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In this paper, we describe a teaching scenario using a virtual environment (known also in the context of the 'metaverse'). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete learning scenario: the simulation of robot programming. A further advantage when using virtual 3D environments are personal assistants (conversational/ pedagogical agents), for example, to the ease the work load borne by teachers; meanwhile, this works well also with natural language due to advantage stage of artificial intelligence implementations.

Molecular case studies (MCSs) are open educational resources that use a storytelling approach to engage students in biomolecular structure-function explorations, at the interface of biology and chemistry. Although MCSs are developed for a particular target audience with specific learning goals, they are suitable for implementation in multiple disciplinary course contexts. Detailed teaching notes included in the case study help instructors plan and prepare for their implementation in diverse contexts. A newly developed MCS was simultaneously implemented in a biochemistry and a molecular parasitology course at two different institutions. Instructors participating in this cross-institutional and multidisciplinary implementation collaboratively identified the need for quick and effective ways to bridge the gap between the MCS authors' vision and the implementing instructor's interpretation of the case-related molecular structure-function discussions. Augmented reality (AR) is an interactive and engaging experience that has been used effectively in teaching molecular sciences. Its accessibility and ease-of-use with smart devices (e.g., phones and tablets) make it an attractive option for expediting and improving both instructor preparation and classroom implementation of MCSs. In this work, we report the incorporation of ready-to-use AR objects as checkpoints in the MCS. Interacting with these AR objects facilitated instructor preparation, reduced students' cognitive load, and provided clear expectations for their learning. Based on our classroom observations, we propose that the incorporation of AR in MCSs can facilitate its successful implementation, improve the classroom experience for educators and students, and make MCSs more broadly accessible in diverse curricular settings.

This systematic literature review (SLR) scrutinizes the trends and interrelationships prevalent in Virtual Reality (VR) applications within educational frameworks, analyzing a comprehensive pool of 43 theses conducted in a Eurasian country. The primary objectives encompass investigating learning-teaching theories, learning domains, design elements, VR typology, and the departments undertaking VR research. Findings from the SLR underscore a significant concentration of VR research activities within technology-oriented departments. The prevalent approach involves experimental assessments of diverse variables within VR learning environments, yet a conspicuous dearth of design-centric investigations is observed. This highlights a critical need for comprehensive studies elucidating the design and developmental processes within VR applications, especially in light of the current characterization of VR research as lacking established standards. Moreover, a noteworthy revelation is the prevalent absence of a robust theoretical framework across the majority of studies. This absence may pose impediments to the widespread adoption of VR within educational paradigms, given the pivotal role of learning-teaching theories in guiding pedagogical processes. Examination of design elements highlights the prominence of realistic experiences, passive observation, mobility, and interaction with the environment. Recognizing the potential impact of diverse design elements on enhancing realism, aligning specific elements with distinct learning domains holds promise for augmenting the immersive quality of VR experiences. This research emphasizes the critical need for more comprehensive, theory-guided, and design-focused VR studies to propel its integration effectively within educational landscapes.

In today's world, technology plays a significant role in shaping our daily interactions and how we connect with the world. The rapid advancements in technology have influenced many sectors, particularly education, where integrating technology is now seen as essential rather than just a luxury. As a result, the education field has adapted over time to keep up with innovations and their potential to improve the teaching and learning environment. The incorporation of technology into education has evolved from introducing computer systems in classrooms to the adoption of smartboards, tablets, and e-learning platforms. The rise of Virtual Reality (VR) technology has also opened up possibilities for hands-on learning experiences that allow students to explore and practice skills in ways that traditional teaching methods cannot. VR technology enables students to interact with content in a way that fosters a sense of presence and immersion, which can improve knowledge retention. In fields, like science, engineering, medicine, arts, and language learning, VR applications have shown promise in boosting student engagement and enhancing skills within a controlled learning environment. However, the widespread adoption of VR technology in education faces challenges. One significant obstacle is the cost of acquiring VR equipment and software which can strain budgets. Additionally, the availability of high-quality content for VR platforms poses a barrier for educators seeking to integrate VR into their teaching practices. This article delves into the use of Virtual Reality in education, and how VR can influence student learning outcomes in applications such as medicine, science, arts and language learning. Apart from the advantages of VR, the article also discusses the obstacles that are impeding the use of VR in education including concerns about costs, standardizing content and the necessity for training and support for educators. As VR technology advances and becomes widely available, it stands ready to revolutionize the landscape by offering learning opportunities that were previously beyond imagination. Through this technology, education can introduce a world of possibilities that nurture curiosity, creativity and a lifelong enthusiasm for learning.

The researchers examined the relationship between informal digital gameplay and learner profiles in two Japanese private universities. Seventy-eight participants responded to 59 items on a digital questionnaire that consisted of four sections: 1) Learner Profiles, 2) Digital Game Usage, 3) Open-Responses, and 4) Demographics. The results of the study demonstrated that students positively identified with the learner profiles featured on the questionnaire (M = 3.80). The highest mean values were associated with the profiles of Digital Citizen (M = 4.30) and Knowledge Constructor (M = 4.15). It was discovered that participants engaged in digital gameplay most often with smartphones (M = 3.64) and game consoles (M = 2.79). Simulation (M = 2.81) and real-time strategy (M = 2.66) games were the most frequently played. The results of a Pearson Product Moment Correlation showed that there was no significant relationship between informal digital gameplay and learner profiles. Furthermore, self-identified gamers and non-gamers did not significantly differ on the Learner Profile Total Scale or subscales.

