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Record Nr. |
UNINA9910746299803321 |
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Titolo |
Mixed Reality for Education / / Yiyu Cai, Eleni Mangina, and Sui Lin Goei, editors |
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Pubbl/distr/stampa |
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Singapore : , : Springer, , [2023] |
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©2023 |
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ISBN |
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Edizione |
[First edition.] |
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Descrizione fisica |
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1 online resource (0 pages) |
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Collana |
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Gaming Media and Social Effects Series |
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Disciplina |
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Soggetti |
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Mixed reality |
Virtual reality in education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Intro -- Foreword -- Contents -- Introduction -- 1 Background -- 2 Overview of the Book -- 2.1 Section I - K-12 STEAM Education -- 2.2 Section II - Tertiary/Professional Education -- 2.3 Section III - Special Needs Education -- 2.4 Section IV - Cultural, Social and Museum Education -- References -- Amazing Walk Through Mathematics -- 1 Introduction -- 2 Labyrinths and Mazes Connected to Human Culture -- 3 Connections to the Austrian Mathematics Curriculum -- 4 Benefits of Technologies for the Mathematics Curriculum -- 5 Creating Labyrinths and Mazes for AR and 3D Printing -- 6 Solving the Maze in AR Mode -- 7 Turning the 3D Model into a 3D Print -- 8 Testing the Exercise at the Ars Electronica Festival 2020 and in Online 3D Printing Workshop Environments -- 9 Case Study in Early Childhood -- 10 Conclusions and Future Outlook -- References -- Architectural Models Created with Mixed Reality Technologies Towards a New STEAM Practice -- 1 Introduction -- 2 Literature Review -- 3 Theoretical Framework -- 4 Dynamic Lesson Plan -- 5 Upper Austria Intervention Structure -- 5.1 The Intervention Initialization Phase -- 5.2 The Intervention Setup -- 5.3 The Intervention (Workshop) Content -- 5.4 The Student's Work -- 5.5 AR Teacher Reflections -- 6 The GeoGebra Modelling Analysis -- 7 Architectural Models in VR -- 8 Discussion -- 9 Conclusion -- References -- Applying Prior Meta-Modeling Knowledge to a VR Model of a Biological Process -- 1 Introduction -- 2 |
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Method -- 2.1 Participants -- 2.2 Overview of This Study -- 2.3 The VR Application on Blood-Glucose Regulation -- 2.4 Pilot -- 2.5 Developed Student Assignment -- 2.6 Pre- and Post-Test -- 2.7 Student Interviews -- 2.8 Data Management -- 3 Results -- 3.1 VR Application -- 3.2 Student Assignment -- 3.3 Pre- and Post-Test -- 4 Conclusion and Discussion -- 4.1 Limitations -- 4.2 Contributions. |
4.3 Future Research and Recommendations -- References -- A Systematic Review of Pedagogy Related to Mixed Reality in K-12 Education -- 1 Introduction -- 2 Situating Pedagogy -- 3 Methods -- 3.1 Planning -- 3.2 Conducting the Review -- 4 Results -- 4.1 Research Methodologies, Subject Areas, and Education Level K-12 MR -- 4.2 Pedagogical Approaches Used in Incorporating MR in K-12 Education -- 4.3 Effective Pedagogical Theories/Frameworks for Integrating MR -- 4.4 Pedagogical Approaches Associated to High Learning Gains -- 5 Discussions and Conclusion -- 5.1 Methodology, Subject and Level -- 5.2 Pedagogical Approaches for MR in K-12 Education -- 5.3 Pedagogical Frameworks -- 5.4 Learning Gains -- 5.5 Proposed Pedagogical Framework -- 5.6 Contribution of the Review -- 5.7 Limitations -- 5.8 Conclusion and Recommendations -- References -- Transforming Learning Experiences Through Affordances of Virtual and Augmented Reality -- 1 Introduction -- 2 Ecological Approach to Affordances -- 3 Multimedia Augmentation -- 3.1 Cognitive Theory of Multimedia Learning -- 3.2 Cognitive Load Theory -- 3.3 Principles of Spatial Contiguity and Signaling -- 4 Experiential Learning -- 4.1 Kolb's Experiential Learning Theory -- 4.2 Direct and Concrete Experience -- 4.3 Embodied Learning Experience -- 4.4 360° Video VR Experience -- 5 Enhanced Visualization -- 5.1 Visualization in Surgery and Medical Training -- 5.2 Spatial Learning and Immersive Simulation in Education -- 6 Learning Motivation -- 6.1 ARCS Motivational Model -- 6.2 Motivational Design -- 7 Affordance Analysis for Lesson Design -- 8 Affordance Experiments -- 9 Discussion -- 10 Conclusion -- References -- Exploring the Mozilla® HUBS® Platform for Virtual Final Year Project Exhibition -- 1 Introduction -- 2 System Analysis and Design -- 2.1 Educational and Design Criteria -- 2.2 3D Modeling of the HU Playground. |
