STEM Education

All Items

• Work-in-Progress—Game Design Informed by Learning Progressions for Science Practices

  Shari J. Metcalf, Amanda Sommi, Sima Haddadin, Jennifer Scianna, David Gagnon

  108-110

  DOI: https://doi.org/10.56198/tdr6pt94

• Work-in-Progress—The Use of Plane-Detection Augmented Reality in Learning Geometry

  Hunhui Na

  96-98

  DOI: https://doi.org/10.56198/pzxexz70

• Extended Abstract—An Adaptive Virtual Lab Environment for Educator-Driven Web Integration

  Michael Holly, Peter Hadley, Johanna Pirker

  141-146

  DOI: https://doi.org/10.56198/bjn3n897

• Doctoral Colloquium—A Comparison of Teachers and Students in Categorizing and Representing Geometric Conjectures Using AR Simulations

  Chaeyeon Kim, Michael I. Swart, Joel P. Beier, Fangli Xia, Matthew M. Grondin, Doy Kim, Mitchell J. Nathan

  168-175

  DOI: https://doi.org/10.56198/3ad2ea07

• Extended Abstract—Immersive Education: Utilizing the Potential of Immersive Technologies in Computer Science Higher Education

  Andrea Horvath, René Goldschmid

  162-167

  DOI: https://doi.org/10.56198/508qgt70

• Exploring the Application of Virtual Reality in Mechanical Engineering Education

  Saeed Safikhani, Thorsten Bandel, Johanna Pirker

  154-161

  DOI: https://doi.org/10.56198/t58da925

• Extended Abstract—Log Data as a Window into Learning: Embodied Interactions in a Virtual Reality Simulation

  Taehyun Kim, James Planey, Wanli Xing

  147-153

  DOI: https://doi.org/10.56198/99wyvd25

• Design of a Culturally Situated Hybrid Immersive and Hands-On STEM Learning Environment for Middle School Students on Navajo Nation

  Shari J. Metcalf, Shawn S. Jordan

  134-140

  DOI: https://doi.org/10.56198/zp6t1b42

• Exploring Teachers’ Perspectives on the Affordances and Constraints of Augmented Reality in Geometry Education

  Chaeyeon Kim, Michael I. Swart, Fangli Xia, Doy Kim, Mitchell J. Nathan

  124-133

  DOI: https://doi.org/10.56198/gfpc9h96

• AR for Science Education: Students’ Behaviour Patterns and the Relationship between Cognitive Load, Knowledge Acquisition and Performance

  Jessica Lizeth Domínguez Alfaro, Michaela Arztmann, Johan Jeuring

• Promoting Science Identity Exploration: An Analysis of the Game Design Features in WaterWays

  TzuChin Chen, Hana Haddad, Corinne Brenner, Jessica Ochoa Hendrix, Mand¨e Holford

• The Potential of Virtual Reality for Immersive HCI Education: Insights from an Empirical Study

  Tanmesh Shah, Andreas Riener

• Immersive Learning in History Education: Exploring the Capabilities of Virtual Avatars and Large Language Models

  Alexander Steinmaurer, Andreas Dengel, Mario Comanici, Josef Buchner, Josef Memminger, Christian G¨utl

• Exploring the Influence of Immersive Virtual Reality on Science Learning – An Affordance Approach

  Fabian Froehlich, Jan L. Plass, Bruce D. Homer

• Spatial Audio Cues in an Immersive Virtual Reality STEM Escape Room Game: A Comparative Study

  Georgios Vontzalidis, Stylianos Mystakidis, Athanasios Christopoulos, Konstantinos Moustakas

• A Computer-Supported Collaborative Learning Environment for Computer Science Education

  Michael Holly, Jannik Hildebrandt, Johanna Pirker

• Lessons upon Dislikes: Educational Game Design Principles from Players’ Negative Feedback

  Wenyi Lu, Hao He, Fan Yu, James Laffey, Alex Urban, Joseph Griffin, Troy D. Sadler, Sean Goggins

• Work-in-Progress—Enhancing Cyber Prevention Education: Utilising Virtual Reality Technology for Parents/Carers and Teachers

  Arthur Jones, Steffi Davey, James Fenwick, Richard Wallis, Kate Whitfield, Babak Akhgar

  210-216

  DOI: https://doi.org/10.56198/U6C0W9BX1

• Pre-service teachers' acceptance and intention to use virtual reality applications in their teaching practice. A case study

  Paxinou Evgenia, Karatrantou Aanthi, Panagiotakopoulos Christos, Kalles Dimitrios

  192-200

  DOI: https://doi.org/10.56198/U6C0WFQI6

• Experiences of Personal and Social Immersion in a Videogame for Middle School Life Science

  Shari J. Metcalf, Jennifer Scianna, David Gagnon

  201-209

  DOI: https://doi.org/10.56198/U6C0WZQ4R

• Work-in-Progress—Student’s Co-creation of Collaborative Learning Spaces on the Metaverse

  Marie-Luce Bourguet, Elise Omfalos

  217-233

  DOI: https://doi.org/10.56198/U6C0W5UQT

• Work-in-Progress—Augmented Reality in Higher Education: Case of Electrical Drawings

  Houda Mouttalib, Mohamed Tabaa, Mohamed Youssfi, Yassine Bounouader

  232-238

  DOI: https://doi.org/10.56198/U6C0WJFLG

• Work-in-Progress—How Do Different Degrees of Immersion and Points of View in Immersive Videos Affect the Quality of Science Communication?

  Robin Wagner, Georg Pardi, Jennifer Müller, Birgit Brucker, Peter Gerjets

  239-245

  DOI: https://doi.org/10.56198/U6C0W27CF

• Work-in-Progress—Headgear-free 3D interactions for asynchronous, online learning experiences: an exploration of design, development and integration

  Helen McKenna, Daniel Mitelpunkt, David Blanco, Robyn Lowe

  224-231

  DOI: https://doi.org/10.56198/U6C0WMQMU

• Work-In-Progress—A Virtual Reality Application for Learning Geometry

  Yasamin Tahiri, Mutfried Hartmann, Thomas Borys, Daniela Maier

  67-72

  DOI: https://doi.org/10.56198/ZH3JO262Q