The use of virtual museums in cultural transfer is an interdisciplinary approach of significant importance. Virtual museums play a crucial role in cultural transfer by digitally preserving cultural heritage. This article examines the educational role of virtual museums as a key tool in cultural transfer, particularly in the context of representing Ottoman works in virtual museums. Museums, indispensable elements of cultural transfer and education in contemporary society, have gained the opportunity to reach wider audiences by transitioning into the digital realm. In this context, the representation of Ottoman works in virtual museums and its role in cultural transfer are highlighted. Virtual museums hold great educational potential. It is well recognized that the representation of Ottoman works in virtual museums has educational effects such as expanding learning environments, facilitating access to knowledge, and increasing cultural awareness. Therefore, the representation of Ottoman works in virtual museums, especially in the field of education, is addressed. This study evaluates the role of the representation of Ottoman works in virtual museums in cultural transfer and education, thus demonstrating the educational potential of virtual museums. The research illustrates that virtual museums serve as significant tools for the preservation and dissemination of cultural heritage, and the representation of Ottoman works in virtual museums contributes to this process. Using Ferdinand de Saussure's theory of signs, signifier, signified, this study examines the representation and educational role of Ottoman works in virtual museums.

The metaverse which is considered as the digital big bang of humanity and the next evolution of the internet is anticipated to offer a living environment for civilization 5.0 and beyond in various domains including education. Each novice technology that enters our daily lives generates also fear, anxiety, and problems as well as hope, benefit, and attraction. The purpose of this research is to investigate what ethical problems the metaverse may cause in higher education institutions and how healthy metaverse universities can be created within the framework of ethics. Interpretative phenomenological research design was employed in the study and data was collected from the field experts and lecturers in higher education. The study indicated thirteen VR/AR/XR experts' and lecturers' visions on the metaverse-based ethical issues and practical implications that could be applied within the scope of five thematic nodes comprising metaverse awareness, security and data, safety and wellness, social equality and diversity, and accessibility. It is expected that the study will contribute to the design of a healthy and good metaverse in the future of higher education institutions pursuant to ethical values.

Researchers and educators have been exploring innovative methods in entrepreneurship education to address traditional approach failure at engaging students and developing their skills. Educational technology has shown promising results in early studies. Yet, there is a scarcity of reviews on their effectiveness in developing entrepreneurial competencies. This paper systematically reviews the empirical literature on the outcomes of educational technology used to teach entrepreneurship at higher education institutions. From an initial 316 search hits, 26 articles were selected for in-depth review. The learning outcomes were translated into entrepreneurial competencies, using the EntreComp Framework as a reference. Findings show that educational technologies, in general, positively impacted entrepreneurial competencies, especially financial and economic literacy, motivation and perseverance, and initiative taking. Gaming and simulations were the most researched, having an overall positive influence, while online learning and MOOCs showed limited and sometimes contradictory effects. The study fills the scholarly gap by connecting educational technology, entrepreneurship education, and entrepreneurial competencies. It provides a basic mapping linking each educational technology to the competencies it develops and advocates for a competency-based pedagogy in the delivery and assessment of entrepreneurship education. Educators can apply the findings and the mapping developed in this study to design and deliver entrepreneurship courses, incorporating educational technologies more insightfully and effectively in their pedagogies.

The aim of this study is to determine teachers' views on metaverse-based education. The research is qualitative and was conducted with a phenomenological design. The maximum diversity sampling technique, one of the purposeful sampling methods of the study group, was used. In this direction, data were collected from as many different teachers as possible, including their age, field of study, school type, and gender. The research was carried out with 32 teachers. The data were collected through face-to-face interviews using a semistructured interview consisting of four questions about personal information and 11 questions about the metaverse. The data were analyzed by a descriptive analysis method using MAXQDA software. Teachers stated that the integration of metaverse technology into education and training processes will increase the quality, efficiency and permanence of this process.

Educational games, prevalent in contemporary settings, leverage game-based learning (GBL) to actively engage and enhance learners' knowledge and skill acquisition through captivating in-game learning activities. To assess the effectiveness of GBL, game-based assessment (GBA) has emerged. GBA employs gameplay for learners to attain educational objectives while capturing data for analyzing their in-game competencies. The integration of gameplay in assessments has garnered increasing attention to GBA. This review of 21 studies provides an overview of the application of GBA in the field of education, covering aspects of the publication nature, theoretical frameworks, game types, in-game assessment details, and the assessed subjects and knowledge. Key findings include: (1) the annual number of publications fluctuates; a majority of studies originate from the USA; (2) the supporting theory tends to be unitary, with the evidence-centered design model cited the most; (3) simulation, immersive, and video games with rich game elements are applied most as assessment tools, and in-game assessment details are associated with game features; and (4) GBA is predominantly used in physics education. These findings indicate that applying GBA in education is promising with solid theoretical support, and practitioners are suggested to design GBA according to their educational needs and game features.

