Immersive Learning Design for Technology Education: A Soft Systems Methodology

Wu, Chun-Ho; Tang, Yuk Ming; Tsang, Yung Po; Chau, Ka Yin

doi:10.3389/fpsyg.2021.745295

Cited by 19 publications

(7 citation statements)

References 43 publications

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“…• Miller et al (2021), Wu et al (2021), and Hobbs and Holley (2022) each reported positive impacts of MR and VR on performance and engagement through immersive learning designs and curriculum integration.…”

Section: • Nadan Et Al (2011) Utilized Vr Technologies Like Cave Andmentioning

confidence: 99%

Integrating immersive technologies with STEM education: a systematic review

Tene,

Marcatoma Tixi,

Palacios Robalino

et al. 2024

Front. Educ.

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ObjectiveThis systematic review aims to synthesize current knowledge on integrating immersive technologies, namely Virtual Reality (VR) and Augmented Reality (AR), in Science, Technology, Engineering, Mathematics (STEM) education, and to lighten their impact on student performance and engagement.MethodsAdhering to PRISMA guidelines, a detailed search strategy across Scopus and Web of Science databases identified relevant peer-reviewed journal articles published from 2002 to 2023. The PICOS approach informed our inclusion criteria, focusing on empirical studies that assessed the application of VR and AR technologies in Science, Technology, Engineering, Mathematics (STEM) educational settings. Studies were evaluated for methodological quality, and data extraction was meticulous, with variables categorized as engagement, performance, or a combination of both.AnalysisA descriptive and statistical analysis using chi-square tests was employed to examine the relationship between the type of technology (AR, VR, XR, MR) and the educational outcomes. This quantitative assessment provided a nuanced understanding of the interplay between various immersive technologies and their pedagogical effectiveness.ResultsOut of 143 initially identified articles, 22 met the inclusion criteria for detailed analysis. Findings revealed that AR was the most studied technology, followed by VR. Most studies reported positive effects on student engagement and performance, with increased effectiveness being less frequently observed. A notable portion of the studies specifically investigated the combination of performance and engagement, underscoring the multifaceted benefits of immersive technologies in education.ConclusionsImmersive technologies are reshaping STEM education by enhancing engagement and performance. Integrating VR and AR offers promising educational benefits, including improved comprehension of complex concepts, increased student motivation, and enriched collaborative learning experiences. However, the field requires a globally inclusive and adaptable framework for rapid technological evolution and diverse educational contexts. Future research should broaden its scope to include multilingual literature and non-traditional academic channels, ensure ethical standards are upheld, and focus on personalization and adaptability to maximize the educational potential of these technologies.

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Section: • Nadan Et Al (2011) Utilized Vr Technologies Like Cave Andmentioning

confidence: 99%

Integrating immersive technologies with STEM education: a systematic review

Tene,

Marcatoma Tixi,

Palacios Robalino

et al. 2024

Front. Educ.

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show abstract

“…Several investigations have validated the use of immersive technology and the metaverse as the new constructivist teaching scenario in the post-pandemic era [46], given that it is an active methodology that promotes more excellent retention of information and meaningful learning [47], giving rise to a new pedagogical trend called immersive learning, which refers to the cognitive states that affect learning during activities within virtual environments designed for this purpose [48].…”

Section: Reference Main Objectivementioning

confidence: 99%

Metaversity: Beyond Emerging Educational Technology

Laurens-Arredondo,

Laurens

2023

Sustainability

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The pandemic caused by the COVID-19 virus forced the virtualization of educational processes worldwide, which has generated a series of challenges in terms of teaching quality due to the improvisation of its implementation. However, the emergence of the metaverse as a new social scenario has opened new opportunities to overcome the problems inherited by education during this pandemic. The main objective is to explore the use of the metaverse in universities through the new concept of the metaversity. A methodology based on the socio-critical paradigm was applied. The theoretical bases around the metaverse are presented, and it is linked to the current university educational ecosystem through the metaversity. The main characteristics and scope of the metaversity are identified as well as the gaps present for the creation of the new learning ecosystem based on virtuality. The incipient character of the implementation of the metaversity was evidenced, as well as its main potentialities. The virtualization of all processes associated with higher education, caused by pandemic education, makes the implementation of the metaversity feasible, and it should therefore be part of the future research agenda.

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“…Additionally, SSM encourages stakeholders to envision desirable changes within their system by exploring alternative ways to effectively deal with multiple and often contradicting options. This principle fosters creativity and innovation while considering diverse stakeholder viewpoints (Wu et al, 2021). SSM uses a set of tools and techniques known as the "seven-stage model" (Strielkowski et al, 2023) (Fig.…”

Section: Introductionmentioning

confidence: 99%

Sustainable organizational development and human capital in the context of soft systems methodology

Strielkowski,

Kuzmin,

Suvorova

et al. 2024

Terra Econ.

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As the world faces major challenges related to the climate change and geopolitical hurdles, soft systems methodology (SSM) and institutional factors offer a complex approach that might be helpful in achieving the sustainable development goals (SDGs) and are therefore gaining an increasing popularity in the research literature. By embracing the principles of SSM within the realm of institutional economics, academics and decision-makers can navigate through the complexities of real-world problems and devise effective strategies for addressing them. Understanding the intricate relationship between SSM and institutional economics offers a unique lens through which organizational performance and sustainability can be enhanced. This synergy, when explored and applied judiciously, provides a comprehensive framework that addresses not only the technical aspects of an organization but also its socio-economic dimensions. In the empirical part of the paper, a bibliometric analysis is used based on the sample of 76 documents indexed in Web of Science (WoS) database between 1995 and 2023. The network cluster analysis using the text data and the bibliometric data is employed using the VOSViewer software for network analysis. The results show that as the economic and social processes are becoming more robust, SSM and institutional economics are currently returning to the spotlight of the academic research focused on topics such as organizational performance and sustainability as well as sustainable human capital efficiency.

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Immersive Learning Design for Technology Education: A Soft Systems Methodology

Cited by 19 publications

References 43 publications

Integrating immersive technologies with STEM education: a systematic review

Integrating immersive technologies with STEM education: a systematic review

Metaversity: Beyond Emerging Educational Technology

Sustainable organizational development and human capital in the context of soft systems methodology

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