2.3 Modeling of Props and Other Assets -- 2.4 Exporting GlTF Models from 3DSMax® -- 2.5 Setup of the Virtual Final Year Exhibition in the Spoke® Editor -- 2.6 Publishing the Spoke® Project to Mozilla® Hubs® -- 3 Virtual Exhibition, Interactivity and User Study -- 3.1 Interactivity and Immersion -- 3.2 Scalability -- 3.3 User Study -- 3.4 Attainment of the Design and Educational Goals -- 4 Conclusion and Future Work -- References -- VRLE-Based Teaching for Medical Students: VR-Baby -- 1 Introduction -- 2 Background Work -- 2.1 3D Modelling of Anatomy -- 3 Problem Domain: Lesson Plans -- 3.1 Data Considerations -- 4 3D Baby VRLE Implementation -- 4.1 3D Models -- 4.2 VR Environment -- 5 Study Design -- 5.1 Learning Experience Evaluation -- 6 Discussion -- 7 Conclusions -- References -- Immersive and Interactive VR for Lifting Training of Tower Cranes -- 1 Introduction -- 1.1 VR History -- 2 Tower Cranes and Crane Lifting -- 2.1 Tower Crane Basic Structure -- 2.2 Tower Crane Force Distribution -- 2.3 Tower Crane Operation -- 2.4 Safety of Tower Crane Lifting -- 3 Immersive and Interactive VR for Tower Crane -- 3.1 Fidelity Modeling and Assembly of Tower Cranes -- 3.2 Leap Motion Enabled Interaction -- 3.3 Simulated Tower Crane Lifting -- 3.4 Immersive Visualization -- 4 Conclusion -- 4.1 Contribution -- 4.2 Recommendations for Further Studies -- References -- Mixed Reality Applications in Tertiary Veterinary Education: A Systematic Review -- 1 Introduction -- 1.1 Protocol -- 1.2 Search Strategy -- 1.3 Selection Criteria -- 1.4 Quality |
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Assessment -- 2 Results -- 2.1 Study Selection -- 2.2 Study Characteristics -- 2.3 Risk of Bias Within Studies -- 3 Discussion -- 3.1 Summary of Evidence -- 3.2 Limitations -- 3.3 Conclusions -- References -- Exploring Gestural Agency in Collaborative and Embodied Rates of Change Simulations -- 1 Introduction -- 2 Methods. |
2.1 Simulation Design -- 2.2 Experimental Design -- 2.3 Participants -- 3 Results and Discussion -- 3.1 Characterizing Personalized Gesture -- 3.2 Learning Metrics and Engagement -- 3.3 Collaborative Simulation Interactions -- 4 Conclusion -- References -- Integration of Wearable Devices in VR-Enhanced Aircraft Maintenance Training -- 1 Introduction -- 2 Tactile Device Design and Fabrication -- 3 Development of a VR Aircraft Maintenance Training System -- 4 Evaluation and Discussion -- 5 Conclusions -- References -- Case Study of AR Digital Literacy Intervention for Students Diagnosed with ADHD -- 1 Introduction -- 1.1 Literacy in Students with ADHD -- 1.2 Benefits of AR Technology -- 2 Research Questions -- 3 The Aha Project -- 4 Study Design -- 5 Analysis and Results -- 5.1 Research Question 1: Did the Intervention Programmes Contribute to the Development of Participants' Literacy Skills? -- 5.2 Research Question 2: Did the Intervention Programs Significantly Affect the Performance of Students' Literacy Compared to the Use of Typical In-Class Methodologies? -- 6 Discussion-Conclusion -- References -- Development of AR Interactive Components for Positive Behavioral Interventions and Supports -- 1 A Positive Approach -- 2 Augmenting PBIS -- 3 The AR Behavioural Learning Space -- 4 AR Contents for the Behavioral PBIS Lesson -- 5 The PBIS-AR App -- 5.1 Learning Mode -- 5.2 Discovery Mode -- 5.3 Practice Mode -- 6 Conclusion -- References -- A New Framework for Learning Patterns and Social Presence in Virtual Reality for Learning -- 1 Introduction on ICT and Learning and VR Learning -- 2 The Need for a Framework for VR Learning -- 3 What Is a Framework and Why Do We Need It? -- 4 Laurillard's Learning Patterns -- 5 The Different Aspects of Virtual Reality -- 6 Embodiment and Avatars -- 7 Social Aspects of Virtual Reality and Learning. |
8 Suggestion for a Framework for Learning Patterns and Social Presence in Virtual Reality for Learning -- 9 Discussing the Usage of the Framework -- 10 Conclusion -- References -- Security, Ethics and Privacy Issues in the Remote Extended Reality for Education -- 1 Introduction -- 2 Background -- 2.1 Existing Case Studies of XR in Education -- 2.2 Existing XR Privacy Issues -- 2.3 Existing XR Security Issues -- 2.4 Existing XR Ethics Issues -- 3 Issues Using Remote XR in Terms of Teaching and Learning -- 3.1 Inconsistent Quality of Learning-Equipment/Resources -- 3.2 Privacy Issues -- 3.3 Security Issues -- 3.4 Ethical Issues with XR in Teaching and Learning -- 3.5 Ethical Issues with Remote XR in Public -- 4 Issues Using Remote XR for Assessment -- 4.1 Students Opting Out -- 4.2 Cheating, Accidental Use and Detection of User -- 4.3 Re-grading Queries and Ability to Record -- 4.4 Data Protection -- 5 Potential Future of XR Remote Education -- 5.1 Potential Future Benefits of XR Remote Education -- 5.2 Potential Future Downsides of XR Remote Education -- 6 Conclusion -- References -- An Immersive Learning Environment to Improve User Experience in Science Museums -- 1 Introduction -- 2 Method -- 2.1 Sensory Immersion -- 2.2 Immersive Learning Environment -- 2.3 Design of Immersive Learning Environment -- 2.4 Interactive Design -- 2.5 Experiment Design -- 2.6 Outcome Measures -- 2.7 Data Analysis -- 3 Results -- 4 Discussion -- 5 Conclusion -- Appendix 1: User Experience Questionnaire for Virtual Immersive |
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Environment -- References. |
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