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As traditional cultural heritage education gradually reduces students' exposure to the physical environment, it is more difficult to stimulate students' awareness of and interest in local culture. The concepts of cultural preservation and sustainable development have not yet been effectively integrated into teaching. Therefore, this study developed an alternative reality game (ARG) combined with a learning scaffold to enable students to gain a deeper understanding of the history and cultural heritage of Taiwan during the Japanese rule period through an immersive learning experience and to explore and solve real-world problems in an interactive environment, which helped students understand the concepts of cultural preservation and sustainable development. The results of the study showed that the experimental group of students using the ARG integrated learning scaffold significantly outperformed the control group in terms of learning effectiveness and engagement. Students in the experimental group not only had a deeper understanding of the curriculum content but also showed higher behavioral and emotional engagement. In addition, students' awareness of cultural preservation and sustainable development increased, which indicates that the materials developed in this study are effective in promoting their deeper understanding of local educational development and cultural identity. This study confirms that the combination of innovative technology and gamified instruction not only enhances students' learning effectiveness but also promotes their understanding of cultural heritage. Future research should further optimize the use of technology to reduce the impact of operational difficulties on students' learning experience and explore how alternative reality game (ARG) technology can be used in more subject areas. [ABSTRACT FROM AUTHOR]

AbstractClassroom video use in teacher education is rising, but the interplay of video type (2D, panoramic) and viewing device (PC, HMD) on learning remains unexplored. This study examined the interactive effects of video type (2D, panoramic) and viewing device (PC, Head-Mounted Display [HMD]) on pre-service teachers’ learning performance. 143 pre-service teachers from a China university participated in a 2 × 2 randomized controlled experiment, viewing a 10-minute instructional video. Results indicate that panoramic video with HMD yielded the best learning outcomes, enhancing academic achievement, attention, presence, and immersion. Conversely, 2D video on HMD increased cognitive load. Interestingly, while PC-viewed panoramic video maximized attention, it also generated the highest cognitive load. Focus group interviews revealed the potential of immersive learning alongside challenges like motion sickness and navigation difficulties. This research provides empirical evidence for the interaction of video type and viewing devices in teacher education, informing the design of effective video-based learning. [ABSTRACT FROM AUTHOR]

Background: Management of in-hospital cardiac arrest includes many component skills that require considerable training in order to gain mastery. Practicing defibrillation skills in a simulated setting improves performance and time to shock delivery but is cumbersome and costly. Virtual reality (VR) simulation training may provide an alternative platform to help medical students learn and build confidence in the critical steps required to operate a manual defibrillator. Intervention: We performed a pilot study to implement a VR simulation that trains learners on the stepwise operation of a manual defibrillator. Methods: We conducted a cross-sectional survey that measured the feasibility, usability, and likeability of a VR simulation among fourth-year medical students at a large urban academic medical center. Secondary outcomes included self-efficacy with operating a defibrillator before and after the VR simulation, and time to defibrillation within the simulation. Results: Twenty-six participants completed the VR simulation. The majority of participants found the VR simulation easy to use (71% agreed), liked the experience (96% agreed), found it realistic (87.5% agreed), and would recommend it to their peers (96% agreed). Most students (96%) agreed that the training improved their knowledge of how to use a defibrillator, and all (100%) students agreed that they were more confident than beforehand in using the defibrillator to defibrillate a patient with cardiac arrest. Self-reported knowledge and comfort with using the defibrillator significantly improved from before to after the VR training, as did average time to defibrillation. Discussion: VR simulation for defibrillator training is feasible and well-liked by senior medical students and is associated with improved self-perceived knowledge and comfort with using a manual defibrillator. [ABSTRACT FROM AUTHOR]

This study aims to provide a review of the existing literature regarding the use of extended reality technologies and the metaverse focusing on virtual reality (VR), augmented reality (AR), and mixed reality (MR) in safety training. Based on the outcomes, VR was predominantly used in the context of safety training with immersive VR yielding the best outcomes. In comparison, only recently has AR been introduced in safety training but with positive outcomes. Both AR and VR can be effectively adopted and integrated in safety training and render the learning experiences and environments more realistic, secure, intense, interactive, and personalized, which are crucial aspects to ensure high-quality safety training. Their ability to provide safe virtual learning environments in which individuals can practice and develop their skills and knowledge in real-life simulated working settings that do not involve any risks emerged as one of the main benefits. Their ability to support social and collaborative learning and offer experiential learning significantly contributed to the learning outcomes. Therefore, it was concluded that VR and AR emerged as effective tools that can support and enrich safety training and, in turn, increase occupational health and safety. [ABSTRACT FROM AUTHOR]

