Creative and collaborative learning through immersion : interdisciplinary and international perspectives / / Anna N. N. Hui, Christian Wagner

• Autore: Hui Anna N. N.
• Pubblicazione: Cham, Switzerland : , : Springer, , [2021]; ©2021
• Descrizione fisica: 1 online resource (245 pages)
• Disciplina: 378.17
• Soggetto topico: Concentrated study; Educational technology - Research; Tecnologia educativa; Innovacions educatives
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): WagnerChristian
• Nota di contenuto: Intro -- Foreword -- Introduction -- Contents -- Part I: Immersive Learning -- Chapter 1: Creative and Collaborative Practices in Virtual Immersive Environments -- 1.1 Introduction -- 1.2 Background -- 1.3 Early Arts Practice in Virtual Worlds (2005-2008) -- 1.4 Artworks (2009-present) -- 1.5 Creative Pedagogies and Virtual Worlds -- 1.6 Creating Place in Virtual Worlds: Kriti Island (2007-2014) -- 1.6.1 Kriti Island as a Student Exhibition Space (2009) -- 1.6.2 Kriti Island as Seminar Space (2008-2009) -- 1.6.3 Postscript: Memories of Kriti -- 1.7 Future Perspectives and Opportunities -- References -- Artworks -- Chapter 2: Graphical Big Data: From Simulation to Immersive Visualization -- 2.1 Introduction -- 2.2 Overview of Implementation Procedure and Outcomes -- 2.3 Simulation of Crowd Movement in an MTR Station -- 2.3.1 Architecture Overview -- 2.3.2 Modeling of Movement Behavior -- 2.3.3 User Interface (UI) Design and Application -- 2.4 Immersive Visualization of the Simulation Model -- 2.4.1 Scene Modeling in Unity -- 2.4.2 Integration of Immersive Visualization -- 2.5 In-class Evaluation of the Simulation Platform -- 2.6 Summary -- 2.7 Future Works -- References -- Chapter 3: Design of a CAVE Immersive Visualization System for Teaching and Learning: A Case Study of Air Cargo Logistics -- 3.1 Introduction -- 3.2 Literature Review -- 3.3 Immersive VR-Based Air Cargo Logistics System -- 3.3.1 Analysis -- 3.3.2 Design -- 3.3.3 Development -- 3.3.4 Implementation -- 3.3.5 Evaluation -- 3.4 Discussion -- 3.5 Conclusion -- References -- Chapter 4: Designing Multi-disciplinary Interactive Virtual Environments for Next-Generation Immersive Learning Experiences: Case Studies and Future Directions in Astrobiology, Anatomy and Cultural Heritage -- 4.1 Introduction -- 4.2 Designing iLLE, a Flexible, Multi-disciplinary Immersive Editor. ; 4.3 Case Study 1: Gamifying Geological Science for Astrobiology -- 4.4 Case Study 2: Visualising Physical Anatomical Exploration of the Human Skull -- 4.5 Case Study 3: Aesthetic Immersion and Art Work Augmentation for Cultural Heritage -- 4.6 Preliminary Lessons and Future Directions for Immersive Teaching and Learning -- 4.7 Conclusion -- References -- Art Works Cited -- Part II: Pedagogical Models & -- Impacts -- Chapter 5: Creating Immersive Learning Experiences: A Pedagogical Design Perspective -- 5.1 Introduction -- 5.2 Immersion as a Multi-dimensional Construct -- 5.3 Immersive Technologies and Immersive Learning -- 5.3.1 Immersive Technologies -- 5.3.2 Pedagogy Before Technology -- 5.4 Pedagogy for Immersive Learning -- 5.4.1 Framework -- 5.4.2 Teachers -- 5.4.3 Students -- 5.4.4 Immersive Experiences -- 5.4.5 Pedagogy-Design Flow -- 5.4.6 Pedagogy Implementation -- 5.5 Conclusion -- References -- Chapter 6: The Relationships Among Simulation-Based Learning, Creativity, and the Learning Approach in Higher Education -- 6.1 Literature Review -- 6.2 Simulation-Based Learning and Creativity -- 6.3 Simulation-Based Learning and Engagement in Learning Approaches -- 6.4 Method -- 6.4.1 Demographics of Participants -- 6.4.2 Procedures -- 6.4.3 Materials -- 6.4.3.1 Learning Experience in Discovery Learning (Bicknell-Holmes and Hoffman 2000) -- 6.4.3.2 Abbreviated Torrance Test for Adults (ATTA -- Goff and Torrance 2002) -- 6.4.3.3 Test for Creative Thinking-Drawing Production (TCT-DP, Urban and Jellen 1996) -- 6.4.3.4 Creative Axiom (Leung and Bond 2009) -- 6.4.3.5 Creative Self-efficacy (CSE, Yang and Cheng 2009) -- 6.4.3.6 Deep Learning Approaches Scale (Laird et al. 2005) -- 6.5 Results -- 6.6 Discussion -- References -- Chapter 7: Learning Through Immersion: Assessing the Learning Effectiveness -- 7.1 Introduction -- 7.2 Literature Review. ; 7.3 Research Model and Hypotheses -- 7.3.1 Behavioral Beliefs and Attitudes -- 7.3.2 Learning Satisfaction -- 7.4 Research Method -- 7.4.1 Procedure and Sampling -- 7.4.2 Measurement -- 7.4.3 Sample Characteristics -- 7.5 Data Analysis and Results -- 7.5.1 Measurement Model -- 7.5.2 Qualitative Data -- 7.6 Discussion and Conclusion -- 7.7 Implications for Research -- 7.8 Implications for Practice -- 7.9 Limitations and Future Research Directions -- 7.10 Conclusion -- References -- Chapter 8: Blended Learning Approach to Enhance Reflective Higher Order Cognitive Thinking Skills in Students -- 8.1 Background -- 8.2 Literature Review -- 8.3 The Course MCCP7010 -- 8.3.1 Course Background and Class Profile -- 8.3.2 The Case of 'MCCP7010 -Teaching University Students' at HKBU -- 8.4 Future Trend of a Blended Learning Approach in Higher Education -- 8.5 Conclusion -- References -- Part III: Industrial Applications -- Chapter 9: Introducing Immersive Learning into Special Education Settings: A Comparative Review of Two Studies -- 9.1 Introduction -- 9.2 Literature Review -- 9.2.1 Immersive Learning for Children with Learning Difficulties -- 9.2.2 Instructional and Pedagogical Design for Immersive Learning -- 9.3 Comparative Review -- 9.3.1 Learning Objectives -- 9.3.2 Learner Specifics -- 9.3.3 Learning Scenario Design -- 9.3.4 Enabling Technologies and Virtual Environment -- 9.4 Teaching and Learning Context -- 9.5 Assessment and Evaluation -- 9.6 Discussion and Future Work -- References -- Chapter 10: Intergenerational Play Around Immersive Video Games -- 10.1 Introduction -- 10.2 Families, Play, and Learning -- 10.3 Sociocultural Conceptualization of Parent-Child Interaction -- 10.4 Family Quest Project -- 10.4.1 Design Iteration One -- 10.4.2 Design Iteration Two -- 10.4.3 Design Iteration Three -- 10.5 Discussion -- 10.6 Future Trends and Opportunities. ; References -- Chapter 11: Augmented Reality for Immersive Learning: Lessons Learnt from Educational Entrepreneurships -- 11.1 Immersion and Learning -- 11.2 Method of Inquiry -- 11.2.1 Extended Case Method (ECM) -- 11.2.2 Analytic Frame -- 11.2.2.1 Lesson Learnt 1: Immersion for Learning May Reduce the Cognitive Load -- 11.2.2.2 Lesson Learnt 2: Immersion for Learning May Enhance Self-Directed Learning -- 11.2.2.3 Lesson Learnt 3: Immersion for Learning Provides Three Paths for Constructivism -- 11.2.3 Selection of the Cases -- 11.2.3.1 Case A -- 11.2.3.2 Case B -- 11.2.4 Data Coding and Analysis -- 11.3 Discussion -- 11.3.1 Lessons Confirmed by the Cases -- 11.3.1.1 Lesson Learnt 1: Immersion for Learning May Reduce the Cognitive Load -- 11.3.1.2 Lesson Learnt 2: Immersion for Learning May Enhance Self-Directed Learning -- 11.3.1.3 Lesson Learnt 3: Immersion for Learning Provides Three Paths for Constructivism -- 11.3.2 Lessons Learnt from the Cases -- 11.3.2.1 Lesson Learnt 4: Immersion for Learning Is Situated and Scalable -- 11.3.2.2 Lesson Learnt 5: Immersion for Learning Is Situated and Ideal for Complex Social Contexts -- 11.3.2.3 Lesson Learnt 6: Immersion for Learning Is Situated and Ideal for Intermittent Connectivity -- 11.4 Future Perspectives, Opportunities, and Issues -- References -- Chapter 12: A Theory of Blended Knowledge and a Technology-Based Approach for the Development of Creative Productive Giftedness -- 12.1 Introduction -- 12.2 Epistemology -- 12.3 The Purpose of Gifted Education -- 12.4 Sources of Information and Knowledge -- 12.5 The Content and Methodology of a Discipline -- 12.6 A Theory of Blended Knowledge -- 12.6.1 Received Knowledge -- 12.6.2 Analyzed Knowledge -- 12.6.3 Applied and Created Knowledge -- 12.7 The Renzulli Learning System -- 12.7.1 How Does RLS Work? -- 12.8 Summary -- References. ; Chapter 13: Interactive Learning Environments for Motorsports Racing -- 13.1 Introduction -- 13.2 Related Research -- 13.2.1 Learning How to Drive an Automobile -- 13.2.2 Learning Theory and Transfer of Learning via ILEs -- 13.3 Constructivist Learning Modalities for ILEs -- 13.4 ILEs for Motorsports Racing Skill Acquisition and Development -- 13.5 Increasing Immersive Presence for Learning Motorsports Racing Skills via Sim Racing -- 13.6 Affordances for Constructivist Learning via Sim Racing ILEs -- 13.6.1 Collaborative Learning Groups and Group Situations -- 13.6.2 Physical Venues for Motorsports Game Play and/or Interactions -- 13.6.3 Motorsports Racing Game Genre -- 13.6.4 Motorsports Racing Game Content and Play Mechanics -- 13.6.5 Game Platform Infrastructure -- 13.6.6 Game-Based Modes of Inquiry, Interaction and Knowledge Transfer -- 13.6.7 Sociotechnical Experiences That Bridge Physical and Virtual Worlds -- 13.7 Establishing the Efficacy of Motorsports Racing Simulators as Constructivist ILEs -- 13.7.1 Expertise Development -- 13.7.2 Knowledge Transfer -- 13.7.3 Cost Functions for Expertise Development and Knowledge Transfer via Motorsports Racing Simulators -- 13.8 Conclusions -- References -- Concluding Remarks -- References -- Index.
• Titolo autorizzato: Creative and collaborative learning through immersion
• ISBN: 3-030-72216-3
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910495159803321
• Lo trovi qui: Univ. Federico II
• Serie: Creativity in the Twenty First Century