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mini conference on virtual reality in education

Our first Library 2.022 mini-conference: “Virtual Reality and Learning: Leading the Way,” will be held online (and for free) on Tuesday, March 29th, 2022.

Virtual Reality was identified by the American Library Association as one of the 10 top library technology trends for the future. The use of this technology is equally trending in the education, museum, and professional learning spheres. Virtual Reality is a social and digital technology that uniquely promises to transform learning, build empathy, and make personal and professional training more effective and economical.

Through the leadership of the state libraries in California, Nevada, and Washington, Virtual Reality projects have been deployed in over 120 libraries in the three states in both economically and geographically diverse service areas. This example, as well as other effective approaches, can help us to begin a national conversation about the use of XR/immersive learning technology in libraries, schools, and museums; and about making content available to all users, creating spaces where digital inclusion and digital literacy serves those who need it the most

This is a free event, being held live online and also recorded.
REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.

Everyone is invited to participate in our Library 2.0 conference events, which are designed to foster collaboration and knowledge sharing among information professionals worldwide. Each three-hour event consists of a keynote panel, 10-15 crowd-sourced thirty-minute presentations, and a closing keynote.

Participants are encouraged to use #library2022 and #virtualrealitylearning on their social media posts about the event.

CALL FOR PROPOSALS:The call for proposals is now open. We encourage proposals that showcase effective uses of Virtual Reality in libraries, schools, and museums. We encourage proposals that also address visions or examples of Virtual Reality impacting adult education, STEM learning, the acquisition of marketable skills, workforce development, and unique learning environments.. Proposals can be submitted HERE.

KEYNOTE SPEAKERS, SPECIAL GUESTS, AND ORGANIZERS:

Sara Jones
State Librarian, Washington State Library

Sara Jones previously served as the director of the Marin County Free Library since July 2013. Prior to her time in California, Jones held positions in Nevada libraries for 25 years, including serving as the Carson City Library Director, the Elko-LanderEureka County Library System Director and Youth Services Coordinator, and Nevada State Librarian and Administrator of the State Library and Archives from 2000-2007. Jones was named the Nevada Library Association’s Librarian of the Year in 2012; served as Nevada’s American Library Association (ALA) Council Delegate for four years; coordinated ALA National Library Legislative Day for Nevada for 12 years; served as the Nevada Library Association president; was an active member of the Western Council of State Libraries serving as both vice president and president; and served on the University of North Texas Department of Library and Information Sciences Board of Advisors for over 10 years. She was awarded the ALA Sullivan award for services to children in 2018. She is a member and past-president of CALIFA, a nonprofit library membership consortium.

 

Tammy Westergard
Senior Workforce Development Leader, Project Coordinator – U.S. Department of Education Reimagine Workforce Preparation Grant Program – Supporting and Advancing Nevada’s Dislocated Individuals – Project SANDI

As Nevada State Librarian (2020 – 2021), Tammy Douglass Westergard was a leader in envisioning the dynamic roles of libraries in the future of learning and democracy in America. Tammy was also named the Nevada Library Association’s 2020 Librarian of the Year. She deployed the first certification program within any public library in America where individuals can earn a Manufacturing Technician 1 (MT1), a nationally recognized industry credential necessary to get many of the high paying careers in advanced manufacturing. In parallel with California public libraries, Westergard launched in Nevada the first State-wide learning program in American public libraries delivering augmented reality and virtual reality STEM content and equipment, resulting in immersive learning experiences for thousands of learners. Westergard imagined and then became the project design leader for the first-ever initiative deploying 3D learning tools for the College of Southern Nevada’s (CSN) allied health programs. As a result, CSN is the first dialysis technician training program in the world to use a virtual reality simulation for instruction and CSN was able to accept remote, online learners into its program for students who were previously unable to access the program.Tammy received her bachelor’s degree from the University of Nevada, Reno, a Master of Library Science from the University of North Texas and is a member of Beta Phi Mu, the international library and information studies honor society. She is a member of the International Advisory Board of the Vaclav Havel Library Foundation. The Library Journal named Westergard an “Agent of Change Mover and Shaker.” Tammy’s great passion is advancing educational opportunities through the library. She believes there is dignity in work, which is why she is expanding first-in-the-country programs she created that help displaced workers reskill and upskill so they can step into living wage jobs.