In an increasingly globalized world, the development of language skills and intercultural empathy has become crucial for effective communication and collaboration across diverse societies. Virtual worlds offer a unique and immersive environment to address these needs through innovative educational approaches. This study explores the impact of multi-user interactions, group work, and simulations within virtual worlds on language learning and the development of intergroup empathy. Two distinct research projects were conducted, involving 241 participants aged 19–45. The language learning study engaged 116 participants in diverse interactive experiences, while the intercultural study had 125 participants collaborating in multicultural groups and participating in perspective-taking simulations. Both studies employed qualitative data collection methods, including surveys, interviews, and observations. The findings suggest that the combination of networking strategies, collaborative learning, and simulations within virtual worlds contributes to improvements in learners' language proficiency, confidence, and empathy towards diverse social groups. Participants reported increased motivation and engagement, which was attributed to the immersive and interactive nature of the virtual environments. These studies highlight the importance of collaboration and reflection in facilitating language acquisition and intercultural understanding. Technical challenges were identified as potential barriers to implementation. The results demonstrate the potential of virtual worlds to enhance language education and foster empathy in diverse societies, offering valuable insights for educators and researchers. However, the findings may be limited by the specific contexts and sample sizes of these studies, warranting further research to explore the generalizability and long-term impact of virtual world interventions and not exaggerate the main conclusions. [ABSTRACT FROM AUTHOR]

Abstract Background Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR) are emerging technologies that can create immersive learning environments for health professions education. However, there is a lack of systematic reviews on how these technologies are used, what benefits they offer, and what instructional design models or theories guide their use. Aim This scoping review aims to provide a global overview of the usage and potential benefits of AR/VR/MR tools for education and training of students and professionals in the healthcare domain, and to investigate whether any instructional design models or theories have been applied when using these tools. Methodology A systematic search was conducted in several electronic databases to identify peer-reviewed studies published between and including 2015 and 2020 that reported on the use of AR/VR/MR in health professions education. The selected studies were coded and analyzed according to various criteria, such as domains of healthcare, types of participants, types of study design and methodologies, rationales behind the use of AR/VR/MR, types of learning and behavioral outcomes, and findings of the studies. The (Morrison et al. John Wiley & Sons, 2010) model was used as a reference to map the instructional design aspects of the studies. Results A total of 184 studies were included in the review. The majority of studies focused on the use of VR, followed by AR and MR. The predominant domains of healthcare using these technologies were surgery and anatomy, and the most common types of participants were medical and nursing students. The most frequent types of study design and methodologies were usability studies and randomized controlled trials. The most typical rationales behind the use of AR/VR/MR were to overcome limitations of traditional methods, to provide immersive and realistic training, and to improve students’ motivations and engagements. The most standard types of learning and behavioral outcomes were cognitive and psychomotor skills. The majority of studies reported positive or partially positive effects of AR/VR/MR on learning outcomes. Only a few studies explicitly mentioned the use of instructional design models or theories to guide the design and implementation of AR/VR/MR interventions. Discussion and conclusion The review revealed that AR/VR/MR are promising tools for enhancing health professions education, especially for training surgical and anatomical skills. However, there is a need for more rigorous and theory-based research to investigate the optimal design and integration of these technologies in the curriculum, and to explore their impact on other domains of healthcare and other types of learning outcomes, such as affective and collaborative skills. The review also suggested that the (Morrison et al. John Wiley & Sons, 2010) model can be a useful framework to inform the instructional design of AR/VR/MR interventions, as it covers various elements and factors that need to be considered in the design process.