Despite the promise of virtual reality (VR) videos to provide reflective opportunities analogous to those afforded by real-world classroom recordings, there has been scant research on its usage in teacher education to date. In this quasi-experimental study, we compared the effects of two distinct stimuli used for student teachers' reflections on their teaching. This mixed-methods study investigated how participants' perceptions of their own abilities to engage in reflective thinking changed over time. Twenty-three preservice instructors watched a genuine classroom film and compared it to 46 who watched a virtual reality version. Only the VR group saw a gain in self-efficacy related to reflection over time. We also discovered that, like traditional classroom videos, VR videos prompted participants to engage in self-reflection. This research is the first to show that reflecting on VR classroom footage yields similar outcomes as reflecting on actual classroom videos in mathematics. This demonstrates the viability of VR for use in teacher education and its potential value as a tool for education professionals.

This paper presents the findings from a research project to analyse 30 years of the "Research in Learning Technology" journal (1993 to 2022). The analysis explores the content of the articles in terms of key topics and their relationship with sector events and policies, discussing key terms such as virtual learning environment, massive open online courses (MOOCs) and virtual reality (VR). It also considers how the terminology used to describe the field has changed over time, starting with a focus on the computer and expanding to include a range of common terms such as e-learning, technology enhanced learning (TEL) and digital. Between 1993 and 2015, issues of the journal were accompanied by editorials. This analysis considers how the role of the editorials helped to shape and establish the journal and influence the field of learning technology to take a more research and theory-based approach. Finally, an analysis of the locations of the authors who have published in the journal has demonstrated a shift from a predominantly UK-based journal to one with more international reach.

This study explores the integration of virtual reality (VR) in geometry education and examines the immersive platform's potential to enhance student engagement and understanding through a case report. While students appreciated the interactive and collaborative aspects of VR, they also faced challenges such as VR sickness and technical issues. Recommendations for future sessions include incorporating breaks and providing additional technological guidance. Future research will focus on addressing these challenges, evaluating long-term educational outcomes, and exploring the integration of other immersive technologies like augmented reality. The study contributes to the wide discussion regarding the importance of balancing technological innovation with pedagogical effectiveness for successful VR integration in educational settings.

This study aims to develop an augmented reality (AR) board game for teaching atomic models and measure its effectiveness from the student's point of view. The Analysis, Design, Development, Implementation, and Evaluation model was used to create the AR board game to help achieve the study objectives. The study collected data from three focus groups, each one consisting of 8 students, as well as a questionnaire distributed to a sample of 30 specialists. Qualitative analysis was used on the reflective writing of a sample of 20 female students from Kferit's Secondary Girls' school upon experiencing the educational product to measure the study's effectiveness. The study findings revealed the great credibility of the educational product and its effectiveness in promoting creativity, innovation, communication and collaboration skills, and information literacy; as well as improving student motivation in a more entertaining learning environment.

This study aims to conduct a bibliometric analysis of the use of virtual reality in science education over three decades (1993-2023). The method involved data from Google Scholar-indexed publications using Publish or Perish with keywords related to "virtual reality" and" education" over the past 3 decades. Nine hundred and eighty-six publications were obtained with a total of 131,130 citations with an average of 133 citations/paper and 4371 citations/year. The collected data were then screened to ensure its quality. Next, VOSviewer software was conducted to perform co-authorship and co-occurrence analysis. The results of the co-authorship analysis showed that there were 164 authors eligible to be visualized and divided into 88 clusters, indicating a high level of collaboration among authors in this field. Co-occurrence analysis shows that "virtual reality" has an occurrence of 696 in cluster 5 and "science education" is only16 in cluster 2 with word networks formed only on the words "virtual reality," "education," and "field." This study emphasizes the need for better VR in science education and more research on its impact on students' science literacy. It outlines VR usage trends in science education, informing future studies. The findings particularly highlight the importance of investigating VR's effectiveness in formal educational settings.

This study described the potential benefits of implementation of the Metaverse concept in English for Tourism course revealing views from the students' perception. This research used a qualitative descriptive case study to investigate the phenomenon of the use of metaverse at higher educational levels in the Indonesia context. During data collection, an interview was conducted to gather the student's perspective on the notion of metaverse in English for the Tourism course, and the document served as secondary data as the artifact utilized in the subject's classroom activity. Thematic analysis was used to interpret the data. Based on the findings, there are two benefits of implementing metaverse concepts in English for tourism course. The study implemented two metaverse platforms namely "spatial.io" and "readyplayerme." The study showed that the students showed their positive perception towards the use of these platforms. Integrating a virtual environment in a metaverse concept gives prospects for immersive and interactive learning enhancing the students' learning engagement. In addition, since the students need to have the capability to use the platform, their digital literacy was also developed.

