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Creating pedagogically sound, interactive Augmented Reality (AR) experiences supporting situated and experiential learning remains a challenge to teachers without programming skills. To integrate AR in the everyday classroom, teachers need to be capable of designing their own immersive experiences for their students, which is why an analysis of existing authoring toolkits is necessary to identify suitable tools for educational application development and future research directions in terms of educational AR. We identified “easy access”, “GUI-based design”, and “interactive contents” as needs of teachers for designing AR content for the classroom. Based on these needs, we conducted a literature review of 835 documents. Of 80 relevant articles, we included 43 peer-reviewed articles from ACM Digital Library, DBLP, IEEExplore, Scopus, Web of Science, Google Scholar, and miscellaneous other sources in our analysis. We identified 69 different AR authoring toolkits and classified these with regard to their accessibility, their degree of required programming knowledge, and their interactivity. The results show a divergent research landscape with a lack of empirical evaluation. Of 26 openly accessible toolkits, we identified five toolkits addressing the defined needs of teachers for designing interactive AR experiences for the classroom without requiring extensive programming knowledge. We conclude that there are only few tools for the straightforward design of educational AR experiences addressing the needs of teachers and suggest using research-informed and evidence-based criteria for developing AR authoring toolkits for education.

The article considers the problem of using immersive learning in the educational and scientific activities of the university. Literature survey revealed that there is a need for an integrated approach for introduction of immersive learning at the university. It involves the creation of a specialized laboratory of virtual and augmented reality with appropriate technical equipment, introduction of immersive learning methodology in university educational programs, development of software and hardware solutions for immersive learning, and research on the immersive learning effectiveness. We present the description of a specialized university department acting as a developer of software products for immersive learning. We show original developments in the field of immersive education for exact sciences and arts and humanities students. The article describes products that are designed to fulfill the third university mission: to ensure the citizens well-being. We propose "immersive institute" model which can be implemented both at the level of the university in general and at the level of its educational and scientific departments.

Mathematics is an important foundation for the development of science education. In the past, when instructors taught mathematical concepts of geometry shapes, they usually used traditional textbooks and aids to conduct teaching activities, which resulted in students not being able to understand the principles completely. Nowadays, it has become a trend to integrate emerging technologies into mathematics courses and to use digital instructional aids. Emerging technologies can effectively enhance students' sensory experience while strengthening their impressions and understandings of subject concepts. In this paper, we apply virtual reality immersive technologies to develop a "virtual reality immersive learning mathematics geometry system," which is used to teach mathematical geometry concepts. Teachers use the system to develop three basic mathematical geometry learning materials: "Triangular pyramid volume = 1/3 prism volume," "Cone volume calculation," and "Triangle center of gravity derivation." In the experimental activity, the teacher uses virtual reality teaching aids to guide students to learn mathematical geometry concepts in a fun way so that they can achieve the effectiveness of immersive learning. This study explores the impact of using the virtual reality immersive learning mathematics geometry system on students' technology acceptance, learning motivations, and learning performance. The experimental result showed that using the virtual reality immersive learning mathematics geometry system can improve the learning motivation and learning performance of students. The findings indicated that the experimental group had better learning outcomes after completing the learning tasks of three geometric units. The experimental group used the virtual reality immersive learning mathematics geometry system which can lead to better learning outcomes. According to the ARCS questionnaire, students in the experimental group were confident to understand new subjects. At the same time, the mode of completing the game can effectively give students a sense of accomplishment. The use of emerging technologies in the classroom can be an attractive learning mode for students. [ABSTRACT FROM AUTHOR]

Copyright of HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Molecular biology theory represents a critical scaffold, which underpins multiple disciplines within life sciences education. However, it is well-documented that undergraduate students can struggle to achieve deeper understanding of key concepts and/or their application. One challenging, contributory aspect is the "invisible" nature of molecular biology processes compounded by critical 3D spatial orientations of the principal components and their interactions. Molecular theory specifically requires students to construct accurate, mental spatial models to develop their understanding. However, much of the traditional teaching and examination of such theory is limited to 2D representations. Technology-enhanced, complementary teaching and examination approaches, which engage students with spatial aspects of theoretical concepts, offer an exciting opportunity to support student learning in this area. In this study, we have explored the integration of an immersive virtual reality simulation based on a challenging molecular biology concept within an existing module taught at University College Cork. A mixed methods approach, grounded in learning theory, was undertaken to assess the student user and learning experience. The consensus response from students was one of enhanced learning, understanding, engagement, and motivation. Student partnership in the process of simulation design and integration was key to delivering the fully integrated experience. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Science, technology, engineering and mathematics (STEM) education is a globalized trend of equipping students to facilitate technological and scientific developments. Among STEM education, technology education (TE) plays a significant role in teaching applied knowledge and skills to create and add value to systems and products. In higher education, the learning effectiveness of the TE assisted by the immersive technologies is an active research area to enhance the teaching quality and learning performance. In this study, a taught subject of radio frequency identification (RFID) assisted by using mixed reality technologies in a higher education institution was examined, while the soft systems methodology (SSM) was incorporated to evaluate the changes in learning performance. Under the framework of SSM, stakeholders' perceptions toward immersive learning and RFID education are structured. Thus, a rich picture for teaching activities is established for subject control, monitoring, and evaluation. Subsequently, the design of TE does not only satisfy the students' needs but also requirements from teachers, industries, and market trends. Finally, it is found that SSM is an effective approach in designing courses regarding hands-on technologies, and the use of immersive technologies improves the learning performance for acquiring fundamental knowledge and application know-how. [ABSTRACT FROM AUTHOR]