This study aimed to explore the effectiveness of immersive learning in enhancing listening and speaking skills among fourth-grade primary school students. The study employed an experimental methodology with a quasiexperimental design based on one group of participants. The research sample included 40 students from a school in Al-Ahsa, Saudi Arabia. To achieve the study's objectives, an oral language skills test was prepared, focusing on both listening and speaking skills. Additionally, an immersive learning-based educational content was designed, consisting of 20 educational sessions for the participating students. The results indicated the effectiveness of immersive learning in improving listening skills such as auditory discrimination of words, extracting the main idea from auditory content, identifying sub-ideas, deriving the meaning of new vocabulary from context, recognizing the sequence of ideas, reordering events, and discriminating details in auditory content. Similarly, the speaking skills that improved included expressing ideas clearly and avoiding colloquial language, delivering a clear oral message, narrating stories using formal expressions, sharing personal experiences, organizing and maintaining continuity of ideas in speech, demonstrating expressive performance with body language, and observing proper speech speed and accuracy. Statistically significant differences were found at the 0.05 level in favor of the post-test of language skills. [ABSTRACT FROM AUTHOR]

In an increasingly globalized world, the development of language skills and intercultural empathy has become crucial for effective communication and collaboration across diverse societies. Virtual worlds offer a unique and immersive environment to address these needs through innovative educational approaches. This study explores the impact of multi-user interactions, group work, and simulations within virtual worlds on language learning and the development of intergroup empathy. Two distinct research projects were conducted, involving 241 participants aged 19–45. The language learning study engaged 116 participants in diverse interactive experiences, while the intercultural study had 125 participants collaborating in multicultural groups and participating in perspective-taking simulations. Both studies employed qualitative data collection methods, including surveys, interviews, and observations. The findings suggest that the combination of networking strategies, collaborative learning, and simulations within virtual worlds contributes to improvements in learners’ language proficiency, confidence, and empathy towards diverse social groups. Participants reported increased motivation and engagement, which was attributed to the immersive and interactive nature of the virtual environments. These studies highlight the importance of collaboration and reflection in facilitating language acquisition and intercultural understanding. Technical challenges were identified as potential barriers to implementation. The results demonstrate the potential of virtual worlds to enhance language education and foster empathy in diverse societies, offering valuable insights for educators and researchers. However, the findings may be limited by the specific contexts and sample sizes of these studies, warranting further research to explore the generalizability and long-term impact of virtual world interventions and not exaggerate the main conclusions.

Inclusive education holds the important role on developing students’ understanding and character on inclusivity during teaching students with disabilities. Thus, an appropriate teaching method should be assigned on this course. Immersive learning has previously been studied in improving the learning gain for many students, however its application in inclusive education course has rarely been done. This study portrayed the students with disabilities experience on studying inclusive education course with immersive learning. Their experiences were explored on two main aspects including the reception towards immersive learning, and the inclusivity of the immersive learning. Data were collected through test and close-ended questionnaire from nearly thirty students after the intervention. Responses from test were analyzed statistically with Wilcoxon test, while data from questionnaire were analyzed using the statistic descriptive. Results report that students perform a positive outcome after the intervention session with many feel that the lesson is more inclusive. Statistic also shows the difference on students score before and after the lesion. This happened either for students with disability or students without disability. This study may provide a new way of teaching for students with disability, yet further studies are still needed.

