. Three SL integration factors emerged, each with sub-factors: pedagogical (relevance, complexity of required SL skills, use of SL affordances); contextual (student prior gaming experience, activity duration, frequency of events); and logistical (SL usability, training, technical support, computer issues). A framework for creating SL instructional activities is presented using the factors. [ABSTRACT FROM AUTHOR]

This article reports on the use of Second Life in three urban planning and design courses. Second Life is one of the latest in a new breed of computer games based on the simultaneous use of virtual threedimensional space by millions of users throughout the globe. The course instructors found that while the virtual planning studio can introduce real dangers to students and technological limitations exist, Second Life provides a heretofore unprecedented tool for teaching planning. [ABSTRACT FROM AUTHOR]

This paper discusses the problems of visualizing colour appearance in an interactive virtual environment (VE) from the viewpoint of practice based architectural research. The discussion is based upon the research information project Virtual Colour Laboratory (VCL), the aim of which is to visually present and demonstrate existing research results on spatial colour phenomena for educational purposes, in the shape of a software application. During the work on this project, various problems connected to the visualization of colour appearance have emerged which are discussed in relation to current research on spatial experience and visual appearance in VEs. The aim of the paper is to focus on the importance of colour appearance in digital modelling as well as to highlight the problems of visualizing colour appearance interactively. The term colour appearance is used here as a general concept for the perceived colour of a surface or object. [ABSTRACT FROM AUTHOR]

This paper describes an experiment in which a virtual learning environment was used in the context of an architectural design course. The objective was to evaluate the capability of the learning environment used to support the interactions needed, between teacher-student and between students, for the establishment of a process of discussion and development of architectural design. Some limitations were identified and also positive points, such as the possibility to register the whole design process. These registers allow the design teacher to evaluate his own teaching process and improve it and also the visualization of what kind of intervention the teacher makes and when, making it possible to identify the kind of design processes established by the student and the kind of structure of knowledge which is implicit in a process of teaching/learning architectural design according to the level of development of the design. [ABSTRACT FROM AUTHOR]

Second Life (SL) is a user-created virtual environment with possible merit for teaching and learning in higher education. In this article, two teacher educators reflect on their initial development in SL, considering the ways they worked within SL to meet their differing instructional needs and the ways they prepared students for these learning experiences. The report then offers general suggestions for any instructor who wants to test SL in his or her courses, addressing both ideal and the workable scenarios that can support development in SL. It concludes with intended research on the efficacy of teaching and learning in SL. [ABSTRACT FROM AUTHOR]

Funded as part of an EU collaboration, under the Socrates/Minerva initiative, the key motivation for the Interface: Virtual Environments in Art, Design and Education Conference was a sense that, while VLEs and the use of ICT tools are a growing facet of third-level education, and indeed play an important role at the cutting edge of contemporary practice in both design and fine art, their relevance to educational practice in 'hands-on' or practice-based disciplines such as art and design is less clear. While the range of presentations within the conference sought to excite conversation amongst artists and designers as well as art and design educators, those selected for inclusion here specifically address VLEs and ICT tools in a higher education context. Further, the emphasis accorded to those described here reflects the wider conference objective of engaging with questions arising out of practice-based educational contexts, from art and design to archaeology. [ABSTRACT FROM AUTHOR]

The work reported here takes place in the educational domain. The authors propose a learning environment based on a graphical representation of a course. The emergence of online multiplayer games led the authors to apply the following metaphor to the digital work environments: The method of acquiring knowledge during a learning session is similar to the exploration of a dungeon, where each student collects knowledge related to a learning activity. In the first part of this article, the authors focuses on a description of how concepts of learning activities can be represented in the dungeon view. The second part deals with the support of the observation task for the teacher during a learning session and more generally with providing users with awareness. The authors thus propose a multiagent system using data collected from traces resulting from the collaborative learning activity. Finally, this environment allowed the authors to set up experiments with students at their university. [ABSTRACT FROM AUTHOR]