This paper will provide several examples of science and mathematics integration: navigation/map-reading, ecology/ecosystems/population growth, and chemistry/molecular structures. This paper underscores integrating STEM subjects with problem-based learning with technology such as video/computer simulations/programming/coding and the dynamic free online software GeoGebra. The paper suggests some GeoGebra-based connections to the science and math that is taught and a way to connect the disciplines with technology. Science involves and uses mathematics, and both subjects involve problem solving, and math is the tool that science uses. Subsequently, integrating science and mathematics using problem-based learning with technology might be a way to improve science and mathematics instruction while building confidence for STEM. Recommendations for STEM teachers are made along with some GeoGebra illustrations.

The evolution of mathematics coincided with advancements in its teaching. The 19th and 20th centuries marked a pedagogical revolution in mathematics education. This paper argues that Bruner's (1966) model, Gagné's (1985) taxonomy, innovative teaching methods emphasizing research and problem-solving, and the inclusion of data analysis topics have shaped modern mathematics education. Additionally, the paper explores transformative trends, emphasizing mathematics literacy and the integration of virtual reality (VR) and artificial intelligence (AI) in education. This evolution emphasizes practical, contextually relevant approaches. VR enhances engagement and comprehension of abstract concepts, while AI offers personalized learning experiences, fostering deeper understanding and skill development.

Numerous studies have delved into the application of augmented reality (AR) in chemistry education, focusing on specific topics, equipment requirements, and advantages. However, there remains a notable dearth of research examining the evolutionary characteristics of AR in this context. This study, employing bibliometric analysis on 66 articles spanning from 2012 to 2022, reveals that research primarily revolves around pedagogical approaches and AR technology development, particularly in kindergarten to 12th grade (K-12) education. Despite the United States exhibiting the highest publication frequency, there is a significant absence of studies addressing emotions, cognition, and physiological changes. Shedding light on these research gaps, this study underscores the need for further exploration into the cognitive, emotional, and physiological aspects of AR integration in chemistry education. Ultimately, the insights gleaned from this study offer valuable guidance for researchers, educators, and practitioners alike, facilitating the advancement and effective application of augmented reality in chemistry education (ARCE).

An Augmented Reality (AR) approach to creating a maths education app is the focus of this research. To turn the 2D floor plan into 3D objects, students will use their mobile devices to scan the cards. Students can have a better understanding of the 3D shape from various angles by interacting with virtual 3D items. Students can gain a deeper understanding of the method of volume computation by utilising the decomposition or combined functions of the Assembler Edu app. This study compares the digital learning results of students who excel in maths with those of students who struggle, and it does so by analysing the students' motivation both before and after using an AR Assembler Edu app. The study analyses the learning impacts and experiences of the AR Assembler Edu App through the use of achievement assessments, questionnaires, and interviews with teachers and students. The results show that students are receptive to the institute's AR maths learning app and that it might pique their interest in studying. Compared to the pre- and post-study results, the learning effects are much more pronounced. Teacher interviews revealed that students' motivation and three-dimensional composition were significantly improved after using this digital learning resource and interactive experience model.

The lives and learning experiences of high school students are increasingly intertwined with online activities. With the global trend of Education 4.0, equipping students with digital skills is essential, including the capacity for online social-emotional skills. Someone with social-emotional skills knows how to turn social media into a useful tool, providing opportunities for personal development. This study focuses on developing social-emotional competence for high school students in the context of the Education 4.0 trend. The project has developed a learning program consisting of 6 common social-emotional skill themes for both virtual and real environments and implemented a test on 34 students. Using experimental evaluation methods, classroom observation, and quantitative methods were employed to assess the effectiveness of the program. The results indicate a significant improvement in students' social-emotional competence, with an average score post-experiment of 3.7397. Our experimental model also achieved 63.6% of CASEL criteria for organizing social-emotional competence. Therefore, the study has strengthened the findings and achievements in the development of social-emotional competence training in the fields of educational psychology in Vietnam.

The purpose of this qualitative study was to understand, from the perspective of students with disabilities, what special education leaders and their respective classroom educators should consider in the integration of artificial intelligence (AI) features and tools to support individualized instruction. This study utilized an immersive and interactive personalized learning environment, virtual reality, to engage students with disabilities as they consider AI tools, features, and supports that are currently needed to enhance their learning experience. The five primary themes for AI integration that building and instructional special education leaders should consider included: (1) response options; (2) content; (3) learning environment and virtual characters; (4) visuals; and (5) sound or auditory supports. As special education leaders seek to determine how best to navigate growing AI tools and how and when to implement, this study, coming from the voice of students with disabilities, offers some immediate and pertinent suggestions within the context of current personalized learning efforts.

