Emergent Technology beyond the Pandemic – Preparing for the Future
My annotations here:
https://hyp.is/go?url=https%3A%2F%2Freadylearner.one%2Femergent-technology-beyond-the-pandemic-preparing-for-the-future%2F&group=__world__
So while we know that there are incredible applications for emergent technologies such as VR/AR, the goal for organizations isn’t to look to implement these types of solutions immediately while in the midst of a pandemic, adding layers of training and cost concerns to the already existing uncertainty. Rather, an approach that involves short and long term planning as well as data collection to inform decision making is a much more prudent approach.
“VR Learn: Virtual Reality in Learning”
- Learners are able to learn more in less time. They are engaged.
- Learners have a physical and emotional response that is based on empathy.
- Learners develop mental muscle memory on new tasks and new procedures.
- Learners show greater retention rates.
- Learners are able to fail forward without real-world consequences.
- Learners can do things in VR/AR that they can’t do in real-life.
Newbutt, N., Schmidt, M. M., Riva, G., & Schmidt, C. (2020). The possibility and importance of immersive technologies during COVID-19 for autistic people.
Journal of Enabling Technologies,
14(3), 187–199.
https://doi.org/10.1108/JET-07-2020-0028
#lowend #mmersive approach for students with #autism
The authors also pursue low-end vs hi-end approach in the adoption of immersive technologies:
here my annotations in hypothes.is
or if you don’t use it, link to the article
it also follows the same venue of mindful use of immersive, which Gill, Mark C and i tried to pursue several years ago
As described and developed by
Riva and Wiederhold (2020) we suggest that the use of a low-cost spherical, video-based virtual reality mindfulness intervention could reduce the psychological burden of COVID-19 for autistic people, alongside a developed package of at-home educational and support materials to empower families/caregivers delivered via an online eLearning platform to support effective implementation.
https://www.fda.gov/news-events/press-announcements/fda-authorizes-marketing-virtual-reality-system-chronic-pain-reduction
EaseVRx employs the principles of CBT and other behavioral therapy techniques for the purpose of reduction of pain and pain interference. The prescription device, which is intended for at-home self-use, consists of a VR headset and a controller, along with a “Breathing Amplifier” attached to the headset that directs a patient’s breath toward the headset’s microphone for use in deep breathing exercises. The device’s VR program uses established principles of behavioral therapy intended to address the physiological symptoms of pain and aid in pain relief through a skills-based treatment program. These principles include deep relaxation, attention-shifting, interoceptive awareness–the ability to identify, access, understand and respond appropriately to the patterns of internal signals—and perspective-taking, distraction, immersive enjoyment, self-compassion, healthy movement, acceptance, visualization, knowledge of pain and rehabilitation.
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More on immersive in this blog
https://blog.stcloudstate.edu/ims?s=immersive
The Digital Library Federation’s recently published #DLFteach Toolkit Volume 2: Lesson Plans on Immersive Pedagogy may be of interest to some of you.
“The #DLFteach Toolkit 2.0 focuses on lesson plans to facilitate disciplinary and interdisciplinary work engaged with 3D technology. As 3D/VR technology becomes relevant to a wide range of scholarly disciplines and teaching context, libraries are proving well-suited to coordinating the dissemination and integration of this technology across the curriculum. For our purposes, 3D technology includes, but is not limited to Augmented Reality (AR) and Virtual Reality (VR) technologies, 3D modeling and scanning software, 3D game engines and WebGL platforms, as well as 3D printers and extruders. While 3D/VR/AR technologies demonstrate real possibilities for collaborative, multidisciplinary learning, they are also fraught with broader concerns prevalent today about digital technologies.”
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Dalton, C. (2021). 3D Modeling for Historical Reconstruction. #DLFteach. Retrieved from https://dlfteach.pubpub.org/pub/vol2-dalton-3d-modeling-for-historical-reconstruction
https://dlfteach.pubpub.org/pub/vol2-dalton-3d-modeling-for-historical-reconstruction/release/1
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Clark, J. L. (2021). Creating an Equally Effective Alternative Action Plan for Immersive Technologies. #DLFteach. Retrieved from https://dlfteach.pubpub.org/pub/vol2-clark-creating-an-equally-effective-alternative-action-plan
https://dlfteach.pubpub.org/pub/vol2-clark-creating-an-equally-effective-alternative-action-plan/release/1
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.
