Immersive Collaborative Environments for Teaching and Learning Traditional Design

Ştefan, Livia

doi:10.1016/j.sbspro.2012.08.287

Cited by 22 publications

(14 citation statements)

References 3 publications

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“…As Johnson and Levine (2008) describe, virtual worlds such as Second Life allow students to become part of a constructed world, interact with the virtual environment, and learn from simulated experiences automatically created or arising based on a specific series of interactions (Milgram, Takemura, Ustimi, & Kishino, 1994;Stefan, 2012). Students interactions in EIL with elements such as people, activities, quests, tasks, objects and other simulated artifacts present an opportunity that may be hard to create in the real world due to expenses and/or risks (Inks & Avila 2008).…”

Section: Experiential Immersive Learning (Eil)mentioning

confidence: 99%

“…Interactivity plays a crucial role in the world of immersive learning; as Kalay (2004 ) expressed, virtual surroundings allow group learning, similar to a class physical experience, where they are aware of the social process of learning and are affected by the presence and behavior of their peers. Technologies facilitate spatial and process visualization, which allows students to discover time sensitive and cultural backgrounds through graphical reconstructions (Stefan, 2012).…”

Section: Social or Collaborative Learningmentioning

confidence: 99%

“…To that effect, collaborative online learning tools become an asset for individuals to create working spaces for distant learners where they can meet, network, and exchange experiences and knowledge (Stefan, 2012). The network is from student to student but also student to teacher as well as teacherto-teacher in a global setting (North, 2014).…”

Section: Social or Collaborative Learningmentioning

confidence: 99%

“…The latest topics in education today build around new immersive learning environments, which usually entail 3 Dimensional graphics, computer games, and animation, as well as a whole range of elaborate and wide spread mobile devices of various sizes (that would suit all demographics and contexts) (Stefan, 2012). However, we question whether all technologies are suitable in bringing an immersive experience.…”

Section: Introductionmentioning

confidence: 99%

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Immersive Learning: Using a Web-Based Learning Tool in a PhD Course to Enhance the Learning Experience

Ly¹,

Saadé²,

Morin³

2017

JITE:Research

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Aim/PurposeTeaching and learning is no longer the same and the paradigm shift has not settled yet. Information technology (IT) and its worldwide use impacts student learning methods and associated pedagogical models. BackgroundIn this study we frame immersive learning as a method that we believe can be designed by pedagogical models such as experiential, constructivist, and collaborative elements. We also present a peer-to-peer interactive web based learning tool, designed and implemented in-house with immersive learning features. MethodologyWe conducted an exploratory research with a Ph.D course on "pedagogical methods" where 9 doctoral students were tasked to follow the peer-to-peer 3 phase process in their learning. ContributionWe found the peer-to-peer does favor experiential, constructivist, collaborative learning, which contributes into the use of immersive learning as an important learning style for the future. FindingsThis study investigated different ways to measure students' collaboration, constructivism through their peer evaluation scores and performance in an immersive learning environment by taking the roles of teacher, evaluator, and learner. Recommendations for PractitionersAn in-depth understanding of immersive learning methods allows the application of Experiential Immersive Learning (EIL) in various disciplines of professional training, which can increase performance and engagement. Further studies should be made to adjust and polish our understanding of the peer-to-peer tool in order to gain a deeper understanding of customized learning.

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Section: Experiential Immersive Learning (Eil)mentioning

confidence: 99%

Section: Social or Collaborative Learningmentioning

confidence: 99%

Section: Social or Collaborative Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Immersive Learning: Using a Web-Based Learning Tool in a PhD Course to Enhance the Learning Experience

Ly¹,

Saadé²,

Morin³

2017

JITE:Research

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“…As Johnson and Levine (2008) describe, virtual worlds such as Second Life allow students to become part of a constructed world, interact with the virtual environment and learn from simulated experiences automatically created or arising based on a specific series of interactions. Ştefan 2012). Students interactions in EIL with elements such as people, activities, quests, tasks, objects and other simulated artifacts present an opportunity that may be hard to create in the real world due to expenses and/or risks (Inks and Avila 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Immersive Interactive Learning Environments (A PhD Case Study)

Ly¹,

Saadé²,

Morin³

2015

InSITE Conference

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Teaching and learning is no longer the same and the paradigm shift has not settled yet. In this study we frame immersive learning as a method which we believe can be designed by experiential, constructivist, and collaborative elements. We then present a peer to peer interactive webbased learning tool, which was designed, and implemented in-house and piloted in a PhD course on 'Pedagogical Methods'. We present the results showing how the learning tool has immersive elements and the student outcomes. The tool engages students to learn a specified subject matter, synthesize the information, create question and rate their peer's questions. Tests are then generated by professor from the students' questions. Student performance shows that in such a context, students who spent more time doing the test scored less. In the results section, we also present the item response theory as a more appropriate analysis tool to assess and study immersive learning, and provide examples.

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Supporting preschoolers’ transitions from screen time to screen-free time using augmented reality and encouraging offline leisure activity

Shin

Gweon

2020

Computers in Human Behavior

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Immersive Collaborative Environments for Teaching and Learning Traditional Design

Cited by 22 publications

References 3 publications

Immersive Learning: Using a Web-Based Learning Tool in a PhD Course to Enhance the Learning Experience

Immersive Learning: Using a Web-Based Learning Tool in a PhD Course to Enhance the Learning Experience

Immersive Interactive Learning Environments (A PhD Case Study)

Supporting preschoolers’ transitions from screen time to screen-free time using augmented reality and encouraging offline leisure activity

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