Special Issue: Augmented and Virtual Reality in Education: Immersive Learning Research

A practical development of engineering simulation-assisted educational AR environments

“…The progress of digitizing engineering sources, from research to education, has accelerated to find the best practices. Augmented reality (AR) and Virtual reality (VR) technologies have been gaining attention in this realm (Beck, 2019;Liu et al, 2017). Notably, interest of Chemical Engineering in multiphysics, multiscale and spatio-temporal a These authors contributed equally to this work.…”

“…AR/VR technologies and engineering simulations have been proposed in a series of studies to prevail over shortcomings of traditional methodologies (Ge et al, 2011;Li, 2015;Powell, 2017;Zitney, 2010). However, many research questions are still posed on the technical content, infrastructure, accessibility, affordability, operability, and portability of digital resources (Akçayır and Akçayır, 2017;Beck, 2019). Essentially, arbitrary development procedures of AR/VR tools have generally resulted in single-use digital environments rather than long-lasting updatable applications (Beck, 2019;Porter and Heppelmann, 2017).…”

“…However, many research questions are still posed on the technical content, infrastructure, accessibility, affordability, operability, and portability of digital resources (Akçayır and Akçayır, 2017;Beck, 2019). Essentially, arbitrary development procedures of AR/VR tools have generally resulted in single-use digital environments rather than long-lasting updatable applications (Beck, 2019;Porter and Heppelmann, 2017). In that sense, the digital transformation should not only be led by hardware and software but also by the development procedure, by which software and hardware are rigorously blended to provide a sustainable practice of teaching.…”

The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class

“…Additionally, VR allows students to proactively obtain information by selecting the image they want rather than passively receiving it [14]. This allows learners and teachers to interact with each other beyond the limits of geographical space [15]. Furthermore, there is an ongoing debate that is focused on the potential of VR that could even extend its possibilities to the exploration of actual physical space, such as integrating multimedia into VR or using perspectives that could not be reached in the real world [16,17].…”

“…Furthermore, there is an ongoing debate that is focused on the potential of VR that could even extend its possibilities to the exploration of actual physical space, such as integrating multimedia into VR or using perspectives that could not be reached in the real world [16,17]. As such, VR will be a major factor in the change of the educational ecosystem and it is highly likely that it will affect future education [13,15]. In other words, VR is a model of future education that more effectively supports experiential learning [14,18].…”