Although immersive virtual reality (IVR) is now accessible for large-scale use due to rapid technological developments, there appear to be few organizations in Germany that are already actively using this technology on a large scale in education and training. Therefore, little is known about the technology acceptance. Questions arise as to how the technology acceptance can be explained and which technology-specific influencing factors can be identified in the field of training. 15 persons from 13 organizations, who are experienced in using IVR in teaching-learning contexts such as training, were interviewed in an expert survey to identify promoting and inhibiting aspects of the technology acceptance of IVR in teaching-learning contexts. The results provide information about personal, organizational and, technology-related promoting and inhibiting aspects for trainers and training participants. Furthermore, general aspects which are decisive for future use in the companies are derived. [ABSTRACT FROM AUTHOR]

Demographics of the petroleum refining and petrochemical industries have shown an aging workforce nearing retirement and being replaced by a younger generation of workers who learn and were taught differently. To address the challenge of building competency in the young workforce, the Immersive Learning Committee was created by the American Fuel & Petrochemical Manufacturers (AFPM), a trade association representing nearly all U.S. refining and petrochemical manufacturing capacity. AFPM members produce the fuels that drive the U.S. economy and the chemical building blocks integral to millions of products that make modern life possible. This paper will show how the work of both AFPM and its members is helping bridge the knowledge gap between generations of employees and addressing competency training challenges by developing a digital library of tools—including virtual reality and augmented reality simulations, as well as three‐dimensional assets, and other resources—for broad industry use. The work also assists member companies with their own development of training tools tailored to their unique facilities, processes or company practices. The pilot project, a fired heater training simulation using virtual reality, will be discussed in the paper, as well as a set of leading metrics currently being developed that will help industry understand the effectiveness of the tools. [ABSTRACT FROM AUTHOR]

Beyond of BIM technology consolidation, the incorporation of virtual reality in the field of architecture and construction implies a new breakthrough which implies several advantages both at professional and academic levels. With the aim to measure the potential of this technology, a set of immersive activities were performed at the University of Lleida in the degree of Technical Architecture and Buildings. From the results, it could be observed the great ease of students in learning the use of virtual reality tools and the great potential of these solutions not only in learning architecture and construction but also as a professional working tool, especially for the design phases. Resumen Más allá de la consolidación de la tecnología BIM, la incorporación de la realidad virtual en el campo de la arquitectura y la construcción implica un nuevo avance que conlleva varias ventajas tanto a nivel profesional como académico. Con el objetivo de medir el potencial de esta tecnología, se realizaron un conjunto de actividades inmersivas en el grado de Arquitectura Técnica y Edificación de la Universidad de Lleida. A partir de los resultados, se pudo observar la gran facilidad de los estudiantes para aprender el uso de herramientas de realidad virtual y el gran potencial de estas soluciones no solo en el aprendizaje de arquitectura y construcción, sino también como una herramienta de trabajo profesional, especialmente para las fases de diseño.

Abstract There are several concepts in 2D Geometry that require understanding their application in the real practical world. However, in classrooms, such concepts are often taught without the analysis of the learners’ realization and interpretation of the existing concepts around them, in their surroundings. For this purpose, an Augmented Reality (AR) based module for the 7th and 8th grade syllabus has been designed to encourage the active participation of the learners in the classroom while learning the concept of Lines and Angles. It comprises three AR learning activities that enable the participants to recall, visualize, and identify the type of angle and then mark it by drawing on the augmented 3D house. Before conducting the main studies, a pilot study was conducted with 6 students of 8th grade. This helped in validating the data instruments, timing, and execution of the research study. The first study was conducted with 21 students of 8th grade where 12 participants performed the AR learning activities in dyads and 9 participants performed individually. Their perspectives, approaches, and motivation in performing the AR learning activities have been reported. Findings from the study showed that the majority i.e. 90.4% participants preferred to perform the AR learning activities in dyads than individually. Though the usability score was higher for the participants who performed the AR learning activities individually (M = 70.28) as compared to dyads (M = 65.23), there was no significant difference in the motivation scores between the participants of the two groups. In the second study, 28 students of 7th grade were divided into dyads and their behavior patterns of performing the AR learning activities have been reported. Using Lag Sequential Analysis, significant sequences were obtained based on the behaviors belonging to three categories of peer involvement, teacher prompts and AR interactions. It was found that the designed AR learning activities encouraged the participants to discuss the concepts with peers, enhanced their immersive experience as they together moved around and inside the house to find and identify the angles.