With the study reported on here we aimed to determine and compare teacher perceptions of the concept of virtual reality between Turkish and South African teachers using metaphors. We adopted a phenomenological approach, and a questionnaire was administered to a total of 100 teachers in both countries, using random sampling. The study included 4 schools -- 2 secondary schools selected from each country. The data obtained were analysed and categorised into themes using the metaphor mismatch technique. The following themes were identified and interpreted, learning, entertainment, technology, art, travel, and imagination. Teachers presented metaphors based on relevance to their area of practice and perceived potential use of virtual reality in teaching and learning. Based on the number of metaphors identified, teachers held a narrow perception in the categories, entertainment, technology, and travel, while more metaphors, with varied sample explanation responses were identified in the categories of learning, art, and imagination. The findings of this study can be used to develop a user road map for teacher professional development and to inform policy on the use of virtual reality in teaching and learning.

As a language teacher, teacher educator and researcher, to me the name Rebecca Oxford has always been synonymous with language learning strategies across the world and specifically the theme of its teachability. Rebecca has always stated that the language teacher's role includes strategy instruction even if it achieves only partial success. Research has focused almost exclusively on how reading comprehension strategies, the focus of this study, can be taught to learners, but the preparedness of pre-service teachers to teach reading strategies has seldom been the focus within initial teacher education programs. The purpose of this study was to determine participants' perceptions of teaching within a mixed reality simulation environment with a specific focus on the explicit instruction of reading comprehension strategies. A case study approach was utilized, and ten second-year pre-service teachers enrolled for the Bachelor of Education (B.Ed) degree as well as one mentor teacher and one teacher educator were purposefully selected to participate in the study. The results indicated that the themes corresponded with the activities during the different stages of a mixed reality simulation action review cycle and included show and tell, collaborative brainstorming, deconstruction of the core teaching practice, anxiety and disbelief, pause and redo, coaching and feedback and focused reflection.

Technology-enhanced learning supported by virtual learning environments (VLEs) facilitates tutors and students. VLE platforms contain a wealth of information that can be used to mine insight regarding students' learning behaviour and relationships between behaviour and academic performance, as well as to model data-driven decision-making. This study introduces a system that we termed ASIST: a novel Attention-aware convolutional Stacked BiLSTM network for student representation learning to predict their performance. ASIST exploits student academic registry, VLE click stream, and midterm continuous assessment information for their behaviour representation learning. ASIST jointly learns the student representation using five behaviour vectors. It processes the four sequential behaviour vectors using a separate stacked bidirectional long short term memory (LSTM) network. A deep convolutional neural network models the "diurnal weekly interaction" behaviour. It also employs the attention mechanism to assign weight to features based on their importance. Next, five encoded feature vectors are concatenated with the assessment information, and, finally, a softmax layer predicts the high-performer (H), moderate-performer (M), and at-risk (F) categories of students. We evaluate ASIST over three datasets from an Irish university, considering five evaluation metrics. ASIST achieves an area under the curve (AUC) score of 0.86 to 0.90 over the three datasets. It outperforms three baseline deep learning models and four traditional classification models. We also found that the attention mechanism has a slight impact on ASIST's performance. The ablation analysis reveals that "weekly event count" has the greatest impact on ASIST, whereas "diurnal weekly interaction" has the least impact. The early prediction using the first seven weeks of data achieves an AUC of 0.83 up to 0.89 over the three datasets. In yearly analysis, ASIST performs best over the 2018/19 dataset and worst over the 2020/21 dataset.

Virtual simulations are a very useful educational resource to improve the teaching of chemistry. Their use makes it possible to facilitate the comprehension of concepts, promotes the development of scientific competences and even improves student attitudes toward chemistry. However, it is important to point out that a simulation by itself is not enough to improve student learning. Methodological design is a crucial aspect in order for its classroom use to be significant. Simulations must form part of an instructional sequence that promotes said learning, and thus the role of the instructor is key. This work conducts a systematic review with the aim of analyzing how to apply the use of simulations in the teaching of chemistry in secondary schools, delving deeper into the way in which simulations are used from a methodological perspective, in order to improve the learning processes and results. In this sense, it was found that there is an improvement in learning on both the level of content comprehension and in scientific competences. Guided research is also identified as the most effective methodology for the application of simulations in the classroom. With a look to the future, it is suggested that there is a need to conduct research on the continued use of simulations in the classroom, as well as their characteristics and the instructional methods used.

In biology learning, the object of a virus cannot be seen directly. Augmented reality (AR) technology can help visualize the object of a virus in 3D, making it easier for students to learn about viruses. Therefore, this research aims to develop an AR-based learning media product called ARVi. ARVi was created using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The results of the analysis revealed that students need learning media with engaging visualizations. Therefore, ARVi was designed as a mobile application with various colors, images, videos, AR, and quizzes. ARVi underwent validation tests by experts, including biology education lecturers and biology teachers. The user responses were evaluated through a small group test involving 20 students, where questionnaires were distributed. Based on the questionnaire results, the average score for the media expert was 3.84, and for the material expert was 3.80. These scores indicate that ARVi is very valid for use as a learning medium. The results of the small group test were 2.85, indicating that ARVi is valid for use after minor revisions are made. The implementation results for 60 students, as determined through a paired t-test, showed a significant difference between the pretest and posttest results, with the posttest score being higher than the pretest score. The research results concluded that ARVi is suitable as a biology learning media.

