Immersive Place-based Learning – An Extended Research Framework

Klippel, Alexander; Zhao, Jiayan; Sajjadi, Pejman; Wallgrün, Jan Oliver; Bagher, Mahda M.; Oprean, Danielle

doi:10.1109/vrw50115.2020.00095

Cited by 18 publications

(10 citation statements)

References 28 publications

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“…The CZ Investigator (Sajjadi et al, 2020) is a narrative-driven game built for a Microsoft Windows desktop application (i.e., high scalability (Klippel et al, 2020)). The game's narrative is one of its key design aspects that facilitates the contextualization of the learning activities and engages the players with them (Dickey, 2011).…”

Section: The Serious Gamementioning

confidence: 99%

Promoting systems thinking and pro-environmental policy support through serious games

Sajjadi

Bagher²,

Myrick³

et al. 2022

Front. Environ. Sci.

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We evaluated whether teaching the public about the “critical zone”–the Earth’s outer skin, critical to all life—via a digital serious game can affect adults’ systems thinking about the environment and support policies to protect the environment. An experiment (N = 152) compared the effects of playing “CZ Investigator” versus viewing a static website on systems thinking about the Food-Energy-Water (FEW) nexus and support for relevant public policies. The serious game had the strongest effects on our outcomes of interest for those participants with less past science education. For these individuals, the serious game, relative to the static website, increased perceptions of the strength of interconnections across food, energy, and water systems (p < .01) and support for policies that regulated human impacts on the environment (p < .01). Mediation analysis revealed that increases in systems thinking explain increases in policy support. This group of users also indicated that the game was easier, more enjoyable, and more effective for learning than the website. Mediation analyses also revealed that perceived learning effectiveness was a stronger mediator than ease and enjoyment effects of the game on systems thinking and policy support. These results are valuable for environmental education because understanding interconnections within complex systems is vital for solving environmental problems, particularly for learners with less background in science.

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Section: The Serious Gamementioning

confidence: 99%

Promoting systems thinking and pro-environmental policy support through serious games

Sajjadi

Bagher²,

Myrick³

et al. 2022

Front. Environ. Sci.

Self Cite

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“…To establish remote learning opportunities as alternative pathways in geoscience education, we need tools as well as empirical studies that critically examine the opportunities, the challenges, and the feasibility of virtual learning experiences. Many studies remain anecdotal (e.g., Marshall et al, 2021), but it is time to establish research frameworks and to connect place-based education with established assessments and practices in virtual and immersive learning (Klippel et al, 2020b;Petersen et al, 2020). Immersive virtual reality (iVR) is inherently a 3D, spatial medium (Maceachren and Brewer, 2004) and, therefore, offers a natural interface to all representations of data that, too, are 3D in nature.…”

Section: Outlook: Advancing Inclusivity Accessibility and Realismmentioning

confidence: 99%

Virtual strike and dip – advancing inclusive and accessible field geology

et al. 2022

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Abstract. Accessibility and inclusivity in field geology have become increasingly important issues to address in geoscience education and have long been set aside due to the tradition of field geology and the laborious task of making it inclusive to all. Although a popular saying among geologists is “the best geologists see the most rocks”, field trips cost money, time, and are only accessible to those who are physically able to stay outside for extended periods. With the availability of 3D block diagrams, an onslaught of virtual learning environments is becoming increasingly viable. Strike and dip is at the core of any field geologist's education and career; learning and practicing these skills is fundamental to making geologic maps and understanding the regional geology of an area. In this paper, we present the Strike and Dip virtual tool (SaD) with the objective of teaching the principles of strike and dip for geologic mapping to introductory geology students. We embedded the SaD tool into an introductory geology course and recruited 147 students to participate in the study. Participants completed two maps using the SaD tool and reported on their experiences through a questionnaire. Students generally perceived the SaD tool positively. Furthermore, some individual differences among students proved to be important contributing factors to their experiences and subjective assessments of learning. When controlling for participants' past experience with similar software, our results indicate that students highly familiar with navigating geographical software perceived the virtual environment of the tool to be significantly more realistic and easier to use compared with those with lower levels of familiarity. Our results are corroborated by a qualitative assessment of participants' feedback to two open-ended questions, highlighting both the overall effectiveness of the SaD tool and the effect of geographical software familiarity on measures of experience and learning.

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“…But, not all immersive technologies are created equal. In previous work we captured this aspect by defining SENSATIUM (Klippel et al, 2020, the sensing, scalability trade-off continuum (see Figure 2). As we move away from desktop environments, we first enter the realm of HMDs with three degrees of freedom, such as Oculus Go, that provide users with basic immersive experiences allowing for mapping head movements but no body movements.…”

Section: Immersive Technologiesmentioning

confidence: 99%

“…Figure 2. SENSATIUM, the SENsingScAlability Trade-off contInuUM (modified from(Klippel et al, 2020)) …”

mentioning

confidence: 99%

Embodied Digital Twins for Environmental Applications

Klippel

Sajjadi

Zhao

et al. 2021

ISPRS Ann. Photogramm. Remote Sens. Spatial Inf. Sci.

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Abstract. The synergies of advances in environmental sensing and modeling and the mainstreaming of immersive technologies lay the foundation for a theoretical grounding of embodied digital twins. Embodied digital twins draw on an established understanding of the importance of place for environmental sciences as well as a paradigmatic shift in the cognitive sciences toward embodied cognition. Nonetheless, the excitement of realizing embodied experiences through immersive technologies such as augmented and virtual reality stands in stark contrast to a lack of consistent terminology and empirical research. In this vision paper, we are proposing to draw more deeply on the theoretical basis of embodied cognition and to establish research frameworks for advancing embodied digital twins. We discuss several examples for turning environmentally sensed and modeled information into high-fidelity immersive experiences and provide a discussion and outlook on critical topics to address.

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Immersive Place-based Learning – An Extended Research Framework

Cited by 18 publications

References 28 publications

Promoting systems thinking and pro-environmental policy support through serious games

Promoting systems thinking and pro-environmental policy support through serious games

Virtual strike and dip – advancing inclusive and accessible field geology

Embodied Digital Twins for Environmental Applications

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