Immersive Education: What does the Future Hold?
J.UCS Special Issue
María Blanca Ibáñez
(Universidad Carlos III de Madrid, Leganés, Spain
mbibanez@it.uc3m.es)
Carlos Delgado Kloos
(Universidad Carlos III de Madrid, Leganés, Spain
cdk@it.uc3m.es)
Victor Callaghan
(Essex University, Colchester, United Kingdom
vic@essex.ac.uk)
1 Introduction
Immersive technologies are pushing the boundaries of human limitations
enabling new ways of receiving, processing and communicating
data. These technologies are being rapidly adopted by people of all
ages and backgrounds who use them to socialize, to consume
information, to make business and to have fun, among others. The field
of education has not been immune to this disruptive process. Indeed,
exploration of the technology and integration attempts with more
consolidated but less immersive ICTs have been conducted. On one side,
educators have explored representational fidelity and interactive
capabilities of immersive technologies for deploying learning
environments where learning activities are contextualized,
experimentation and collaboration are promoted, and learners are
motivated and engaged toward their learning tasks. On the other side,
researchers have confirmed the usefulness of immersive technologies to
deploy learning environments where it is possible fulfilling
educational goals using modern pedagogical approaches and to reach
desirable learning outcomes. Furthermore, some attempts to combine
immersive technologies with real and digital worlds for educational
purposes have also been held.
Despite the aforementioned research efforts, there are still no
guidelines to design and develop learning activities that take
advantage of singular capabilities of immersive technology for new
trends in education. This special issue aims at a discussion on
innovative uses of immersive environments that take advantage of the
unique characteristics of this technology for educational purposes.
2 Contributions
We invited the authors of the best papers, which were presented at the
3rd European Immersive Education Summit, to submit extended versions
of their contributions to this Special Issue. In addition, an open
call for submission was launched. A total of 13 submissions were
received for this Special Issue. Each submission was reviewed by at
least two international experts. Finally, five quality articles came
together for this special issue in the Journal of Universal Computer
Science:
- Exploring Interrelationships among High School Students'
Cognitive, Behavioral and Emotional Engagement Factors in
Introductory Programming Courses via a 3D Multi-User Serious Game
Created in Open Sim and Scratch4OS, by Pellas Nikolaos.
In this work, the author investigates the interrelationships of
students' engagement among multidimensional construct consisting of
cognitive, emotional and behavioral factors in order to a better
understanding of learning effectiveness. The empirical findings
indicated that students' behavioral engagement had a linear
correlation with cognitive and emotional engagement in 3D multi-user
serious games used for programming instruction.
- PyMEL-WS. Physically Experiencing the Virtual World. Insights into
Mixed Reality and Flow State on Board a Wheelchair Simulator, by
Carmen Fernández Panadero, Valentín de la Cruz Barquero,
Carlos Delgado Kloos and David Morán Núñez.
The authors present an immersive experience in a wheelchair simulator to
foster awareness about the difficulties that people with disabilities
face daily. The study shows that there exist discrepancies between
emotions calculated from the flow state model and those expressed by
users.
- A Decentralized Infrastructure for Ubiquitous Learning Environments,
by Jorge Luis Victória Barbosa, Débora Nice Ferrari Barbosa, Jezer
Machado de Oliveira and Solon Andrade Rabello Junior.
The authors present a decentralized and extensible infrastructure
based on software agents support ubiquitous learning environments in
an immersive and context-aware way. The infrastructure supports the
organization of ubiquitous learning spaces in the form of interactive
contexts to provide adaptive contents for learners at the right time
at the right place in the right moment.
- City Ads: Embedding Virtual Worlds and Augmented Reality in Everyday
Educational Practice, by Juan A. Muñoz-Cristöbal,
Alejandra Martínez-Monés, Juan I. Asensio-Pérez, Sara
L. Villagrá-Sobrino, Javier E. Hoyos-Torío and Yannis
Dimitriadis.
The authors evaluate a system that helps teachers to put into practice
learning situations that may make use of web technologies, immersive
virtual environments and general-purpose mobile AR applications. Their
system is tested in a ubiquitous learning scenario.
- User Support for Managed Immersive Education: An Evaluation of
in-world Training for OpenSim, by Indika Perera, Colin Allison,
Dulani Meedeniya and Alan Miller.
The authors present a baseline for developing and enacting effective
training environments for multi-user virtual environments.
3 Committee
We would like to express our gratitude to the committee members
involved in this special issue for their valuable work on reviewing
all contributions and giving detailed feedback:
Ignacio Aedo, Universidad Carlos III de Madrid, Spain
Dietrich Albert, University of Graz, Austria
Mariano Alcañiz, Human Center Technology, Spain
Daniel Burgos, Universidad Internacional de la Rioja, Spain
Paloma Díaz, Universidad Carlos III de Madrid, Spain
Sara De Freitas, Curtin University, Perth, Australia
Michael Gardner, University of Essex, United Kingdom
Andreas Giannakoulopoulos, Ionian University, Greece
Christian Gütl, Graz University of Technology, Austria
Beatriz Hasler, Interdisciplinary Center Herzliya, Israel
Margit Höfler, University of Graz, Austria
Mitja Jermol, Josef Stefan Institute, Slovenia
Irene Karaguilla, Laboratório de Sistemas Integráveis Tecnológico, Brasil
Ralf Klamma, RWTH Aachen University, Germany
Narayanan Kulathuramaiyer, University Malaysia Sarawak, Malaysia
Daniel Livingstone, University of the West of Scotland, United Kingdom
Guido Lang, Quinnipiac University, U.S.A.
Pasi Matila, Center of Internet Excellence, Finland
Alexander Nussbaumer, University of Graz, Austria
Fotini Paraskeva, University of Piraeus, Greece
Ignazio Passero, Dipartimento di Matematica ed Informatica, Università degli Studi di Salerno, Italy
Anasol Peña, University of Essex, United Kingdom
Gregorio Robles, Universidad Rey Juan Carlos, Spain
Pilar Sancho-Thomas, Complutense University of Madrid, Spain
Marcus Specht, Open University, the Netherlands
Iraklis Varlamis, Harokopio University of Athens, Greece
Mary Webb, King's College London, United Kingdom
Telmo Zarraonandia, Universidad Carlos III de Madrid, Spain
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