This paper explored students' experiences in an international virtual student mobility (VSM) program at a Japanese national university implemented in collaboration with partner universities in the Asia Pacific region and Europe. Through students' narratives, the study discerned how students perceive "mobility" and the concept of "international students" after participating in a virtual student mobility program. Findings revealed a tension between students' understanding of "mobility," official narratives, and students' actual experiences. While VSM programs facilitate communication and knowledge exchange across borders and develop cross-cultural communications, prevailing binary definitions in student mobility, such as "inbound" vs. "outbound," "domestic" vs. "international," or "study abroad" vs. "internationalization at home," limit VSM potential to be fully realized. This misalignment of the traditional understanding of student mobility that emphasizes place and borders challenges the official narrative of student mobility and urges educators to re-align and re-frame how we understand "international students."

Play is essential to the healthy growth and development of children. As children play, they explore new roles, try out new ideas, and bond with each other. Play increases language, cognitive, and social skills. How can the power of play be harnessed and shaped for educational purposes? How can teachers infuse play into the classroom to improve reading and related language skills? Teaching reading requires a combination of teaching skills but also requires ways to motivate students to read. Whatever the reading level or ability, most students will enjoy reading and read more often when they connect to the text in one way or another. Not all reading material that students read in school is enticing to them. Play-based methods and play integration have the potential to increase motivation and engagement with the reading if used flexibly with the student in mind. Also, play-based methodologies are student-centered by nature.

Virtual reality (VR) is an immersive innovative technology that can be used with occupational therapy students for bias training in preparation for fieldwork and clinical practice. The purpose of this study was to explore the use of VR as a complementary educational tool in bias and microaggressions (MA) training for entry-level occupational therapy students. We conducted a secondary analysis of data collected in an 8-week course on diversity, equity, inclusion, and professional skills with a total of 48 first-year entry-level occupational therapy students. We used eight simulated VR cases for all students. Data was collected using a mixed-method survey to capture the students' experiences with VR. The results showed that the majority of students found the VR module helpful in identifying bias and MA (n=47; 97.92%), enhancing their confidence to report bias and MA (n=48; 100%), offering opportunities to respond to bias and MA (n=39; 81.25%), and articulating why certain behaviors can be perceived as MA (n=45; 93.75%). Thematic analysis of qualitative data showed that the VR enhanced students' ability to detect bias and MA, and increased the sense of empathy, and ability to be an ally or advocate for targets of bias. The findings indicate that VR is an immersive, engaging technology that can be used for bias and MA training for students and potentially clinicians. It offers a private, inclusive, pressure-reduced learning space for students to learn about bias and MA in preparation for fieldwork education and clinical practice.

Development of scientific explanation abilities in students is an important aspect in science education. However, traditional learning methods such as textbooks and PowerPoint presentations are often less effective in improving skills due to lack of student interactivity and involvement in the learning process. This study aimed to analyze the effectiveness of using augmented reality media based on problem-solving frameworks to empower scientific explanation. The research design was used a Nonrandomized Control Group, Pretest-Posttest Design. The study used a quasi-experimental method with a factorial design of 2 x 2. The research sample was 72 students, one of senior high school in Indonesia. The sample was divided into two groups: the control group using two-dimensional learning media based on books, PowerPoints, and videos. The treatment group used augmented reality learning media based on problem-solving frameworks. The material used in the study is the human circulation system in biology subjects. The instrument used to obtain scientific explanation data is an essay test developed from scientific explanation indicators adapted from McKneill et al. Data analysis using ANCOVA (p=0.05%) with pre-test values as covariates. The results showed that augmented reality media based on problem-solving frameworks could empower and more significantly improve the ability of scientific explanation, this is evidenced by the average value of scientific explanation skills in the experimental class is higher than the control class.

Metaverse, an amalgamation of diverse information technologies, is seen as the future of the internet and holds promise for transforming education. Leveraging metaverse media for immersive learning has the potential to reshape education practices. Despite being a novel concept, metaverse-based education has the capacity to enrich online learning experiences. The study utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) model alongside the factor of personal innovativeness in IT, conducting a comprehensive survey involving 244 students from Federal University Wukari, Nigeria. Employing STATA 14, a popular variance-based structural equation modeling technique in social sciences and management, the study analyzed the structural model and conceptual measures, confirming the discriminant validity, dependability, and content of the data. The research findings highlight the importance of personal innovativeness in IT as a direct and indirect predictor of adoption intention among Generation Z students in making decisions about integrating metaverse technologies into higher education. Students demonstrating a high level of innovativeness in IT exhibit a greater willingness to engage with metaverse-based learning incorporating artificial intelligence. The results demonstrate a strong association between the identified characteristics and students' intentions to utilize educational platforms utilizing metaverse technology, contributing valuable insights to the use of technology in educational settings.