Different approaches have demonstrated that learning improves when implemented in a constructivist and social way. In addition, electronic games and simulations are perceived to have high educational value because of their motivational and emotional factors. This potential value can be developed by defining appropriate scenarios in which players are presented learning objectives with playable goals using different strategies. The authors introduce a prototype intended to include such scenarios in learning flows, partially integrating the learning management system Moodle and BioWare's game Neverwinter Nights. First, the authors analyze the reasons and background that support their proposal. They then provide a description of the motivational and cognitive factors that influence human interaction with video games (especially 3D games) and learning. The implemented prototype is then introduced, taking into account scenarios, roles, environments, and how collaboration is implemented. Finally, the authors present their conclusions. [ABSTRACT FROM AUTHOR]

Commercial computer games contain "physics engine" components, responsible for providing realistic interactions among game objects. The question naturally arises of whether these engines can be used to develop educational materials for high school and university physics education. To answer this question, the author's group recently conducted a detailed scientific investigation of the physics engine of Unreal Tournament 2004 (UT2004). This article presents their motivation, methodology, and results. The author presents the findings of experiments that probed the accessibility and fidelity of UT2004's physics engine, examples of educational materials developed, and an evaluation of their use in high school classes. The associated pedagogical implications of this approach are discussed, and the author suggests guidelines for educators on how to deploy the approach. Key resources are presented on an associated Web site. [ABSTRACT FROM AUTHOR]

Virtual environments (VEs) are growing in popularity among educators and have unique potential for online learning. This paper describes the unique characteristics of VEs that make them an effective venue for online learning due to increased environmental presence. Unique characteristics of VEs include nature of visual stimuli, control of the environment, amount and variety of sensory information utilized by the learner, and level of immersion by the learner. Examples of learning opportunities in VEs are explored. Current disadvantages are also discussed. [ABSTRACT FROM AUTHOR]

The virtual online world called Second Life can be deceptive. It looks like a game, but the participants are not assigned goals. Indeed, it may be said that the goal of Second Life is to create one's own goals. As a result, the residents of Second Life choose to work in many different directions. Some choose to develop land; some try to earn money; some try to learn how to create objects; and, frankly, some pursue a life of total hedonism. This article describes the experiences of one faculty member who decided to work toward two goals, learning more about teaching in a virtual space and having interesting conversations with the many talented and fascinating people who inhabit Second Life. In the absence of campus support, the author chose to accept the image of the homeless professor. These experiences provide a background for discussing teaching in a virtual world. Finally, this article will attempt a more general review of the advantages and disadvantages of education in Second Life. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the perspectives of instructors as they participate in an online classroom setting. It sought to find the purposes, goals, and objectives set by online instructors for the utilization of threaded discussions. The methodology employed was qualitative. A case study of a public two-year and four-year degree granting college was conducted. Thirty online instructors were interviewed in-depth. These interviews were triangulated with analysis of "starter" discussion questions, class database transcripts, and focus groups from private colleges. Findings showed that most instructors set interwoven cognitive and social goals for their classes and wanted to create a social environment conducive to student learning from each other, the instructor, and course materials. These goals were not always met and only 47% of the instructors considered their discussions successful. Most instructors did not participate in the discussions after posting the initial starter question. Teacher presence was not evident in the discussions. Instructors were intent on replicating their face-to-face class online in the selection of textbooks, grading policies, and learning activities. Threaded discussions were considered very successful for evaluation and assessment purposes and transmittal of simultaneous information. Recommendations included changing the mindset of faculty and administrators about perpetuation of the classroom genre online and modifying learning activities, methods, schedules, and policy to better serve students and faculty in the virtual environment. [ABSTRACT FROM AUTHOR]

The objective of this article is to study the network and virtual reality technologies for developing a virtual dinosaur museum, which provides a Web-learning environment for students of all ages and the general public to know more about dinosaurs. We first investigate the method for building the 3D dynamic models of dinosaurs, and then describe the process of designing the virtual scenes as well as the functions provided by the Website, including exhibition of dinosaurs and fossils, breeding dinosaur, treasure hunting, network resources, and discussion area. The virtual dinosaur museum provides 3D visual effect and interactive interface, and thus can be used as a teaching aid in the field of natural science and life technologies. It can be used as an alternative and interesting way to enhance the knowledge about dinosaurs. We have conducted an experiment at primary schools by questionnaires and observing students' reactions after browsing the Website. The results can be used as reference for improving the system in the future. [ABSTRACT FROM AUTHOR]

The article suggests the use of virtual reality (VR) as assistive technology. It is noted that VR, which may be defined as a text- and graphics-based environment created by a computer, has the potential to assist educators in accommodating individual differences in terms of learning style, ability and engagement. It is stated that VR is used in the laboratory to assist students with physical disabilities to learn to drive motorized wheel chairs in a natural environment. Information on how to implement virtual reality in a classroom is presented.

