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Immersive learning is a learning method which
students being immersed into a
virtual dialogue, the feeling of
presence is used as an evidence of getting immersed. The
virtual dialogue can be created by two ways, the usage of virtual technics, and the
narrative like reading a book. The motivations of using
virtual reality (VR) for teaching contain: learning efficiency, time problems, physical inaccessibility, limits due to a dangerous situation and
ethical problems.[1]
Types of immersive learning
Technical aspect
Most of the immersive learning activities are supported by virtual tools including
augmented reality (AR),
virtual reality (VR), and
virtual learning environment (VLE). Immersive VR here specifically refers to the occasions where participants feel "being there" in a virtual place.[2]
For educational purpose, the most mentioned virtual projects include
Second Life,[3][4]CAVE VR system,[5] AET Zone[6] are being used in a wide range of disciplines.
Among all the technical tools supporting immersive learning, the
CAVE, which defined as a room-like environment with projection screens is well discussed. The
CAVE was first studied by the University of
Illinois's Electronic Visualization Lab in 1992,[7] which allows huge screens to involve a large number of audiences. Sherman and Craig[8] define
CAVE as a theater-like
VR venue, which is visually created by computer-generated imagery. Most of the
CAVEs today contain 3-6 walls (including ceiling and floor), shaped as a cube or cylinder. It is supported with multisensory channels for human-content interaction, mainly
visual, also produces other
sensory engagements such as
tactile,
audio and
smell.[9] At this stage,
visual and spatial
audio appear to be the most-used combination to achieve a certain level of
immersion.
Cognitive aspect
The term textual immersion is used to describe this kind of
cognitiveimmersion, as everyone has the so-called daydream, to image themselves actually being in the story and become the
protagonist. This phenomenon is described as getting lost, involved, or drawn into a story, by
imagination or other media engagement such as literature and film.
Immersion is also considered by Murray[10] as an
experience that create a more than
reality world, which is structured by the audience's own
cognition. Also, within Ryan's[11] book, the
cognitive immersion created by
narrative is categorized into three kinds: spatial immersion, temporal immersion and emotional immersion.
Sensorysimulations play an essential role to achieve mental
immersion, with the combination of primary and secondary senses. The audio engagement within visual stories is welcomed as a way to achieve
presence (telepresence), as music helps to arouse emotional factors such as happiness and anger, peacefulness and intense.
Areas of applications
For educational purposes,
simulations start to engage as a teaching tool to convey knowledge in an
immersive way.[12] They take advantage from the characteristics belongs to simulations such as engaging and entertaining, to teach
art,
history,
geography and
zoology. Among the purposes of learning, the educational theories vary from
constructivist,
constructionist, and
situated.
All the three types of learning are well served by simulations, as they support a wide range of free exploration and
construction. In general,
simulations could also improve knowledge retention and student motivation.
Skill training
Skill training here refers to the training with a certain level of professional
skills for adults. Immersive learning supports the simulation of being in a dangerous or unusual environment, as a safe and effective way for training employees. For forklift truck training,[13] the research team built an
immersiveCAVE-based VR to simulates the accidents. For the operator training,[14] some plant scenarios such as routine operations and emergency response can be trained within the same
CAVE-like space, it also allows multi-players to do the
teamwork.
Medication
Immersive learning usually appears to simulate the accident which need immediate medical support, including
heart attack and
syncope. Practical studies can be found both in universities and medication agencies, in 3D stereo anatomy teaching,[15] an
immersive environment to learn
anatomy is built for medical students. Instead of the boring 2D textbook, students are allowed to move the real human parts modelling with a monitor, the visual display also allow zoom-in to browse more details. Further related studies could be found in several research agencies including Harvardmedsim,[16] Autism Treatment[17] and Healthy Simulation.[18]
Art and design
The needs of teaching
art and
design ask for a lower level of real-scene simulation, but a higher demand of emotional context and
atmosphere. Virtual technics could benefit the teaching and learning activity as it provides essential support for exploration-based learning.