 

Greg Lucas
California State Librarian

Greg Lucas was appointed California’s 25th State Librarian by Governor Jerry Brown on March 25, 2014. Prior to his appointment, Greg was the Capitol Bureau Chief for the San Francisco Chronicle where he covered politics and policy at the State Capitol for nearly 20 years. During Greg’s tenure as State Librarian, the State Library’s priorities have been to improve reading skills throughout the state, put library cards into the hands of every school kid and provide all Californians the information they need – no matter what community they live in. The State Library invests $10 million annually in local libraries to help them develop more innovative and efficient ways to serve their communities. Since 2015, the State Library has improved access for millions of Californians by helping connect more than half of the state’s 1,100 libraries to a high-speed Internet network that links universities, colleges, schools, and libraries around the world. Greg holds a Master’s in Library and Information Science from California State University San Jose, a Master’s in Professional Writing from the University of Southern California, and a degree in communications from Stanford University.

 

Milton Chen
Independent Speaker, Author, Board Member

Milton says that he has had a very fortunate and fulfilling career on both coasts, working with passionate innovators to transform education in creative ways. His first job out of college was at Sesame Workshop in New York, working with founder Joan Cooney and some amazingly talented colleagues in TV production and educational research. From 1976 to 1980, he worked in the research department, creating science curricula for Sesame Street and testing segments for The Electric Company, the reading series. He then served as director of research for the development of 3-2-1 Contact, a science series for 8- to 12-year-olds. Eventually, Sesame Street circled the globe, with broadcasts in more than 100 countries and versions in Spanish, Chinese, Arabic, and many other languages. He then came to the Bay Area to pursue doctoral studies in communication at Stanford. His dissertation looked at gender differences in high school computer use, including new desktop computers we called “microcomputers.” After two years as an assistant professor at the Harvard Graduate School of Education, he joined KQED-San Francisco (PBS) in 1987 as director of education. They worked with teachers to incorporate video into their lessons, using VCRs! He wrote my first book, The Smart Parent’s Guide to Kids’ TV (1994) and hosted a program on the topic with special guest, First Lady Hillary Clinton. In 1998, he joined The George Lucas Educational Foundation as executive director. During his 12 years there, thjey produced documentaries and other media on schools embracing innovations such as project-based learning, social/emotional learning, digital technologies, and community engagement. They created the Edutopia brand to represent more ideal environments for learning. Today, the Edutopia.org website attracts more than 5 million monthly users.

 

Karsten Heise
Director of Strategic Programs, Nevada Governor’s Office of Economic Development (GOED) i

Karsten Heise joined the Nevada Governor’s Office of Economic Development (GOED) in April 2012 initially as Technology Commercialization Director and then continued as Director of Strategic Programs. He leads Innovation Based Economic Development (IBED) in Nevada. As part of IBED, he created and manages Nevada’s State Small Business Credit Initiative (SSBCI) Venture Capital Program. He also leads and overseas the ‘Nevada Knowledge Fund’ to spur commercialization at the state’s research institutions and to foster Research & Development engagements with the private sector as well as supporting local entrepreneurial ecosystems and individual startups. In addition, Karsten is deeply familiar with the European vocational training system having completed his banking-apprenticeship in Germany. This experience inspired the development of the ‘Learn and Earn Advanced career Pathway’ (LEAP) framework in Nevada, which progressed to becoming the standard template for developing career pathway models in the state. He is deeply passionate about continuously developing new workforce development approaches dealing with the consequences of the Fourth Industrial Revolution. Prior to joining the GOED, Karsten spent five years in China working as an external consultant to Baron Group Beijing and as member of the senior management team at Asia Assets Limited, Beijing. Before relocating to Beijing, Karsten worked for 10 years in the international equity divisions of London-based leading Wall Street investment banks Morgan Stanley, Donaldson, Lufkin & Jenrette (DLJ), and most recently Credit Suisse First Boston (CSFB). As Vice President at CSFB, he specialized in alternative investments, structured products, and international equities. His clients were entrepreneurs, ultra-high net worth individuals and family offices as well as insurance companies, pension funds, asset managers and banks. Karsten speaks German and Mandarin Chinese. Karsten completed his university education in the United Kingdom with a Bachelor of Science with First Class Honours in Economics from the University of Buckingham, a Master of Science with Distinction in International Business & Finance from the University of Reading, and a Master of Philosophy with Merit in Modern Chinese Studies, Chinese Economy from the University of Cambridge – Wolfson College. He is also an alumnus of the Investment Management Evening Program at London Business School and completed graduate research studies at Peking University, China.