Games have long been used as a tool for teaching important subject matter, from concept building to problem solving. Through fun learning, students may further develop their curiosities and interest in their study. This article addresses the issue of learning biomolecular structures by virtual reality gaming. A bio edutainment solution featuring stereographic visualization, 3D modeling, and game interaction is developed for students to learn amino acids, α-helices, β-sheets, and other protein structure information. A pilot study is performed in this work with Singapore Chinese High School; initial results of this study are presented. [ABSTRACT FROM AUTHOR]

Virtual reality has been applied to many areas such as education, art, entertainment, engineering, and sports simulation. Two case studies for sports simulation are presented here: the simulation of pattern design for group calisthenics and the simulation of the layout for group eurhythmics (art gymnastics). Virtual human technique is employed in both simulation systems. In case study 1, the authors studied group calisthenics training simulation to reduce rehearsal time. Several path-planning methods and a collision avoidance algorithm are presented. The new algorithm is simpler and more efficient than former methods. The system can help group calisthenics arrangement personnel improve designing quality and efficiency of transforming of alignment and pattern. In case study 2, the authors design and implement a simulation system for the group eurhythmics layout. It provides a direct and convenient method to train athletes for the eurhythmics team coaches. Experimental results illustrate the efficiency of the prototype systems. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop an understanding of adolescent use of instant messaging. Grounded in the New Literacy Studies stance that literacy is a social practice embedded in local contexts and informed by global ideologies (Street, 1995), I argue that participation in digital literacies such as instant messaging has implications for how wired youth are being prepared for participation in today's society. By using cultural historical activity theory and the activity system (Engeström, 1987a; Engeström & Middleton, 1996; University of Helsinki Center for Activity Theory and Developmental Work Research, n.d.) as the unit of analysis, I posit that instant messaging provides a space for participation in the roles of text producer, consumer, and distributor. Drawing on Gee's (2000a, 2000c, 2000d) descriptions of fast capitalism and shape-shifting portfolio people, I suggest that the 3 text roles contribute to the participant's portfolio or collection of attributes, achievements, and skills that can be rearranged to meet the demands of changing contexts. [ABSTRACT FROM AUTHOR]

Discusses how imagination power can be used to improve learning. Concept of archetypes; Characteristics of a virtual reality system that discriminate it from other information systems; Models that can be used in virtual reality systems; Use of virtual integration systems for educational purposes; Classification of learning constructions.

The article discusses various reports published within the issue, including one by James Greenberg and colleagues which describes a 3D virtual environment as a learning environment for higher education, one by Eileen O'Connor and Lynae Sakshaug on the value of Second Life in teaching and learning environments, and another by Marsha Spiegelman and Richard Glass on the potential of using games as a learning tool.

An introduction to the journal is presented in which the editor discusses articles about active learning, published within the issue including Virtual Hybrid Learning model, learning applications using virtual reality and approach of grouping together students who have similar personal learning styles.

Information about several papers discussed at the 2017 Computer and Information Technology (CIT) conference, held in New York on ways for making more optimum use of the nascent digital technologies. Topics discussed include effective use of software tools in collaborative learning, development of decision making skills, and others; impacts of virtual reality (VR) applications in educational programs; and problems associated with nonacademic use of digital devices in the classroom.

The article presents the advantages of education in the U.S. It mentions that nobody has ever regretted being educated, while hundreds of thousands regret not being educated when it was too late in life to begin. Education prepares one for large range of possible things for work and enable one to re-adjust to work changes, while increases earning capacity, resulting to a better standard of living.