Art exploration, which transforms the static art to dynamic art, see
VR as a
media of expression, also as an open place allow discussion and teamwork. Particularly, studies could be found in the area of innovative teaching to use
VR as the tool.
Business
Business simulations allow students to apply textbook theories in a lifelike
entrepreneurial environment. These simulations primarily operate as complex computer games wherein students start and run their own businesses. Many business simulations allow students to compete against each other, creating a unique and unpredictable market. Students learn how to research customer preferences, build brands, anticipate their competitors actions, and adjust strategies and tactics as they go. Immersive business simulations have been shown to improve
engagement and
knowledge integration.
Effectiveness of learning
The effectiveness of immersive learning appears in several ways:
To reduce the
noise from surrounded environment and social conflict.
The
immersive learning activity has a high level of compatibility, to allow complex teaching tasks including
role-playing, free-exploration,
narrative and after-course evaluation.[21] In some occasions like
medication and skill training, physical tool engagements are also functional to better simulate a real scene, such as use patient models in
first aid period.
Online immersive tools
Narrative website
Narrative website is one of the typical online tools to support
immersive learning. It usually appears in the area of
visual storytelling, display page of exhibition and historical websites. The
storytelling is well-designed to answer the needs of information
dissemination and emotional resonance, usually with the support of
visual,
audio and dynamic design.
For such use case, the Openlearn[22] virtualized a story to enhance the user's sense of substitution by making choices, the Awge[23] simulated a platform of game boy to get visitors immersed. And the Active Theory[24] produces a controllable 3D modeling which could interact with the mouse.
Interactive video
Within
immersive learning,
interactive video usually remains as an instrument to make one website or platform interactive and fun. Under some educational purpose, interactive video could function as increasing learning interest and reducing the learning costs. Through clicking and dragging, the interactive video splits complex tasks into small and simple operations, the logic between small tasks is usually build through
narrative. Typical examples could be found within the interactive video which introduce Virus,[25] and the art study in
Nexus studios.[26]
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^Jennett, Charlene;
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^Honey, L.L. Michelle; Diener, Scott; Connor, Kelley; Veltman, Max; Bodily, David (2009). "Teaching in virtual space: Second Life simulation for haemorrhage management". 26th Annual ASCILITE International Conference: 6–9.
^Okutsu, Masataka; DeLaurentis, Daniel; Brophy, Sean; Lambert, Jason (January 2013). "Teaching an aerospace engineering design course via virtual worlds: A comparative assessment of learning outcomes". Computers & Education. 60 (1): 288–298.
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^Ritz, Leah T. (2015). "Teaching with CAVE virtual reality systems: Instructional design strategies that promote adequate cognitive load for learners". SMTC Plan B Papers: 5.
^Bronack, Stephen; Sanders, Robert; Cheney, Amelia; Riedl, Richard; Tashner, John; Matzen, Nita (2008). "Presence pedagogy: Teaching and learning in a 3D virtual immersive world". International Journal of Teaching and Learning in Higher Education. 20 (1): 59–69.
^Sherman, William R.; Craig, Alan B. (2018). Understanding virtual reality : interface, application, and design (2 ed.). Morgan Kaufmann.
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^Murray, Garold (2009). "Narrative inquiry". Qualitative research in applied linguistics. London: Palgrave Macmillan. pp. 45–65.
^Ryan, Marie-Laure (2015). Narrative as virtual reality 2 : revisiting immersion and interactivity in literature and electronic media (Second ed.). JHU Press.
ISBN978-1421417974.
^Burdea, Grigore; Coiffet, Philippe (December 2003). "Virtual Reality Technology". Presence: Teleoperators and Virtual Environments. 12 (6): 663–664.
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^Matsentidou, Skevi; Poullis, Charalambos. "Immersive visualizations in a VR cave environment for the training and enhancement of social skills for children with autism". 2014 International Conference on Computer Vision Theory and Applications (VISAPP). 3: 230–236.
^de Freitas, Sara; Jarvis, Steve (May 2007). "Serious games?engaging training solutions: A research and development project for supporting training needs". British Journal of Educational Technology. 38 (3): 523–525.
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