High-order cognitive skills (HOCS) are required to solve problems and make decisions. ARVi or augmented reality virus is a learning medium used to enhance HOCS. Aims of this research is to find out the effect of implementing ARVi media on enhancing high-level cognitive skills of students. The research is a quasi-experiment with a pretest-posttest control group design. The research was conducted in MAN 1 Kota Bogor class 10 using the Merdeka curriculum. The research instrument is a multiple-choice test that has been validated to measure high-level cognitive skills. The result of the t-test shows t-value (3.14) > t-table (1.98), indicating that there is a significant difference between the posttest scores of the control group and the experimental group. This means that the use of ARVi media has an effect on high-level cognitive skills. The improvement in high-level cognitive skills was continuous in C5 (evaluation) at 78%, C6 (creation) at 72%, and C4 (analysis) at 70%. These results are not independent of the support provided by the various content offered by ARVi media, such as augmented reality, literacy, and high-level questionnaires. Current education can benefit from technologies like ARVi media that help increase the high-level cognitive skills of students.

Public speaking often imposes a nerve-wracking atmosphere in the L2 classrooms. Consequently, an alternative to the anxiety-arousing activity by using advanced technology for pedagogy is urgent. Prior publications reported the use of virtual reality (VR) for training public speaking and alleviating students' public speaking anxiety (PSA). However, no latest review in this area has been published. This present study employed a systematic review to delineate the trends in the latest decade (between 2011 and 2023), synthesizing research outcomes, methodologies, loci, participants, treatment duration, and research focuses. This systematic review was based on inclusion and exclusion criteria. Conceptual and theoretical studies were removed, yielding 16 studies with empirical data to be thoroughly examined. Most studies indicated the effectiveness of VR for teaching public speaking and reducing speech apprehension. Several gaps were disclosed, such as the inconsistency of the research findings regarding whether the short duration of VR exposure resulted in the statistically non-significant effects, the unequal distribution of research loci which were mostly reported from the US, the UK, and Europe, and the major focus on English as L1 instead of L2 public speaking training. The results of this review suggest that more pertinent studies in countries with EFL or L2 learning contexts and longer treatment duration be conducted and reported in the globally renowned English-language journals to verify the effectiveness of VR technology in treating PSA.

Simulation-based learning has the potential to foster a transformative learning culture within the Open and Distance Learning (ODL) environment. This report is based on a research project, integrating a simulation into a digital ODL classroom, conducted in Wawasan Open University, an ODL university in Malaysia. The report highlights how a simulation can be valuable to ODL students as an effective learning tool and by creating an immersive learning experience for the students.

Augmented Reality (AR) has garnered significant attention in the field of education over the last two decades, with data indicating that it improves the effectiveness of teaching and learning in a variety of academic environments. There is, however, the absence of a framework that can guide the institution-wide adoption of AR in distance education. Distance Education (DE) has always been linked to advances in (educational) technology in terms of facilitating the transactional distance between providing institutions and learners, supporting them both synchronously and asynchronously, and providing educators with tools to improve pedagogy and resource utilisation. However, it is unclear why AR has yet to be institutionalised in distance and distributed learning environments. A scoping review was done to identify the enabling conditions for implementing AR in DE, and the results were deductively analysed. While the scoping review results did not reveal any frameworks or models that could guide the implementation of AR, it pointed out several factors to consider when adopting AR in a distance learning environment.

Overall teacher effectiveness is connected to the teacher's sense of confidence in their personal ability to be effective. An important part of teacher effectiveness is communication and collaboration with parents, and family members of their students. Research has demonstrated the positive impact strong relationships between families and school have on both parties. However, even the most comprehensive teacher preparation programs are limited to the amount of practice they can provide aspiring teachers because parent-teacher conferences are confidential meetings. The key to providing aspiring teachers an opportunity to practice this skill and grow in their confidence and sense of efficacy is through the use of acritical environments and simulations. Providing teacher candidates with artificial environments to practice simulated parent-teacher conferences improves overall teacher candidate's sense of confidence in their ability to conduct these meetings effectively. The use of artificial environments has the potential to have a positive impact on various parts of teacher preparation programs.

The Chinese Luoyang Quju Opera holds significant cultural importance in Henan Province. Despite its historical richness, this art form confronts challenges amidst modernization and evolving entertainment preferences. This study investigates literacy strategies for preserving and contemporaneously developing the Chinese Luoyang Quju Opera. The research in Luoyang engages performers, educators, and scholars through qualitative methods, such as interviews, field observations, and archival research. The findings underscore the necessity for systematic documentation, scientific preservation techniques, educational integration, governmental backing, and digital platform utilization to sustain this opera. Emphasizing a comprehensive approach to cultural conservation, blending traditional and contemporary methodologies to captivate new generations, the study recommends digital experience centers, social media outreach, curriculum inclusion, community initiatives, and cultural tourism programs. These strategies aim to uphold the enduring legacy of Luoyang Quju Opera in contemporary society.