 

Dana Ryan, PhD 
Special Assistant to the President, Truckee Meadows Community College

With a doctorate in educational leadership from the University of Nevada, Reno, Dana has decades advancing education and training solutions to meaningfully link, scale, enhance and further develop digital components in healthcare, advanced manufacturing, logistics, IT and construction trades. She understands the WIOA one-stop-operating-system programs and processes and can communicate how delivery of services to clients through local offices, regional centers and libraries is achieved. Skill with analysis of a variety of labor market and other demographic information creates excellence in explaining the relevance of labor market data and local, state, and national labor market trends. Dana interfaces with labor and management groups/leaders, and others.

This is a free event, being held live online and also recorded.
REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.

The School of Information at San José State University is the founding conference sponsor. Please register as a member of the Library 2.0 network to be kept informed of future events. Recordings from previous years are available under the Archives tab at Library 2.0 and at the Library 2.0 YouTube channel.

Universal Design for Learning (UDL)

Universal Design for Learning (UDL) is the new Learning Styles

https://fillingthepail.substack.com/p/universal-design-for-learning-udl

UDL is a complicated way to teach. It involves giving multiple representations of the same information to students which they then choose from. Students also choose to work collaboratively or individually. And they decide how to demonstrate their learning through written work, a video, a poster or some other means.

UDL as a form of classroom differentiation. Differentiation – the process of giving different students in the same classroom different forms of instruction

a new paper by Dr. Guy A. Boysen of McKendree University in the U.S. Boysen claims that this lack of evidence is one of the five ways in which UDL parallels debunked learning styles theories.

Learning styles theories are still remarkably popular despite most serious researchers classing them as a ‘neuromyth’.
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https://blog.stcloudstate.edu/ims?s=udl
https://blog.stcloudstate.edu/ims?s=learning+styles

microcredentials and faculty

Why faculty need to talk about microcredentials

There is reason to believe that shorter, competency-based programs will play an important role in the university landscape in the coming years.

 Australian commentator Stephen Matchett expands: “MCs are the wild west of post-compulsory education and training, with neither law on what they actually are or order as to how they interact with formal providers. … Until (or if) this is sorted by regulators there needs to be a sheriff providing workable rules that stop the cowboys running riot.”

The lack of standards is also an issue in Canada. While  degree standards have been agreed upon – the Canadian Degree Qualification framework, contained in the Council of Ministers of Education, Canada (CMEC)’s 2007 Ministerial Statement on Quality Assurance of Degree Education in Canada, outlines expectations for bachelor’s, master’s, and doctoral degrees – the CMEC has yet to issue a pan-Canadian framework for microcredentials.

In the absence of a pan-Canadian model or definition, for the purposes of this column I will use the Higher Education Quality Council of Ontario (HEQCO)’s definition, put forward in its May 2021 report, Making Sense of Microcredentials:

“A microcredential is a representation of learning, awarded for completion of a short program that is focused on a discrete set of competencies (i.e., skills, knowledge, attributes), and is sometimes related to other credentials.

