1st Edition
Cross Reality (XR) and Immersive Learning Environments (ILEs) in Education
This timely volume highlights the novel ways in which cutting-edge virtual and augmented reality (VR and AR) technology is being used in STEM education.
Today, there are many exciting advances occurring in Immersive Learning Environments (ILEs) and innovative applications in STEM education. Recent breakthroughs in technologies such VR, AR, and Mixed Reality (MR) as well as Cross Reality (XR) that leverages VR, AR, and MR are finally making it feasible for educators in STEM to adopt ILEs in their classrooms in a scalable manner. Edited by experienced XR researchers in STEM education, Wang, Ryoo, and Winkelmann, the book focuses on the use of ILEs for creating experiences that excite, inspire, and engage learners in STEM disciplines. Chapters include research studies and practical applications addressing the challenges and opportunities associated with adopting technologies. This book covers the entire spectrum of immersive platform types and ILEs such as desktop, mobile, wearable, and room-based. It helps advance research and practice in the novel adoption of ILE technologies into STEM education from technical, theoretical/conceptual, empirical, and/or methodological perspectives.
Cross Reality (XR) and Immersive Learning Environments (ILE) in Education will be a key resource for academics, researchers, and advanced students of education, STEM education, instructional design and technology, educational research, educational technology, research methods, information and communications technology, and curriculum and instruction. This book was originally published as a special issue of Interactive Learning Environments.
Introduction: Cross Reality (XR) and Immersive Learning Environments (ILE) in education
Minjuan Wang, Jungwoo Ryoo and Kurt Winkelmann
1. Team-based mobile learning supported by an intelligent system: case study of STEM students
Qiongli Zhu and Minjuan Wang
2. Probability learning in mathematics using augmented reality: impact on students’ learning gains and attitudes
Su Cai, Enrui Liu, Yang Shen, Changhao Liu, Shuhui Li and Yihua Shen
3. Reply to which post? An analysis of peer reviews in a high school SPOC
Mengqian Wang, Wenge Guo, Huixiao Le and Bo Qiao
4. The SOR (stimulus-organism-response) paradigm in online learning: an empirical study of students’ knowledge hiding perceptions
Xuesong Zhai, Minjuan Wang and Usman Ghani
5. 5. Design and implementation of data collection mechanism for 3D design course based on xAPI standard
Yonghe Wu, Shouchao Guo and Lijuan Zhu
6. Learning gains and attitudes of students performing chemistry experiments in an immersive virtual world
Kurt Winkelmann, Wendy Keeney-Kennicutt, Debra Fowler, Maria Lazo Macik, Paola Perez Guarda and Connor Joan Ahlborn
7. Investigating high school students’ perceptions and presences under VR learning environment
Hai Zhang, Luyao Yu, Mengxue Ji, Yulu Cui, Dongping Liu, Yan Li, Haiqiao Liu and Yining Wang
Biography
Minjuan Wang is Professor and Program Head of Learning Design and Technology (LDT) at the San Diego State University, USA and Editor-in-Chief of the IEEE Transactions on Learning Technologies (TLT).
Jungwoo Ryoo is the Chancellor and Chief Academic Officer at Penn State DuBois, USA. He is also a Professor of Information Sciences and Technology at Penn State.
Kurt Winkelmann is a Professor and Head of the Department of Chemistry at Valdosta State University, USA.