Mathematics is an important foundation for the development of science education. In the past, when instructors taught mathematical concepts of geometry shapes, they usually used traditional textbooks and aids to conduct teaching activities, which resulted in students not being able to understand the principles completely. Nowadays, it has become a trend to integrate emerging technologies into mathematics courses and to use digital instructional aids. Emerging technologies can effectively enhance students’ sensory experience while strengthening their impressions and understandings of subject concepts. In this paper, we apply virtual reality immersive technologies to develop a “virtual reality immersive learning mathematics geometry system,” which is used to teach mathematical geometry concepts. Teachers use the system to develop three basic mathematical geometry learning materials: “Triangular pyramid volume = 1/3 prism volume,” “Cone volume calculation,” and “Triangle center of gravity derivation.” In the experimental activity, the teacher uses virtual reality teaching aids to guide students to learn mathematical geometry concepts in a fun way so that they can achieve the effectiveness of immersive learning. This study explores the impact of using the virtual reality immersive learning mathematics geometry system on students’ technology acceptance, learning motivations, and learning performance. The experimental result showed that using the virtual reality immersive learning mathematics geometry system can improve the learning motivation and learning performance of students. The findings indicated that the experimental group had better learning outcomes after completing the learning tasks of three geometric units. The experimental group used the virtual reality immersive learning mathematics geometry system which can lead to better learning outcomes. According to the ARCS questionnaire, students in the experimental group were confident to understand new subjects. At the same time, the mode of completing the game can effectively give students a sense of accomplishment. The use of emerging technologies in the classroom can be an attractive learning mode for students.

This paper assesses the impact of emotional arousal on learning through a virtual reality video of geography immersion learning. Validity was measured with traditional questionnaire data and using electroencephalography (EEG). Twenty-four human subjects were recruited and presented with eight geography immersive learning videos with different affective tendencies. EEG data of the subjects were collected while they were watching the videos. After the video watching, subjects were requested to fill in an emotion scale, a learning motivation scale, and a mind flow experience. The results of the study show that VR video learning materials can well induce the positive and negative emotions of the subjects. Compared with negative emotions, the alpha band power in the frontal lobe of the brain, beta and gamma bands in the temporal lobe region is significantly higher under positive emotions. In addition, the results of the subjective scales indicate that subjects have stronger intrinsic motivations and better flow experiences under positive emotions. However, there was no significant difference for the immersion under positive and negative emotions. Our findings demonstrate the usability of teaching virtual reality situational geography stories and the broad value of using this teaching method for future instruction.

Testing and application of suitable learning tools and methods can facilitate learning environments conducive to skill acquisition for the target group. This also applies to sports education at school level, including extracurricular activities. On the one hand, traditional learning methods are still effective in sports education; on the other hand, keeping up with societal and technological developments, new learning strategies are continuously being researched to complement existing pedagogical tools. An innovative tool that has been increasingly used in various fields of application in recent years is Virtual Reality (VR) as part of the Extended Reality (XR) domain. It enables learning in immersive and specifically designed learning environments and is particularly suitable for learning in (sports-)motor contexts due to its flexible use. In our study, we test a VR-based rotation task in an extracurricular dance class with the objective of supporting the crucial didactic, collaborative, and perceptual components of dance training in educational contexts. We conducted feedback sessions with the students and used direct observation to examine their behavioural actions. Based on the qualitative content analysis of the written feedback and the overview from the observations, we can identify integrative potentials of this innovative tool in sports education, especially extracurricular dance classes.

Science, technology, engineering and mathematics (STEM) education is a globalized trend of equipping students to facilitate technological and scientific developments. Among STEM education, technology education (TE) plays a significant role in teaching applied knowledge and skills to create and add value to systems and products. In higher education, the learning effectiveness of the TE assisted by the immersive technologies is an active research area to enhance the teaching quality and learning performance. In this study, a taught subject of radio frequency identification (RFID) assisted by using mixed reality technologies in a higher education institution was examined, while the soft systems methodology (SSM) was incorporated to evaluate the changes in learning performance. Under the framework of SSM, stakeholders’ perceptions toward immersive learning and RFID education are structured. Thus, a rich picture for teaching activities is established for subject control, monitoring, and evaluation. Subsequently, the design of TE does not only satisfy the students’ needs but also requirements from teachers, industries, and market trends. Finally, it is found that SSM is an effective approach in designing courses regarding hands-on technologies, and the use of immersive technologies improves the learning performance for acquiring fundamental knowledge and application know-how.

Medical education is complex in nature, acknowledging the fact that the knowledge base is extremely vast and dynamic, and the number of skills that students must acquire during their period of training is also huge. The introduction of serious games in medical education delivery is actually a response to the ever-changing needs of medical education. In fact, the use of serious games in medical education has transformed the learning process and is an eye-catching illustration of a combination of technology and curriculum to strengthen the overall process of attainment of learning outcomes. Owing to the presence of the game factor, students remain motivated and highly engaged. Although medical educators engage themselves in the process of planning and implementation of such games, they are bound to face some challenges. To address these challenges, we must adopt a multipronged approach, including providing required infrastructure, strengthening faculty development programs, and measures to integrate these games into the existing curriculum. In conclusion, serious games are an effective and engaging addition to the teaching-learning methodologies in medical education. Acknowledging the merits of the same, there is an immense need to identify the potential challenges and then work strategically to overcome them and facilitate learning among medical students., Competing Interests: There are no conflicts of interest., (Copyright: © 2024 Journal of Pharmacy and Bioallied Sciences.)