Developing and running effective microcredential programs is not simply a matter of bundling a group of existing classes into a new sub-degree level program (although there will certainly be some who try that approach). Effective microcredential programming needs to be an institution-wide effort, with appropriate resourcing and guidelines, along with effective recruiting and student support.

department chairs and other unit leaders to lead collegial discussions about the following questions:

  • Gaps: who is not being served by our current degree offerings? Is there potential demand for our disciplinary knowledge and skills from people who don’t want a full degree program? Are there ways people could upgrade their skills by taking certain types of our courses? Can we identify potential short programs to meet new, distinct learning outcomes?
  • Student diversity: are there opportunities to develop short programs that could introduce a new demographic of students to our discipline? How might microcredentials be developed that meet the needs and interests of Indigenous students, first-generation students, or international students?
  • Connection: how might we create partnerships with external organizations to inform our understanding of skill-training needs? Can these partnerships be leveraged to create new career pathways for students, and/or new research opportunities for faculty, postdocs, and graduate students?
  • Impact: in what ways do our discipline’s insights relate to Canada’s current and future public needs? How might our disciplinary knowledge be combined with knowledge from other disciplines to train students to help address particular challenges? In what ways could our discipline contribute to student competency development that we consider meaningful and impactful?

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more on microcredentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredential

Metaverse and NFTs

“the economic layer of Metaverse will be the NFTs”

REVOREDO, T. (2021, November 14). Why are major global brands experimenting with NFTs in the Metaverse? [Financial]. Cointelegraph. https://cointelegraph.com/news/why-are-major-global-brands-experimenting-with-nfts-in-the-metaversehttps://hyp.is/go?url=https%3A%2F%2Fcointelegraph.com%2Fnews%2Fwhy-are-major-global-brands-experimenting-with-nfts-in-the-metaverse&group=__world__

what do blockchain technology and NFTs have to do with Metaverse?

it is already possible to identify some of the characteristics of Web 3.0 such as the focus on the user (and not on companies), the massive use of artificial intelligence (as a powerful tool to provide the best analysis and the best result to people), as well as distributed networks (we will no longer depend on the gigantic centralized data servers). Moreover, Web 3.0 content will be more graphical with more videos and 3D images. Also, in Web 3.0, augmented reality (AR) and virtual reality (VR) will be commonplace, bringing more realistic graphics to applications and games

In July this year, Coca-Cola launched branded virtual clothing as nonfungible tokens,

NFTs are the representation of a nonfungible asset in digital media. In a more technical definition, an NFT is a piece of software code that verifies that you hold ownership of a nonfungible digital asset, or the digital representation of the nonfungible physical asset in digital media.

It’s important to notice that NFTs existed before the first blockchain, but blockchain technology has transformed NFT markets by solving the double-spending problem and conferring scarcity, uniqueness and authenticity to a nonfungible token.

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more on NFT in this IMS blog

https://blog.stcloudstate.edu/ims?s=nft

Education 4.0

https://medium.com/@briannaleewelsh47/education-4-0-how-we-will-learn-in-the-fourth-industrial-revolution-e17206b73016

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https://www.weforum.org/projects/learning-4-0

Based on the framework developed in Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution, the Education 4.0 initiative aims to better prepare the next generation of talent through primary and secondary education transformation. The initiative will drive impact through four interconnected interventions:

  1. Implementing new measurement mechanisms for Education 4.0 skills
  2. Mainstreaming technology-enhanced Education 4.0 learning experiences
  3. Empowering the Education 4.0 workforce
  4. Setting Education 4.0 country-level standards and priorities

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more on education 3.0 and 2.0
https://blog.stcloudstate.edu/ims/2014/03/16/education-2-0-vs-education-3-0/

 

 

Analog Video Digitization

Reconsidering Technical Labor in Information Institutions: The Case of Analog Video Digitization
Zack Lischer-Katz
Library Trends, Volume 68, Number 2, Fall 2019, pp. 213-251 (Article)

https://muse.jhu.edu/article/746746/pdf?fbclid=IwAR3MIKRogQmLSLkIDxFIqzbmndnqWNXoUePHqc3NCmilyFm-YJT0sBWSdRI

empirical study conducted by the author from 2015–2017 that used qualitative-interpretive methods to study the discursive and material practices of professional media preservationists as they worked to digitize analog video recordings in small-scale, high-quality (“artisanal”) digitization projects

p. 215 Furthermore, understanding technical work in li-braries can contribute to ongoing debates in information studies and the digital humanities on the relationship between “doing” and “signifying” in terms of scholarly production (Cecire 2011)

metaverse definition

What the metaverse will (and won’t) be, according to 28 experts

metaverse (hopefully) won’t be the virtual world of ‘Snow Crash,’ or ‘Ready Player One.’ It will likely be something more complex, diverse, and wild.

