Ludic Learning

Abstract

New and emerging technology in the field of virtual environments has permitted a certain malleability of learning milieus. These emerging environments allow learning and transfer through interactions that have been intentionally designed to be pleasurable experiences. TLE TeachLivE™ is just such an emerging environment that engages teachers in practice on pedagogical and content aspects of teaching in a simulator. The sense of presence, engagement, and ludus of TLE TeachLivE™ are derived from the compelling Mixed Reality that includes components of off-the shelf and emerging technologies. Some of the noted features that have been identified relevant to the ludic nature of TeachLivE include the flow, fidelity, unpredicability, suspension of disbelief, social presence, and gamelike elements. This article explores TLE TeachLivE™ in terms of the ludology, paideic user experience, the source of the ludus, and outcomes of the ludic nature of the experience.

The Interplay Between Presence and Learning

“…It is being used in exposure therapy (Price and Anderson, 2007;Parsons and Rizzo, 2008), treatment of addiction, and posttraumatic stress disorder (Beck et al, 2007;Baños et al, 2011), military training (Rizzo et al, 2011), medical training (Piedra et al, 2016;Rahm et al, 2016), museums (Sylaiou et al, 2010), tourism (Huang et al, 2016;Potdevin et al, 2021), and other domains (Merchant et al, 2014). Another promising application domain for VR technology is the field of education and training (Pan et al, 2006;Hayes et al, 2013;Stevens and Kincaid, 2015;Cryer et al, 2019). In this context, the question arises as to whether the use of VR technology has a beneficial influence on learning outcomes.…”

Visual Perception and Evaluation of Photo-Realistic Self-Avatars From 3D Body Scans in Males and Females

“…The results suggest that it may be important for many virtual reality applications that aim to convey and transfer spatial information from the virtual world to the real world to provide a personalized avatar in terms of size. Avatars are used in various applications and research fields such as health care (Stevens et al, 2006;Combs et al, 2015), education (Hayes et al, 2013), tele-communication (Slater and Steed, 2002;Garau et al, 2003;Bailenson et al, 2006;Biocca, 2014), immersive games (Christou and Michael, 2014), virtual clothes try on and animation of realistic clothing (Magnenat-Thalmann et al, 2011;Guan et al, 2012;Pons-Moll et al, 2017), design processes (Sherman and Craig, 2002), and ergonomics (Badler, 1997;Honglun et al, 2007).…”

Breaking Bad Behaviors: A New Tool for Learning Classroom Management Using Virtual Reality

“…Another important difference with 3B and existing educational training simulations, such as TeachLivE (Hayes et al, 2013b), is the high level of visual and auditory immersion provided by our system. The visualization of the classroom through a headmounted display (HMD) and headphones increases the teachers' illusion of place and plausibility, resulting in more realistic teacher behavior (Slater, 2009) and eliciting stronger emotional response to and involvement in virtual student behaviors (Sanchez-Vives and Slater, 2005).…”

“…TeachLivE TM has been integrated and adopted by 55 universities and was used with over 12,000 teacher candidates during the 2014/15 academic year (Barmaki and Hughes, 2015b). Its ability to improve teacher education has been demonstrated by many case studies (Hayes et al, 2013b;Straub et al, 2014). Kenny et al (2007) designed a virtual environment to train novice therapists to perform interviews with patients having important conduct disorders such as aggressive, destructive, or deceitful behaviors.…”

“…The benefits of virtual environment training in non-or semiimmersive VR systems, such as the TLE TeachLivE™ Lab (Hayes et al, 2013b), are well known and have been well studied over the last few years (Hayes et al, 2013b;Straub et al, 2014;Barmaki, 2015). TLE TeachLivE™ is built on the framework AMITIES™ [avatar-mediated interactive training and individualized experience system (Nagendran et al, 2013)].…”