Chile's dramatic geography, characterized by the Andean mountain range, is home to over 2,000 volcanic vents, including 87 that are active, making it one of the most volcanically vibrant regions in the world. This natural phenomenon presents both a majestic display of Earth's power and a considerable challenge in terms of geological hazards. The Villarrica volcano (Rukapillan in Mapuche language), noted for its high activity levels, demonstrates the ongoing need for local communities and government agencies to engage in proactive risk management and emergency preparedness to mitigate the impacts of potential eruptions. This calls for innovative approaches to education and community engagement, aimed at enhancing public understanding and safety regarding volcanic activity. In this context, the Centro Interactivo Vulcanológico de la Araucanía (CIVUR-39°), initiated by the Universidad de La Frontera (UFRO), represents a pioneering effort to harness the power of citizen science, interdisciplinary collaboration, and a blend of Western and Mapuche indigenous knowledge systems to democratize scientific knowledge. Located in Pucón near the Villarrica volcano, CIVUR is strategically placed to serve as a vital educational resource, addressing the unique challenges faced by the local community and tourist visitors to make complex scientific concepts accessible and engaging to a broad audience. The main aim of CIVUR is to bridge the gap between scientific research and public awareness, thereby enhancing community preparedness and resilience in the face of volcanic hazards. Employing a Design-Based Research methodology (McKenney & Reeves, 2012) alongside Activity Theory (Engeström, 1987) to tailor educational technology to the distinct needs and characteristics of local settings (Aguayo, 2015), our proposed research focuses on a specific inquiry: examining the transferability and possible implementation of key design principles coming from Auckland University of Technology's AppLab in Aotearoa New Zealand to the Chilean setting of CIVUR, including: design of virtual and mixed reality (XR) learning environments for free-choice and self-determined learning (Aguayo & Eames, 2023; Aguayo, Eames & Cochrane, 2020; Cochrane et al., 2017; Eames & Aguayo, 2020; Jowsey & Aguayo, 2017); online community education, partnerships and digital citizen science (Aguayo & Decima, 2022; Aguayo & Eames, 2017a, 2017b); ethical enactive and inclusive STEAM design (Aguayo et al., 2023; Videla, Aguayo & Veloz, 2021); culturallyresponsive practice in digital innovation (Aiello et al., 2021; Smith-Harvey & Aguayo, 2022); and organic immersive learning design (Aguayo, 2023). Key elements of this research not only touch on digital innovation for volcanic risk education and resilience, but also on embracing and including local Mapuche indigenous worldviews, introducing a rich layer of cultural depth and contextual knowledge to the educational content. Integrating these perspectives is crucial for creating learning interventions that are not only scientifically rigorous but also deeply rooted in the local cultural heritage. By leveraging the latest advancements in educational technology theory and practice, CIVUR has the potential to pioneer new methodologies for engaging school students and the broader community in meaningful learning experiences about volcanology and risk management. This exploration will include an analysis of how digital tools can be designed and implemented to support interactive learning, scientific reasoning, and the application of cultural knowledge in real-world settings. Ultimately, the research aims to offer a model for integrating digital innovations with culturally responsive teaching practices that can be applied globally, enhancing educational outcomes and empowering communities to better understand and respond to the natural world around them. [ABSTRACT FROM AUTHOR]

The concepts of embodiment and embodied learning are gaining traction in the field of education. This special issue aims to synthesize current knowledge on the design and evaluation of learning in immersive and embodied learning environments, mediated by XR (eXtended Reality) technologies. Of the 14 invited submissions, six (6) were finally accepted for publication. The collection of works in this special issue provides insights on best practices for learning experience design, based on systematic or empirical data and analysis on learning outcomes or processes.

Societal Impact Statement Solutions to many of society's major challenges currently relate to plants, for example, feeding a growing global population, reducing crop water use, minimising pesticide use, and mitigating climate change, to name just a few. Solving global challenges requires high‐calibre plant science graduates with a fundamental understanding of plant evolution and the impacts of past climate change on extinction and speciation events, along with the knowledge required for sustainable global plant production, especially for food, under current and future climate change. Equipping these graduates for the future is a responsibility of university educators who must adopt innovative education methods to achieve this challenging goal. Summary: The concept of land plant evolution is difficult for botany and biology undergraduates to grasp because it spans half a billion years, a timeline that cannot be easily visualised. We established the University College Dublin (UCD) Evolution of Land Plants Garden to improve student understanding, knowledge, and engagement in a purpose‐built 'living' outdoor classroom in which they can 'walk' through land plant history. We focus on the concept, configuration, and planting, how the garden has improved student learning, and how it could be adapted for other learning outcomes. The garden is divided into five sections depicting key innovations in land plant evolution, beginning with 'Before land plants', followed by 'Cuticle' where the Bryophyta appear, 'Vascular tissue' with the Pteridophyta; 'Seed' with the gymnosperms; and 'Flower' with the angiosperms. Analysis of quantitative student feedback and performance indicates that students' understanding of the subject was improved significantly by 'walking through' a living evolutionary history in practical classes, supported by lectures, laboratory work, and online quizzes. We present a template that could be adopted widely to engage students with plant evolution, in the context of decreasing engagement with plant sciences among young people. [ABSTRACT FROM AUTHOR]