Agency, or the capacity to take intentional actions, is considered one of the primary affordances of virtual reality (VR) for learning. VR is expected to increase learners' agency because it allows for full‐body interactivity from a first‐person perspective, giving them novel ways of interacting with the digital environment. Yet, agency in immersive learning has not been well‐studied relative to other affordances like presence, and more evidence is needed to understand how varied media and designs heighten or diminish agency. This mixed‐method study addressed this need by developing and validating measures of sense of agency with 30 high school students who used VR field trips in their engineering class over four lessons. By comparing immersive videos to video game‐like interactive graphical environments, the study illustrates some of the complexities of agency in VR. The findings indicate agency is not a unidimensional construct nor is it equivalent to full‐body interactivity in VR as learners felt some types of agency when using immersive videos. Furthermore, learners' identities moderated associations between the type of VR media and their sense of agency, and agency did not change over time as the novelty of VR waned. These results suggest VR designers should consider varied ways of interacting in VR that are beneficial for learning. They also support the use of immersive videos when the educator's goal is to increase agency over learning or focus, and provide measures and direction for future research to assess the relationship between varied types of agency, features of VR experiences and learning outcomes. Practitioner notes What is already known about this topic Virtual reality (VR) can enhance learning by giving learners a strong sense of presence in the virtual environment and giving them agency over their learning through novel forms of interactivity. Many studies have looked at increasing the learner's presence in VR, but fewer have assessed learners' agency. Prior work found the impact of increased interactivity on learning was mixed: sometimes it increased learning outcomes and motivation, other times it did not. What this paper adds This study develops and validates measures of learners' sense of agency within VR learning environments. This study finds that more interactivity in VR increases how much agency learners feel over their actions but not necessarily their agency over learning and attention. This study also finds variation in students' experiences of agency based on their culturally defined sense of self‐construal. Implications for practice and/or policy Practitioners interested in immersive learning technologies should consider the design of the media used rather than focusing only on the device's capability. Immersive videos may be effective tools for enhancing student agency, depending on the aims of the learning experience. Designers and educators should consider learners' identities such as self‐construal, and understand student experiences may vary. What is already known about this topic Virtual reality (VR) can enhance learning by giving learners a strong sense of presence in the virtual environment and giving them agency over their learning through novel forms of interactivity. Many studies have looked at increasing the learner's presence in VR, but fewer have assessed learners' agency. Prior work found the impact of increased interactivity on learning was mixed: sometimes it increased learning outcomes and motivation, other times it did not. What this paper adds This study develops and validates measures of learners' sense of agency within VR learning environments. This study finds that more interactivity in VR increases how much agency learners feel over their actions but not necessarily their agency over learning and attention. This study also finds variation in students' experiences of agency based on their culturally defined sense of self‐construal. Implications for practice and/or policy Practitioners interested in immersive learning technologies should consider the design of the media used rather than focusing only on the device's capability. Immersive videos may be effective tools for enhancing student agency, depending on the aims of the learning experience. Designers and educators should consider learners' identities such as self‐construal, and understand student experiences may vary. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

Second language (L2) learning research suggests that virtual reality (VR) has the potential to enhance the development of language skills due to its immersive nature and its situated learning opportunities. This quantitative, between-subjects study compared the effectiveness of three learning conditions. University students (N = 63) studied vocabulary annotated on: (1) 360° pictures viewed using a VR headset, (2) 360° pictures viewed on a desktop monitor, and (3) standard two-dimensional (2D) pictures viewed on a desktop monitor (control condition). After the experiment, the students completed productive and receptive posttests measuring vocabulary recall. Through multiple analyses of variance (MANOVA), the study revealed that learning new vocabulary with annotated 360° pictures viewed on a desktop monitor is associated with significantly higher posttests scores, compared with learning using a VR headset or standard 2D pictures. Kruskal-Wallis H tests showed vocabulary learning with 360° to be engaging, but effective only when studied on the 2D monitor. This study has practical implications for VR-assisted language learning and for the design of teaching materials to enhance L2 vocabulary learning. [ABSTRACT FROM AUTHOR]

As students' affective states can differ between learning that occurs in traditional classrooms when compared with learning that takes place in extended reality and immersive learning environments, it is important to examine the role of affective computing. Therefore, this study aims to provide an overview regarding the use of affective computing in the context of augmented reality, virtual reality, and immersive learning environments and the metaverse. Hence, it examines and presents the state of the art through a review and bibliometric analysis of 188 documents of the existing literature from Scopus and Web of Science (WoS) from 2005 to 2023. The study follows the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement to identify and select relevant to the topic documents. In addition to the analysis of the existing literature, emerging topics and themes are identified and future research directions are presented. The significant role of affective computing within augmented reality and virtual reality environments arose. Their ability to offer engaging and interactive learning experiences while also being able to recognize, monitor, and respond to students' affective states and to consider their emotions, personalities, characteristics, knowledge, and preferences to provide adaptive and personalized learning was evident. Additionally, their potential to enrich educational activities, increase learning outcomes, and support special education emerged. When augmented reality, virtual reality, and immersive learning environments capitalize on affective computing, meaningful learning can occur and self-regulated learning can be promoted. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has had a profound impact on the world, and one of the many changes it has brought about is the shift to distance learning in Kazakhstan's universities. However, both teachers and students were ill-prepared for this sudden change. In some remote villages, lack of internet access meant that students had no access to online classes at all. To address this issue, universities had to rent foreign platforms, but these platforms had inadequate information security measures in place. To address these challenges, it is necessary to create a robust and secure independent platform for distance learning. This platform will be particularly important for training teachers of "Informatics" in the context of distance learning. This article presents methods and schemes for creating a distance learning platform specifically for training computer science teachers. The introduction of the "Education-Online Platform" discipline at the university has yielded promising results. As a result, a distance learning platform has been created, and this new discipline has been introduced and tested in the educational program of a particular university in the training of future specialists. [ABSTRACT FROM AUTHOR]