The metaverse concept clearly means very different things to different people. What exists right now is a series of embryonic digital spaces, such as Facebook’s HorizonEpic Games’ FortniteRoblox‘s digital space for gaming and game creation, and the blockchain-based digital world Decentraland–all of which have clear borders, different rules and objectives, and differing rates of growth.

TIFFANY ROLFE

different layers of realities that we can all be experiencing, even in the same environment or physical space. We’re already doing that with our phones to a certain extent—passively in a physical environment while mentally in a digital one. But we’ll see more experiences beyond your phone, where our whole bodies are fully engaged, and that’s where the metaverse starts to get interesting—we genuinely begin to explore and live in these alternate realities simultaneously.

RONY ABOVITZ, FOUNDER, MAGIC LEAP

Xverse

It will have legacy parts that look and feel like the web today, but it will have new nodes and capabilities that will look and feel like the Ready Player One Oasis (amazing gaming worlds), immersion leaking into our world (like my Magicverse concept), and every imaginable permutation of these. I feel that the Xverse will have gradients of sentience and autonomy, and we will have the emergence of synthetic life (things Sun and Thunder is working on) and a multitude of amazing worlds to explore. Building a world will become something everyone can do (like building a webpage or a blog) and people will be able to share richer parts of their external and inner lives at incredibly high-speed across the planet.

YAT SIU, COFOUNDER AND EXECUTIVE CHAIRMAN OF GAMING AND BLOCKCHAIN COMPANY ANIMOCA BRANDS

Reality will exist on a spectrum ranging from physical to virtual (VR), but a significant chunk of our time will be spent somewhere between those extremes, in some form of augmented reality (AR). Augmented reality will be a normal part of daily life. Virtual companions will provide information, commentary, updates and advice on matters relevant to you at that point in time, including your assets and activities, in both virtual and real spaces.

TIMONI WEST, VP OF AUGMENTED AND VIRTUAL REALITY, UNITY:

I think we can all agree our initial dreams of a fully immersive, separate digital world is not only unrealistic, but maybe not what we actually want. So I’ve started defining the metaverse differently to capture the zeitgeist: we’re entering an era where every computer we interact with, big or small, is increasingly world-aware. They can recognize faces, voices, hands, relative and absolute position, velocity, and they can react to this data in a useful way. These contextually aware computers are the path to unlocking ambient computing: where computers fade from the foreground to the background of everyday, useful tools. The metaverse is less of a ‘thing’ and more of a computing era. Contextual computing enables a multitude of new types of interactions and apps: VR sculpting tools and social hangouts, self-driving cars, robotics, smart homes.

SAM HAMILTON, HEAD OF COMMUNITY & EVENTS FOR BLOCKCHAIN-BASED METAVERSE CREATOR THE DECENTRALAND FOUNDATION

NITZAN MEKEL-BOBROV, CHIEF AI OFFICER, EBAY

as carbon is to the organic world, AI will be both the matrix that provides the necessary structural support and the material from which digital representation will be made. Of all the ways in which AI will shape the form of the metaverse, perhaps most essential is the role it will play in the physical-digital interface. Translating human actions into digital input–language, eye movement, hand gestures, locomotion–these are all actions which AI companies and researchers have already made tremendous progress on.

HUGO SWART, VICE PRESIDENT AND GM OF XR, QUALCOMM

Qualcomm views the metaverse as an ever-present spatial internet complete with personalized digital experiences that spans the physical and virtual worlds, where everything and everyone can communicate and interact seamlessly.

IBRAHIM BAGGILI, FOUNDING DIRECTOR, CONNECTICUT INSTITUTE OF TECHNOLOGY AT UNIVERSITY OF NEW HAVEN

As an active researcher in the security and forensics of VR systems, should the metaverse come into existence, we should explore and hypothesize the ways it will be misused.