The combination of immersive virtual reality (VR) environments and distance education has led to a new educational paradigm. In this study, an immersive VR-based distance education system is proposed to enable multiple remote users to send, share, and experience images from the Solar Dynamics Observatory (SDO) via streaming. In contrast to the conventional system in which only experts use SDO data, the proposed system provides a head-mounted-display-based visualization platform that can be easily used by experts and non-experts. Real-time SDO image streaming must be possible to realistically observe changes in the Sun and increase involvement. Thus, multichannel-based SDO image transmission was applied to increase the network bandwidth utilization. To improve the social presence of participants, realistic avatar models controlled by the motions synchronized with the user are provided. In addition, free communication is possible through verbal interactions. This allows multiple remote users to participate simultaneously without having to be physically present. A user study with 20 subjects showed that the participants could observe SDO images in a more immersive manner by using the proposed system. In addition, they experienced social presence because of the user avatar models and an enriched educational experience by conversing with and listening to experts. [ABSTRACT FROM AUTHOR]

Due to its immersive and interactive nature, 360-degree video is becoming ever more popular. However, little is known about the public's viewpoints and attitudes regarding the use of this emerging technology in educational contexts. This study reviews the research evidence for 360° video, virtual learning environments and social media and presents related studies. Moreover, the methodology, the tools and the analysis process used to comparatively analyze social media data are presented and the results that arose are showcased. The use of 360° video in education is discussed and directions for future research are given. Based on the data from the last 10 years, the main findings of the study show that 360° video and its use in educational settings are recognized positively by the public who mostly express anticipation, trust and joy when referring to it. Nonetheless, teachers are unfamiliar with 360° video and do not have the necessary technical skills to develop educational material using it or incorporating it into teaching activities. Finally, 360° video is proven to be an effective educational tool which satisfies the emerging educational needs, enriches the teaching and learning process and promotes students' motivation, active participation and engagement, rendering, thus, learning more effective. [ABSTRACT FROM AUTHOR]

Dans un contexte pandémique, la formation des soignants des Établissements d’Hébergement pour Personnes Âgées Dépendantes (EHPAD) à la gestion des mesures de protection est un véritable enjeu de santé publique. En effet, leurs déplacements loin de leurs affectations doivent restés limités (coût, raréfaction du personnel), et la venue de formateurs sur sites augmente les risques de contamination. La délivrance de ces formations en réalité virtuelle permettrait d’assurer une formation de qualité tout en réduisant ces écueils. De plus, elle présente l’intérêt de mieux former les soignants par le vécu de situation proche de la réalité grâce à l’immersion. Malgré ces nombreux avantages, aucune application en réalité virtuelle n’a été développée pour la formation des soignants dans le cadre de la situation pandémique de la COVID-19. Le but de ce projet est d’évaluer la faisabilité de proposer aux personnels des EHPAD une formation en réalité virtuelle à la prévention du risque COVID et à la gestion de patients COVID. Nous avons développé, au sein du Centre de Simulation Virtuelle en Santé (CSVS) de l’Université de Limoges, une application numérique offrant 10 modules de formation (7 modules sur les gestes à adopter en chambre et 3 modules sur la gestion mortuaire). Parallèlement, nous proposons des modules d’entrainement à travers deux chambres des erreurs en réalité virtuelle qui portent sur le contenu des modules de formation. Les résultats préliminaires de cette étude montrent que ce type de formation est considéré comme pertinent par les soignants, mais ils n’ont pas été satisfaits de la thématique du contenu (COVID-19) car elle est jugée trop lassante. Ce travail ouvre également de nombreuses perspectives dont le développement de nouvelles applications en formation continue.

[Display omitted] • Discusses opportunities and challenges for virtual reality in education with focus on academia and industry. • Focus on the fundamental areas of technology, pedagogy and socio-economics. • Emphasis on the need for augmenting virtual reality interfaces with mathematical models. • Wider economic and social implications based on an ongoing case study application. With the advent of digitalization and industry 4.0, education in chemical and biochemical engineering has undergone significant revamping over the last two decades. However, undergraduate students sometimes do lack industrial exposure and are unable to visualise the complexity of actual process plants. Thereby, students might graduate without adequate professional hands-on experience. Similarly, in the process industry, operator training-simulators are widely used for the training of new and skilled operators. However, conventional training-simulators often fail to simulate reality and do not provide the user with the opportunity to experience unexpected and hazardous scenarios. In these regards, virtual reality appears to be a promising technology that can cater to the needs of both academia and industry. This paper discusses the opportunities and challenges for the incorporation of virtual reality into chemical and biochemical engineering education with an emphasis on the fundamental areas of technology, pedagogy and socio-economics. The paper emphasises the need for augmenting virtual reality interfaces with mathematical models to develop advanced immersive learning applications. Further, the paper stresses upon the need for novel educational impact assessment methodologies for the evaluation of virtual-reality-based learning. Finally, an ongoing case study application is presented to briefly discuss the social and economic implications, and to identify the bottlenecks involved in the adoption of virtual reality tools across chemical and biochemical engineering education. [ABSTRACT FROM AUTHOR]