In hospitality management education, diminishing interest in food safety and sanitation education poses challenges compounded by limited awareness of its importance. An immersive learning platform with virtual simulation environments for food safety and sanitation education was developed and integrated into a foodservice management course on a Bachelor of Science in Hospitality Management curriculum. This paper describes the development and implementation of the immersive learning platform, highlighting its positive impact on learning outcomes to date. The paper underscores the practical use of immersive technology in food safety and sanitation education and suggests avenues for further research to optimize student learning and engagement. [ABSTRACT FROM AUTHOR]

Cultural heritage is no longer something that can only be experienced in a museum exhibition. Digital tools have facilitated the distribution of material relating to artefacts, both in its representation and in presenting its context. This paper describes how digital modelling techniques can be synthesised with 3D scanning to digitally restore artefacts and create authentic replicas of their original states. The digital artefacts can then be used to assist the process of interpreting these artefacts in diverse forms, both in the museum and outside the museum. The study looks at Pictish sculpture as a case-study, restoring 3D models of two stones, and creating varying opportunities for their interpretation. As part of this study, new interactive tools, a virtual reality environment, and a virtual tour are built to assist immersive interpretation of the Pictish sculpture. The application of these digitised objects serves as an opportunity for informal learning. These applications were evaluated during a drop-in session. Findings show that all participants enjoyed the immersive mode of learning with 89% also showing a willingness to learn more about the topic. [ABSTRACT FROM AUTHOR]

This study assesses the impact of a sustainability-focused residential hall in Hong Kong on the environmental awareness and adoption of sustainable practices of its student residents. The hall provides an immersive learning environment, offering hands-on activities such as eco-gardening, sustainability drives, seminars, and workshops to impart sustainability knowledge and skills. Utilizing a mixed-methods approach, this study gathered quantitative data through a questionnaire on environmental beliefs and pro-environmental intention, revealing a significant enhancement in environmental awareness among students with more than two semesters of residence in the hall. Qualitative research explored the impact of residential hall experiences on the residents' environmental mindset, uncovering three themes: immersive experiences, long-term habituation, and the visibility of outcomes. These findings suggest that living in a sustainability-themed residential hall shapes students' environmental attitudes and behaviors, reinforcing the value of integrating residential education within Environmental Sustainability Education (ESE) frameworks. This study highlights the potential of residential halls or communities as catalysts for fostering a culture of sustainability within academic communities, offering insights for educators and policy-makers in designing effective ESE strategies. [ABSTRACT FROM AUTHOR]

Advancements in technology have led to the widespread use of modern technologies in education, including the integration of augmented reality (AR) and virtual reality (VR) technologies. During the COVID-19 era, Music learning like other applied educational disciplines, has faced many technical and application problems, especially in finding alternative educational tools that fulfill the learning purpose and preserve the expected learning outcomes. This study came to explore the effectiveness of using Virtual Reality technology in music education and to figure out the students' acceptance and their intention to use the technology. For this purpose, an interactive virtual learning environment was developed to aid students in learning the "principle of music theory", a sample group of 20 students including students with Motor Disabilities from Luminus Technical University College (LTUC) participated in the study experiment. The results of the study show that the use of virtual reality technology is effective in learning music, and also there is an acceptable degree of intention to use the technology but at a high rate among students with motor disabilities. In addition, the analysis of the results highlights the essential factors that should be considered to improve the VR learning environment and the expected learning outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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.)

