A DBR framework for designing mobile virtual reality learning environments

Cochrane, Thomas; Cook, Stuart W.; Aiello, Stephen; Christie, Duncan A.; Sinfield, David; Steagall, Marcos; Aguayo, Claudio

doi:10.14742/ajet.3613

Cited by 37 publications

(27 citation statements)

References 30 publications

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“…Due to the recent, and rapidly changing and emerging nature of the technology that surrounds mobile AR and VR affordances, there is relatively limited published research in learner-generated mobile AR and VR (Cochrane, 2016;Cochrane, Narayan, & Antonczak, 2016;FitzGerald et al, 2013;Hussein & Natterdal, 2015). This will change rapidly with the development of special interest research groups, such as the Ascilite mobile learning special interest group (http://ascilite.org/get-involved/sigs/mobilelearning-sig/), the immersive Learning Research Network (https://immersivelrn.org/about-us/what-isilrn/), and other similar research clusters around the globe targeting these emerging mobile affordances.…”

Section: Research In Mobile Learningmentioning

confidence: 99%

Key themes in mobile learning: Prospects for learner-generated learning through AR and VR

Aguayo

Cochrane²,

Narayan³

2017

AJET

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This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile augmented reality and mobile virtual reality. We see that these two current mobile learning affordances, complemented though relevant approaches to research and practice in mobile learning such as design-based research and connected social learning, are critical to reconceptualise learning through mobile devices. We conclude that mobile learning still requires the theories, methodologies, and practices of its own as a field. We also see a need for mobile learning to be conceptualised around ever-changing learning affordances and educational settings, rather than focusing on static structures such as content-delivery approaches, while embedding it within the scholarship of technology enhanced learning.

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Section: Research In Mobile Learningmentioning

confidence: 99%

Key themes in mobile learning: Prospects for learner-generated learning through AR and VR

Aguayo

Cochrane²,

Narayan³

2017

AJET

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“…These triggering events are supported through the negotiated selection of an ecology of resources (Luckin 2008) that support learners in the development of core capabilities such as creativity, rather than the delivery of a body of content. Through various curriculum design projects we have identified that redesigning the curriculum for student-determined learning thus requires a staged and scaffolded design approach that may involve several redesign iterations over time Antonczak 2015a, 2015b;Cochrane and Keegan 2012;Cochrane et al 2017a). This guided the design of the introduction of mVR into the health education curriculum.…”

Section: Curriculum Redesign For Student-determined Learningmentioning

confidence: 99%

“…In a previous paper we identified key design principles (DP) from the literature for designing authentic mobile learning and scaffolding innovative pedagogies (Cochrane et al 2017a), summarised here as five design principles:…”

Section: Mvr Design Principlesmentioning

confidence: 99%

“…The project team were invited to share their experiences with the wider faculty at the university. Presentations were made at international conferences (Cochrane et al , 2017b(Cochrane et al , 2018b and results published in journal articles (Cochrane et al 2017a). Prototype MMR scenario Figure 3 shows the deployment of the prototype VR scenario in SeekBeak using a smartphone in a head mounted display and prototype biometric sensors.…”

Section: Stage 4 Dissemination Of Practicementioning

confidence: 99%

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Authentic interprofessional health education scenarios using mobile VR

Cochrane

Stretton

Aiello

et al. 2018

Research in Learning Technology

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This paper explores the use of mobile virtual reality (mVR) to create authentic learning environments for health education, initially in three contexts, followed by the development of collaborative health team scenarios that mirror professional practice. The use of mVR mitigates the dispersion of the university's seven health departments across three geographical campuses. We argue that the use of mVR provides an immersive and authentic student experience of real-world medical team scenarios. Building upon our experiences we critique the development of design principles for the integration of mVR within the curriculum and the establishment of a socio-cultural ethos of collaboration across the seven health disciplines at the institution. The unique contribution of our methodology is the focus upon a low-cost rapid user-generated development model explicitly founded upon design-based research, supported by a transdisciplinary team, modelling interprofessional practice.

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“…Fitzgerald et al (2013) term this continuum from reality to VR as a mixed reality approach that ranges from interaction with real environments, to AR, through to virtual environments. Earlier research explored frameworks for designing mobile AR learning environments (Bower, Howe, McCredie, Robinson, & Grover, 2013;Cochrane, Narayan, & Antonczak, 2016;Cook, 2010;Munnerley et al, 2012;Priestnall, Brown, Sharples, & Polmear, 2009), and the development of frameworks for designing mobile VR learning environments (Amer & Peralez, 2014;Cochrane, 2016;Hsu et al, 2013;Merchant, Goetz, Cifuentes, Keeney-Kennicutt, & Davis, 2014), upon which this special issue builds.…”

Section: Introductionmentioning

confidence: 99%

Special Issue on Mobile AR & VR: Integrating SOTEL in Learning Design

Cochrane¹,

Farley²

2017

AJET

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This special issue of AJET explores the critical educational use of the recently popularised technologies of mobile augmented reality (AR) and mobile virtual reality (VR). The advent of Pokemon Go brought the world's awareness of mobile AR to a brief climax, and the hype surrounding the rise of affordable virtual reality technologies has been driven by social media giants Google and Facebook, and subsequent uptake by the main smartphone manufacturers. With the ubiquity of smartphone ownership among our students this presents a unique opportunity to explore the educational impact of these symbiotic technologies and their emergent ecosystems. While it is early days for research in these domains, we were interested in exploring beyond the technological hype to finding examples of integrating these technologies within learning designs that scaffold learner-generated content and contexts based upon a solid foundation of the scholarship of technology enhanced learning. The six articles in this special issue give us insights into these critical issues.

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A DBR framework for designing mobile virtual reality learning environments

Cited by 37 publications

References 30 publications

Key themes in mobile learning: Prospects for learner-generated learning through AR and VR

Key themes in mobile learning: Prospects for learner-generated learning through AR and VR

Authentic interprofessional health education scenarios using mobile VR

Special Issue on Mobile AR & VR: Integrating SOTEL in Learning Design

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