Following a mixed-methods approach, this study investigated the effect of a virtual reality (VR) creative project on EFL learners' creative self-efficacy as well as their intrinsic motivation toward using VR technology. A class of 39 university students in Taiwan participated in the VR-supported creative project with the instructor's guidance step by step. A creative self-efficacy student scale, an intrinsic motivation inventory and an open-ended survey were given to the students to explore how the project might have influenced their efficacy for creativity and learning of English. Results indicate that the VR-supported project facilitated the students' efficacy for creative thinking in particular; yet, their efficacy for creative production as well as for their own competence while facing negative feedback did not change significantly. Moreover, those who had high creative self-efficacy also felt less pressure and tension toward this VR-supported project than their counterparts with low creative self-efficacy. Furthermore, working on the VR-supported project was perceived by the students to be a refreshing and relaxing learning experience that also benefited their learning of English. Based on the research findings, pedagogical implications are discussed with regard to how VR technology can be effectively integrated into an English classroom to facilitate students' creative self-efficacy and intrinsic motivation. [ABSTRACT FROM AUTHOR]

In many fields of study, physical sub-areas are treated mathematically in order to teach students the tools for optimization in their professional lives. In the derivation of the fundamental conservation equations theoretical constructs or infinitesimal elements are used, additionally engaging a Taylor expansion of the variables. For undergraduates, this often means that the understanding of the physical interrelationships is left out in the cold. Practical experiments are not possible for clarification, since important quantities in the mathematical formulation can only made visible in experiments with extreme effort or are even inaccessible like theoretical constructs or infinitesimal values. Numerical calculations may be used to show some quantities, but students cannot carry them out for themselves. Therefore, a virtual-reality laboratory for fluid mechanics is created with the software Unreal Engine 4. This enables the students to learn the derivation of conservation laws and to influence the flow in order to experience and examine the basics of theoretical constructs. The results are evaluated in self-assessments, exercises, tutorials associated to the fluid mechanics course, and the results of an exam. Benefits for the use of virtual reality (VR) in teaching conservation laws were ascertained. [ABSTRACT FROM AUTHOR]

Established approaches to art history pedagogy typically involve a primarily passive form of instruction incorporating the viewing of works projected on screens. While such approaches can convey valuable information, they can also contribute to student disengagement and do not necessarily support deep learning. This article examines three learning initiatives incorporating an immersive teaching space to determine how these forms of technology-enhanced active learning might enhance student comprehension and engagement. The article considers how learning design incorporating the affordances of such immersive environments can provide multimodal learning experiences that stimulate student imaginations and support learning and engagement in a manner that complements rather than replaces traditional modes of instruction. [ABSTRACT FROM AUTHOR]

• In-person and virtual reality simulation increased learning and confidence of airway management in first-year baccalaureate nursing students, but the in-person simulation had a significantly greater improvement in learning and confidence compared to the virtual reality simulation. • VR simulation was deemed as useful, but not easy to use. • Low-fidelity simulation may be more beneficial for first-year undergraduate nursing students. This study explored differences in knowledge, skill, and confidence, of first-year baccalaureate nursing students (N=104) who completed either a low-fidelity simulation (control group, n=46) or a web-based virtual reality (WebVR) simulation (experimental group, n=56) related to the nursing concept of airway management. A randomized controlled trial, mixed methods, pre-test post-test design was used in this study. Both groups had an increase in mean scores, on both outcome measures. Participants in the control group had significantly greater differences (p <.05) on the knowledge and skills survey and the confidence survey compared to the experimental group. Qualitative findings revealed students from both groups perceived gains in improving assessment and communication skills, and future practice would be impacted by better prioritization abilities. While students perceived the WebVR to be useful, they did not feel it was easy to use which resulted in feeling stressed. Low-fidelity simulation might be more beneficial than WebVR simulations with first-year nursing students. [ABSTRACT FROM AUTHOR]

The rapidly expanding biotechnology sector horizon is expected to create a surge in demand for expertise underpinning cell and gene therapies, which are recognized as the next generation of medicines. New and innovative approaches to implement active and performative learning in the Molecular Life Sciences are required to support this and to address limitations associated with traditional “front of class” lectern delivery of challenging, three dimensional molecular concepts. Therefore, an immediate need exists for the development and implementation of immersive learning approaches in Virology, Cellular Sciences and Molecular Biology to underpin sustainable development of graduate students for academic and industrial research careers. The Covid-19 pandemic has led to significant changes in the delivery of education globally, with online engagement and accelerated uptake of novel teaching and assessment modalities into majority practice within institutions. This development has been driven by externally imposed necessity and it remains to be seen what form teaching and learning will take post-Covid. Irrespective of the pandemic, technologies are available which can serve intrinsically motivated, discipline specific shifts toward enhanced learner experiences and learning outcomes. Immersive virtual reality offers one such approach to open new entry points for student learning of abstract molecular concepts, which will be just as relevant upon our return to face-to-face teaching. Key to delivering this will be engagement and collaboration by disciplinary and technical experts. Here, we discuss global advances in the area of VR and Molecular Science education and assess potential paths forward for teaching and learning impact and innovative education.