The traditional training methods in radiological hot laboratories involve significant challenges, including the risk of radiation exposure and the development of radiophobia among learners. Virtual reality (VR) presents an innovative educational solution by simulating realistic hot lab environments and procedures without associated risks. This mixed-method study investigates the efficacy of VR in enhancing cognitive retention and practical skills and reducing radiophobia among students. All participants (video and VR cohorts) were given a pre-test, same-day training post-test, after 1 month, and after 3 months. In the 3-month test, 13% of the control group scored > 80%, and 87% of the VR group scored > 80% (6.69-fold more significant). VR simulated the real-world hot lab more accurately than training videos, resulting in increased confidence and safety. Resulting in the control group (video training), radiophobia decreased by 1.52-fold; in contrast, the VR training group reduced by 2.42-fold. These reductions indicate that VR training was significantly more effective in reducing radiophobia than traditional video training. VR enhanced knowledge retention, reduced radiophobia, increased safety confidence, and reduced fear about pursuing a career in nuclear medicine. Overall, VR created a safer working environment, and RT students responded more positively than the instruction videos. Consequently, a mixed-method study revealed key codes of engagement, easy understanding, memory, safety, confidence, learning experiences, implementation in the curriculum, and getting ready for clinical practice. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) technologies have the potential to transform astronomy education practices profoundly: new forms of visual representations, perceptual engagement and embodied participation promise authentic learning experiences in formal and informal learning spaces. While a growing body of research studies the educational needs and opportunities of VR astronomy education from the learner's perspective, relatively few studies have explored the perspectives of education and public outreach (EPO) professionals. This study aims to turn our attention to these complementary perspectives and shed light on design considerations for using VR in astronomy education. We unpack design principles as a dialogue between researchers and practitioners, framing this dialogue as an act of reflective practice. The findings and the ensuing dialogue draw on data from two focus group interviews with EPO professionals and scientists from the Australian Research Council Centre of Excellence for Gravitational Wave Discovery. Our design principles centre on aspects of immersion, visualisation, facilitation, and collaboration and can guide astronomy educators who wish to use VR in formal and informal learning environments. Besides, our study contributes to a deeper understanding of the new learning contexts VR technologies can create in astronomy education. [ABSTRACT FROM AUTHOR]

This study explores technology acceptance, perception and user assessment of an immersive virtual reality environment with computational fluid dynamics simulations in engineering education. 57 participants from three different institutions tested the virtual reality application. Partial least squares structural equation modeling and interferential statistics were performed to predict and assess interrelations among constructs. Results show that the learning value, content value, intrinsic motivation and personal innovativeness are underlying factors behind students’ intention to use virtual reality. Pair-wise analysis indicates that users’ perceptions matter and positively affect their attitudes. In addition, the virtual reality application helps students perform significantly better in the post-knowledge test. Findings also highlight that prior experience and interest can affect students’ attitudes and behavioral intentions to accept the virtual reality application in education. Our study can guide lecturers and developers to achieve on-target immersive virtual reality learning environments in higher education. [ABSTRACT FROM AUTHOR]

With the rapid development of information technology, new educational models using virtual reality technology have received widespread attention from relevant researchers. In the field of vocational education, vocational colleges and training institutions can effectively mobilize students' learning initiative and improve their learning efficiency by using virtual reality technology. This study details the development process and system evaluation of a bespoke virtual reality system that offers a solution to the issues of uncertainty regarding hazards, high teaching expenses, and spatial constraints inherent in the practical training of elevator maintenance. By establishing a virtual environment that is highly reproducible and designing abundant interaction methods, this system facilitates students in attaining mastery over the structural make‐up of elevators, the principles of their operation, and the techniques involved in calibrating elevator governors. The system underwent testing by multiple users, and the satisfaction level of the system was ascertained through a questionnaire study, while the effectiveness of the system was evaluated using independent samples t test for data statistics concerning students' performance. The results of the study indicate that the system gained widespread praise among users, and it notably enhanced the students' learning drive, practical abilities, and on‐site adaptability. [ABSTRACT FROM AUTHOR]

Education 4.0 can play a significant role in the future of geotechnical engineering education. It can provide personalized and equitable learning experiences and be used to develop skills for the fourth industrial revolution in geotechnical engineering. In this paper, we explore the application of Augmented Reality (AR) and Virtual Reality (VR) models, as part of Education 4.0, to enhance the presentation and communication of soil mechanics concepts. A detailed step-by-step process for creating 3D representations of geotechnical concepts, including texturing, UV mapping, animation, and export and publishing techniques, is introduced. For this purpose, two powerful 3D modeling and animation software programs, Autodesk Maya and Blender, are employed to develop geotechnical avatars in a soil mechanics laboratory. In Autodesk Maya, a detailed representation of the soil phase diagram is presented, while Blender is utilized to create a Consolidated Undrained (CU) triaxial laboratory experiment. The geotechnical testing avatars are then uploaded to Sketchfab, a popular publishing website that supports AR/VR formats. We also explore the potential for establishing a virtual laboratory for geotechnical engineering, highlighting the transformative possibilities it offers in terms of practical learning experiences and educational accessibility. [ABSTRACT FROM AUTHOR]