CHITRA RAGAVAN, CHIEF STRATEGY OFFICER AT BLOCKCHAIN DATA ANALYTICS COMPANY ELEMENTUS 

I picture [the metaverse] almost like The Truman Show. Only, instead of walking into a television set, you walk into the internet and can explore any number of different realities

JOHN HANKE, CEO OF POKÉMON GO CREATOR NIANTIC

We imagine the metaverse as reality made better, a world infused with magic, stories, and functionality at the intersection of the digital and physical worlds.

CAROLINA ARGUELLES NAVAS, GLOBAL PRODUCT MARKETING, AUGMENTED REALITY, SNAP

Rather than building the “metaverse,” a separate and fully virtual reality that is disconnected from the physical world, we are focused on augmenting reality, not replacing it. We believe AR–or computing overlaid on the world around us–has a smoother path to mass adoption, but will also be better for the world than a fully virtual world.

URHO KONTTORI, COFOUNDER AND CTO OF AR/VR HEADSET MAKER VARJO

In the reality-based metaverse, we will be able to more effectively design products of the future, meet and collaborate with our colleagues far away, and experience any remote place in real-time.

ATHERINE ALLEN, CEO OF IMMERSIVE TECH RESEARCH CONSULTANCY LIMINA IMMERSIVE

I prefer to think of the metaverse as simply bringing our bodies into the internet.

BRANDS IN THE METAVERSE

https://youtu.be/TMWvFxs_YIM

VISHAL SHAH, VP OF METAVERSE, FACEBOOK

The metaverse isn’t just VR! Those spaces will connect to AR glasses and to 2D spaces like Instagram. And most importantly, there will be a real sense of continuity where the things you buy are always available to you.

SAYON DEB, MANAGER, MARKET RESEARCH, CONSUMER TECHNOLOGY ASSOCIATION

At its core will be a self-contained economy that allows individuals and businesses to create, own or invest in a range of activities and experiences.

NANDI NOBELL, SENIOR ASSOCIATE AT GLOBAL ARCHITECTURE AND DESIGN FIRM CALLISONRTKL

the metaverse experience can be altered from the individual’s point of view and shaped or curated by any number of agents—whether human or A.I. In that sense, the metaverse does not have an objective look beyond its backend. In essence, the metaverse, together with our physical locations, forms a spatial continuum.

NICK CHERUKURI, CEO AND FOUNDER OF MIXED REALITY GLASSES MAKER THIRDEYE

The AR applications of the metaverse are limitless and it really can become the next great version of the internet.

SAM TABAR, CHIEF STRATEGY OFFICER, BITCOIN MINING COMPANY BIT DIGITAL

It seems fair to predict that the actual aesthetic of any given metaverse will be determined by user demand. If users want to exist in a gamified world populated by outrageous avatars and fantastic landscapes then the metaverse will respond to that demand. Like all things in this world the metaverse will be market driven

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More on meta-verse in this blog
https://blog.stcloudstate.edu/ims?s=metaverse

hyflex courses for Multimodal Learning Environments

Designing Hybrid-Flexible (HyFlex) Courses to Support Multimodal Learning Environments

https://events.educause.edu/courses/2021/designing-hybrid-flexible-hyflex-courses-to-support-multimodal-learning-environments-3

badge earned for attending the course:
https://www.credly.com/badges/d115ce80-17a9-4238-8f7a-9e4cbc327114/linked_in

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Multimodal Learning Environments
https://ascilite.org/conferences/sydney10/procs/Sankey-full.pdf

Neuroscience research has also revealed that „significant increases in learning can be
accomplished through the informed use of visual and verbal multimodal learning‟ (Fadel, 2008, p. 12).

Multimodal learning environments allow instructional elements to be presented in more than one  sensory mode (visual, aural, written). In turn, materials that are presented in a variety of presentation  modes may lead learners to perceive that it is easier to learn and improve attention, thus leading to improved learning performance; in particular for lowerachieving students (Chen & Fu, 2003; Moreno & Mayer, 2007; Zywno 2003).

multimodal design, in which „information (is) presented in multiple modes such as visual and auditory‟ (Chen & Fu, 2003, p.350). The major benefit of which, as identified by Picciano (2009), is that it „allows students to experience learning in ways in which they are most comfortable, while challenging them to experience and learn in other ways as well‟ (p. 13). Consequently, students may become more selfdirected, interacting with the various elements housed in these environments.