Skills in science, technology, engineering, and mathematics (STEM) are increasingly in demand. Theoretical knowledge and formulas alone are frequently not sufficient to understand complex phenomena. Simulations are a valuable tool to support the conceptual understanding by visualizing invisible processes. The constant interaction with the learning material is an essential factor when learning with simulations and virtual worlds. Virtual reality (VR) technologies enable interaction with the virtual environment with a high intensity of immersion. Maroon is a VR platform for teaching physics and has been in development for over five years. Previous results with Maroon have already demonstrated the potential of virtual reality for learners and teachers, but also highlighted a list of potential challenges in terms of VR experience design, usability, and pedagogical concepts. Over the past six months, we have conducted user studies with a total of 85 participants, both student teachers (n = 26) and pupils (n = 59) at high schools and teacher training institutions. In this paper, we want to facilitate the difficult task of designing educational VR platforms by describing the expectations of educators and pupils. [ABSTRACT FROM AUTHOR]

The concepts of embodiment and embodied learning are gaining traction in the field of education. This special issue aims to synthesize current knowledge on the design and evaluation of learning in immersive and embodied learning environments, mediated by XR (eXtended Reality) technologies. Of the 14 invited submissions, six (6) were finally accepted for publication. The collection of works in this special issue provides insights on best practices for learning experience design, based on systematic or empirical data and analysis on learning outcomes or processes. [ABSTRACT FROM AUTHOR]

Virtual reality applications turn abstract concepts into experienceable phenomena and present exciting opportunities to transform science education and public outreach practices. While research has started to look into the affordances of virtual reality (VR) in the formal science education context, the potential of these technologies to enhance public engagement with science is largely unexplored. To improve the way that VR may be used in informal learning and public outreach contexts, the purpose of our study was to undertake evidence-based investigations that shed light onto the relationship between VR and public engagement. Aiming to identify and develop the benefits of VR technologies, we propose a conceptual framework for engagement with VR at a science festival that comprises four aspects of participant activity: immersion, facilitation, collaboration, and visualisation. This framework guided the research design of our exploratory case study of one VR tour at a science festival. Data included visitor surveys, video recordings, VR screen captures, and focus group interviews with outreach and science professionals. Our findings reveal important ways that VR supports visitor engagement at a science festival. More generally, these findings and our framework contribute to the ongoing efforts of engaging the public with science in more diverse informal learning contexts. [ABSTRACT FROM AUTHOR]

Augmented reality to qualify a new form of interaction between the user and the machine based on the association of real objects, from the user's environment, and virtual. In Morocco the use of this technology in the learning context remains in the embryonic phase that tries to overcome several issues (Profile of the designers, Users, and the learning scenario). Scripting is primarily a work of content design, resource organization, activity planning and mediations to induce and accompany learning. The integration of augmented reality (AR) requires the contribution of the different specialists who work on the design and realization of the scenario. While the CRMEF AR project. CRMEF is at the end of a first phase of development, this contribution answers the following research question: What are the steps of the scenario of learning with augmented reality? How to harmonize the mastery of data integration in scientifically validated 3D in the context of learning and the use of learners? For this purpose, the project aims to model and simplify the integration of AR in Regional Centers for Education and Training through anAR BANK OF OBJECTS validated by the National Scientific Committeein 3D format. [ABSTRACT FROM AUTHOR]

• 4 remote food engineering labs were implemented during the COVID-19 pandemic. • 6 lecturers, 1 pedagogical engineer + the technology platform manager were involved. • Various resources, from the simplest to the most sophisticated, were developed. • The experience was satisfactory in general, despite time and stress difficulties. • Recommendations for good practices and pitfalls to avoid for the future are made. The impromptu closure of schools and universities and the strict lockdown decided by the French State in March 2020 forced us to find -urgently and without preparation- alternative solutions to conventional face-to-face teaching. Due to their experimental nature, the transposition of labs on pilot plants was particularly challenging. Despite this inherent difficulty, we succeeded in implementing a remote educational device within a few weeks, designed as a viable alternative to conventional food engineering labs for Master level students. Four engineering labs (corresponding to four unit operations widely found in the food industry) were transposed: appertization of cans; concentration in a falling film evaporator; frontal filtration in a plate filter; and spray drying. In the remote labs, hands-on experiments were replaced with various types of virtual tours of the equipment, a detailed description and illustration of its operation, and analysis of real data (previously collected). Evaluation was done via individual quizzes (counting for a small part of the mark, because their aim was above all formative), individual and collective written reports and an individual online oral exam. The teaching team comprised six lecturers, one pedagogical engineer and the person in charge of the technology platform, who also had long experience in distance learning. This experiment took place in the second half of May 2020, with approximately thirty first-year Master students. The effectiveness of the implemented system was evaluated through direct observation and discussions, marks obtained by the students and an anonymous survey. This teaching experiment presents certain flaws induced by the very peculiar conditions of its conception (short time frame, no direct access to the pilot plants). While an "all-digital" approach is not our ultimate aim for these lab sessions, where handling and testing are inherent to the learning process of the student, the educational resources deployed here can be seen as a great incentive to further develop hybrid teaching approaches in food engineering. Moreover, the educational resources and practices implemented in these exceptional circumstances are an opportunity to develop new teaching methods in the future. The present paper reports on this teaching experiment during lockdown due to the COVID-19 pandemic and tries to draw exciting lessons for the future and pitfalls to avoid. [ABSTRACT FROM AUTHOR]