Education in the period of Industrial Revolution 4.0 (IR4.0) is a new wave in the world of education today. Various online learning systems have been developed in line with the latest technological advancements to provide immersive learning experiences. Educators today need to design engaging online learning styles, particularly for the use of online learning platforms such as UKMFolio. This study discusses the FIRUZ approach as one effective method to facilitate the creation of learning experiences on online learning platforms like UKMFolio. The study employs a quantitative approach in the form of a survey. Assessment is conducted using a questionnaire administered to students enrolled in the Comparative Literature course on UKMFolio. In this particular study, convenience sampling has been utilized, and descriptive analysis is conducted using SPSS software. Overall, students in the Comparative Literature course provided positive feedback regarding the utilization of the FIRUZ approach as an e-learning method on UKMFolio. Consequently, the FIRUZ approach in e-learning holds significant benefits as it possesses commercial value that can be utilized by academic professionals across various fields. [ABSTRACT FROM AUTHOR]

The aim of teacher training in PE is to teach subject-specific content and to promote a reflective attitude. This is particularly important in preparation for inclusive physical education (Meier et al., 2017). Additional, research shows that videography is an effective tool for prospective and practicing teachers (e.g. Walshe & Driver, 2019). Immersive teaching methods such as VR-based learning scenarios could further strengthen such methods (Huang et al., 2023). Based on this, questions arise about the learning-effective design features of immersive methods regarding complex learning objectives in teacher training. This contribution will present a sports didactics seminar that focuses on teaching reflection within the framework of diversity-sensitive sports didactics and initial exploratory results in this regard. Thereby reflection is understood as a mental mediation between practical experience, professional knowledge, and teachers’ convictions (Leonard, 2022). The explorative evaluation focusses on the question whether the immersive experience of physical education can be used as a starting point for a reflection process among (prospective) teachers and if so how the immersion experience influences the students' ability to reflect sensu Leonard (2022) by confronting them with 360° instructional videos. A control group design is pursued (360° technology vs. videography). Firstly, standardized questionnaires are used to assess the students’ sense of immersion directly after watching the 360° video resp. standard video. A T-Test is used to analyse the difference in sense of presence and sense of immersion between the groups. The analysis reveals a significant difference between the groups in the sense of presence (t(77) = −4.78, p < .001) and in the sense of immersion (t(77) = -5.85, p < .001). The 360° group shows significantly higher values in both areas. Secondly, the students’ attitudes towards inclusive physical education are evaluated (Meier et al., 2017), the data show no differences between the groups (e.g. t(75) = -0.09, p = .93). In contrast, the depth of reflection indicates qualitative differences which will be discussed in the contribution (Hatton & Smith, 1995). These first results regarding the feelings of presence and immersion, as well as noticing situations and their relationships to each other, will be reported and insights into the immersive PE scenarios will be provided. References Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U Huang, Y., Richter, E., Kleickmann, T., & Richter, D. (2023). Virtual reality in teacher education from 2010 to 2020. In K. Scheiter, & I. Gogolin (Eds.), Bildung für eine digitale Zukunft (pp. 399-441). https://doi.org/10.1007/978-3-658-37895-0_16 Leonard, T. (2022). Reflexionsregime in Schule und Lehrerbildung. Zwischen guter Absicht und transintentionalen Folgen. In C. Reintjes, & I. Kunze (Eds.), Reflexionsregime in Schule und Lehrerbildung (pp. 77–93). Verlag Julius Klinkhardt. https://doi.org/10.25656/01:25404 Meier, S., Ruin, S., & Leineweber, H. (2017). HainSL – Ein Instrument zur Erfassung von Haltungen zu inklusivem Sportunterricht bei (angehenden) Lehrkräften [HainSL — A testing instrument to assess attitudes of (trainee) teachers regarding inclusive physical education lessons]. German Journal of Exercise and Sport Research, 47(2), 161–170. https://doi.org/10.1007/s12662-016-0429-9 Walshe, N., & Driver, P. (2019). Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education, 78, 97-105. https://doi.org/10.1016/j.tate.2018.11.009