Escape rooms are an established game genre that has become popular in educational contexts in recent years. Digital escape rooms are variations, which use digital environments and may be played by participants not present on site. Compared to physical escape rooms, digital escape rooms are characterised by lower implementation and application efforts and at the same time by reduced intensity of the experiences. There is little evidence to date as to whether these lowthreshold escape rooms are nevertheless sufficiently effective for learning. In this evaluation study, a learning activity based on a digital educational escape room (DEER) that uses the 360°-based spatial visualization (360VR) of a waterworks and a web-based form -- contributing guidance and the escape room-specific challenges -- is analysed. In the learning activity, students of environmental engineering study programs are asked to explore the 360VR-based waterworks guided by the instructions and challenges in the web-based form. Quantitative results of the study on learning outcomes and variables relevant to learning, such as emotion, motivation, and usability (N=73) are reported. The evaluation is supported by the qualitative results of guided interviews. Remarkably, some participants would have preferred to explore the 360VR environment without the guidance provided by the web-based form. Overall, the results show the learning effectiveness of the DEER, the efficacy of the web-based form as a guidance instrument, and values of learning-relevant variables that are conducive to learning. The DEER also achieved a high level of acceptance among students. Due to the low effort required for the creation of the DEER by lecturers and for application on the part of students, the presented combination of 360VR and web-based forms can be seen as a powerful low-threshold learning tool that enriches teaching.

This research aims to design immersive virtual reality with cognitive conflict to support practical learning of quantum physics. This type of research is design research through the stages of needs analysis, product design, validity test, and practicality test. The needs analysis used questionnaire sheets distributed with Google Forms and obtained from 97 students. Immersive virtual reality design was developed by utilizing the Blender and Unity applications in the form of Android Package Kit (APK) format installed on virtual reality devices. The validity test involved six experts using validity instruments, and the practicality test involved nine students using practicality instruments. The validity test results on the learning and material indicators obtained a value of 0.89 in the valid category. A validity value of 0.95 was obtained in the valid category of the media aspect indicator. The average overall practicality score of the ease of use, display, design efficiency, and benefits indicators was 92 in the very practical category. The novelty of these research results is that they combine immersive virtual reality with cognitive conflict models applied to quantum physics learning that have been tested to be valid and practical.

This study investigated the efficacy of two distinct virtual training platforms, TeachLivE™ and Zoom with actors, in preparing preservice practitioners for behavior management in real-world settings. This exploratory study aimed to investigate individual participant skill acquisition and assess which platform better equipped participants with the necessary skills and strategies. This study employed Behavior Skills Training as the foundational pedagogical framework, utilizing structured training and feedback to foster skill acquisition and retention. The two groups, one using TeachLivE™ and the other Zoom with actors, received identical training modules and practice scenarios. After the training, participants were assessed on their ability to apply behavior management strategies in simulated scenarios closely mirroring authentic classroom settings. Results from the study revealed an observable difference in the percent correct performance between the two groups. The TeachLivE™ group exhibited a higher level of success in applying behavior management strategies compared to the Zoom with actors group. This outcome suggests that the immersive nature of TeachLivE™, with its lifelike avatars and interactive virtual classrooms, provided a more effective training environment for preservice practitioners in behavior management.

Using a learning theory is key when designing simulation-based learning linked to allied health professional placements to ensure the purposeful selection of educational methods and to understand how it may assist learners in achieving desired learning outcomes. A narrative review was undertaken to identify the learning theories reported in simulation-based learning linked to allied health professional placements and how the learning outcomes aligned with the reported theories. Only eight of the 25 reviewed studies explicitly reported a learning theory, with minimal attempt to link them to the learning experience. Educators are encouraged to develop an understanding of the breadth and depth of learning theories and how they can best align these with the desired learning outcomes to allow the best fit for purpose. As a result, the authors have developed a practical guide to assist educators in designing simulation-based learning to better understand how learning theories could be incorporated and the anticipated outcomes that could be measured.

Due to the difficulty of chemical compounds to visualize, augmented reality (AR) integrated with mobile learning has been developed as an alternative media for studying chemistry. This study aims to analyze the use of AR-integrated mobile learning in chemistry education from a bibliometric perspective in the last decade. A total of 225 articles were retrieved and analyzed from the Scopus database in the period from January 2012 to September 2022. The results of the analysis indicated that in the range of 2012-2022, the highest number of publications occurred in 2021, with the United States as the most productive country with a total of 54 publications, followed by China, Indonesia, and Japan. Wojciechowski, R., is the most frequently cited author, followed by Cai, S. "Augmented reality" is the keyword that appears most frequently in publications. This study presents useful findings that can serve as a guide for educators, scholars, policymakers, and educational designers for future research or reference in this area regarding current trends.

This work provides an overview of the use of Virtual Reality (VR) technology in the context of training through the documentation of a project produced by Ohio University's Game Research and Immersive Design (GRID) Lab involving the development of a cine-VR series for police officer training in areas such as suicide prevention, mental health, crisis intervention, domestic violence resolution, and school violence prevention. The article starts by introducing the concept of VR training with its subdivisions and its benefits, including the promotion of learning and empathy through immersion. Followingly, it describes the process of planning for a VR training. Subsequently, it breaks down the several stages of creating VR training content from scenario exploration, scriptwriting, recording, to postproduction. In conclusion, this paper recognizes the challenges of creating compelling VR content such as storytelling, editing, and resources. Additionally, it attempts to pave the way for similar VR training projects by providing recommendations and emphasizing the importance of communication, adaptability, and experimentation.