VARK learning styles inventory online to help determine their learning style (http://www.varklearn.com/english/index.asp)
https://vark-learn.com/the-vark-questionnaire/

(see motivation theory: https://blog.stcloudstate.edu/ims/2021/10/14/motivation-theory/)

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more on hyflex in this blog
https://blog.stcloudstate.edu/ims?s=hyflex

emotional value of immersive virtual reality in education

Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66(5), 1141–1164. https://doi.org/10.1007/s11423-018-9581-2
an affective path in which immersion predicted presence and positive emotions, and a cognitive path in which immersion fostered a positive cognitive value of the task in line with the control value theory of achievement emotions.
business analyses and reports (e.g., Belini et al. 2016; Greenlight and Roadtovr 2016), predict that virtual reality (VR) could be the biggest future computing platform of all time.
better understanding of the utility and impact of VR when it is applied in an educational context.
several different VR systems exist, including cave automatic virtual envi-ronment (CAVE), head mounted displays (HMD) and desktop VR. CAVE is a projection-based VR system with display-screen faces surrounding the user (Cruz-Neira et al. 1992). As the user moves around within the bounds of the CAVE, the correct perspective and stereo projections of the VE are displayed on the screens. The user wears 3D glasses insidethe CAVE to see 3D structures created by the CAVE, thus allowing for a very lifelikeexperience. HMD usually consist of a pair of head mounted goggles with two LCD screens portraying the VE by obtaining the user ́s head orientation and position from a tracking system (Sousa Santos et al. 2008). HMD may present the same image to both eyes (monoscopic), or two separate images (stereoscopic) making depth perception possible. Like the CAVE, HMD offers a very realistic and lifelike experience by allowing the user to be completely surrounded by the VE. As opposed to CAVE and HMD, desktop VR does not allow the user to be surrounded by the VE. Instead desktop VR enables the user to interact with a VE displayed on a computer monitor using keyboard, mouse, joystick or touch screen (Lee and Wong 2014; Lee et al. 2010).
the use of simulations results in at least as good or better cognitive outcomes and attitudes
toward learning than do more traditional teaching methods (Bayraktar 2000; Rutten et al.
2012; Smetana and Bell 2012; Vogel et al. 2006). However, a recent report concludes that
there are still many questions that need to be answered regarding the value of simulations
in education (Natioan Research Council 2011). In the past, virtual learning simulations
were primarily accessed through desktop VR. With the increased use of immersive VR it is
now possible to obtain a much higher level of immersion in the virtual world, which
enhances many virtual experiences (Blascovich and Bailenson 2011).

an understanding of how to harness the emotional appeal of e-learning tools is a central issue for learning and instruction, since research shows that initial situ-ational interest can be a first step in promoting learning
several educational theories that describe the affective, emotional, and motivational factors that play a role in multimedia learning which are relevant for understanding the role of immersion in VR learning environments.

the cognitive-affective theory of learning with media (Moreno and
Mayer 2007),

and

the integrated cognitive affective model of learning with multimedia
(ICALM; Plass and Kaplan 2016)

control-value theory of achievement emotion CVTAE
https://psycnet.apa.org/record/2014-09239-007

Presence, intrinsic motivation, enjoyment, and control and active learning are the affective factors used in this study. defintions

The sample consisted of 104 students (39 females and 65 males; average age =23.8 years)
from a large European university.

immersive VR (Samsung Gear VR with Samsung Galaxy S6) and
the desktop VR version of a virtual laboratory simulation (on a standard computer). The
participants were randomly assigned to two groups: the first used the immersive VR
followed by the desktop VR version, and the second used the two platforms in the opposite
sequence.

The VR learning simulation used in this experiment was developed by the company Labster and designed to facilitate learning within the field of biology at a university level. The VR simulation was based on a realistic murder case in which the participants were required to investigate a crime scene, collect blood samples and perform DNA analysis in a high-tech laboratory in order to identify and implicate the murderer

 we conclude that the emotional value of the immersive VR version of the learning simulation is significantly greater than the desktop VR version. This is a major empirical contribution of this study.

 

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