Three-Dimensional Virtual World (3DVW) is one of the promising innovations in the field of information and communication technologies. 3DVWs include user-created content, and they allow for user-defined purpose and a sense of presence. Users are able to navigate in and manipulate objects within the virtual environment through their avatar. This research examined the educational outcomes of using 3DVW by higher education students. As a result of this qualitative study, 18 factors were identified as the consequences of students' acceptance of 3D Virtual World. These 18 factors were further categorised into eight categories, namely, positive learning outcome, satisfaction, engagement, learning style, environment impact, retention, skill development, and connectedness. [ABSTRACT FROM AUTHOR]

The need for a robust public health system in the United States is critical for safeguarding population health. However, current data suggest an insufficient number of individuals entering or staying in the governmental public health workforce. Expanding the public health pipeline requires creative thinking about recruitment and training activities. To attract students to public health and other health-related fields, including medicine, one institution in the Southeast recently initiated the Public Health Influencers Summer Institute (PHISI), a program that addresses the beginning of the career development continuum: recruitment of high school students. For this investigation, we reviewed evaluation data of the PHISI and provided descriptive analyses and selected quotes to reflect student learning. Participants reported increased familiarity with all public health topics after participating in the program, with the greatest increases in public health policy and social determinants of health. In addition, all participants reported increased or significantly increased understanding of public health after participating in the program. While interest in the field of public health increased due to the COVID-19 pandemic, there are not enough individuals entering or staying in the public health workforce, leaving a critical shortfall. Introducing high school students to the field of public health may increase their interest in entering the public health workforce in the future, thereby strengthening the overall public health infrastructure. We propose that the PHISI may be an innovative strategy for increasing both the number and diversity of students interested in pursuing a career in public health.

In many fields of study, physical sub-areas are treated mathematically in order to teach students the tools for optimization in their professional lives. This often means that the understanding of the physical interrelationships is left out in the cold. Practical experiments are often unsuitable for clarification, since important quantities in the mathematical formulation cannot be made visible in experiments (or only with extreme effort). Numerical calculations may show these quantities, but students cannot carry them out for themselves. For this purpose, the software Unreal engine 4 is used to create a virtual environment for fluid mechanics and compared with other methods to improve the teaching of the fundamentals of fluid mechanics. The virtual environment enables the students to influence the flow in order to experience and examine the basic physical effects. The results were used and evaluated in exercises and tutorials associated to the fluid mechanics' course. Benefits for the use of virtual reality (VR) in teaching were ascertained. [ABSTRACT FROM AUTHOR]

With immersive experiences becoming a medium for mass communication, we need pedagogies as well as scientific, evidence-based design principles for immersive learning. To foster evidence-based designs of immersive learning, we detail an empirical evaluation of a geosciences field trip, common in undergraduate education across numerous disciplines. The study builds on a previously proposed research framework in which we detailed a basic taxonomy of virtual field trips distinguishing between basic, plus, and advanced immersive virtual field trip experiences. The experiment reported here expands the original evaluation of basic field trips into the realm of plus versions using pseudo-aerial 360 ∘ imagery to provide embodied experiences that are not possible during the actual field trip. We also refined our original experimental design placing a stronger focus on the qualitative feedback elicited from the students. Results show an overwhelmingly positive response of students to virtual field trips with significantly higher-valued learning experience and enjoyment. Furthermore, the introduction of pseudo-aerial imagery (together with higher image resolution) shows a significant improvement in the participants spatial situation model. As contextualizing and spatially grounding is essential for place-based learning experiences, plus versions of virtual field trips have the potential to add value to the learning outcome and immersive virtual field trip experience. We discuss these encouraging results as well as critical feedback from the participants, such as the absence of touch in virtual experiences, and lay out our vision for the future of immersive learning experiences across environmental sciences. [ABSTRACT FROM AUTHOR]

Spatial computing is the fourth paradigm of the digital revolution and could profoundly transform learning. It is the convergence of several technological developments, including Augmented and Virtual Reality (XR), Artificial Intelligence, haptic feedback, motion-capture, and situational awareness engines. This article explores how the shift from 2D screens to virtual worlds will impact learning and raise new ethical and digital literacy challenges. Spatial computing goes far beyond the simple use of a VR headset for virtual experiences. Microsoft’s experimental Dreamwalker project has already demonstrated how a user can remain entirely immersed in a virtual environment while successfully navigating the real world around them. These developments offer far-reaching implications for learning and our social interactions. Students may prefer virtual embodied avatars who are adaptive, personalized, and available anytime over real faculty - or they may gain a new-found appreciation for human connection. In a world where the virtual and real converge, learning will no longer be limited to education organizations but will be embedded throughout human experience. When we are no longer confined by physical reality but by the worlds we can imagine, the ability to ask the right questions will be more critical than having the correct answers. With spatial computing, technology will no longer be an educational tool, but a platform for human experience.