Foundations in Immersive Learning Research and Theory

All Items

• Work-in-Progress—Motion Tracking Data as a Proxy for Cognitive Load in Immersive Learning

  Ivan Moser, Ioan-Sorin Comsa, Behnam Parsaeifard, Per Bergamin

  391-393

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

• Work-in-Progress–Computer Vision Methods to Examine Neurodiverse Gaze Patterns in 360-Video

  Noah Glaser, Matthew Schmidt, Heath Palmer, Wanli Xing, Carla Schmidt

  388-390

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

• Work-in-Progress—Design of Mixed Reality Educational Applications Using Enhanced ARCS+G Model for Motivation

  Areej Banjar, Abraham G. Campbell

  385-387

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

• Work-in-Progress–Virtual Reality Integration into Geography Education: A Case Study of Physical Geography

  Christian Mejia, Ming-Hsiang Tsou, Minjuan Wang

  382-384

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

• A Virtual Learning Model for Virtual Reality and Literature

  Rachel R. Tatro-Duarte

  377-381

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

• Work-in-progress—The Effect of Students’ Perceptions on Intention to use Metaverse Learning Environment in Higher Education

  Kukhyeon Kim, Eunbyul Yang, Jeeheon Ryu

  400-402

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

• Presence in Augmented Learning: An Empirical Study Leading to a New Questionnaire Proposal

  Tassos Anastasios Mikropoulos, George Koutromanos, Ioannis Vrellis, Michael Delimitros, Tryfon Sivenas

  34-45

• Escaping the Maze: Enhancing Teamwork and Collaboration in Higher Education through a Gamified Virtual Reality Experience

  Ahmed Ehab, Gary Burnett, Karen J Sung

  94-111

• You’re My Only Hope: An Exploration of the Advantages and Disadvantages of Lecturers as Holograms

  Gary Burnett, Vikki Locke, Karen J Sung, Ahmed Ehab Abdelsalam

  80-93

• Why do Primary School Pupils Engage in Augmented Reality Educational Activities? A Uses and Gratification Theory Perspective

  Stavros A. Nikou

  65-79

• An Explosion of the Uses of Immersive Learning Environments: A Mapping of Reviews Update

  Dennis Beck, Leonel Morgado, Patrick O’Shea

  46-64

• Physiological and Psychological Responses to Varying Levels of VR Immersion: A Study of User Experience

  Zahrasadat Hosseini, Tilanka Chandrasekera, Aditya Jayadas, Saurav Shrestha

  18-33

• Exploring Space and Non-Verbal Interaction in Instructional Design in Immersive Collaborative Learning

  Kathrin Knutzen, Wolfgang Broll

  1-17

• Extended Abstract—Design of Learning Content with Telepresence Robots and Virtual Agents Considering Social Presence and Embodied Interaction

  Suhyun Ki, Yuseon Jeong, Jeeheon Ryu

  1-6

  DOI: https://doi.org/10.56198/g7znra80

• Extended Abstract—The Impact of Guidance on Learning and Agency in a Virtual Reality Game for STEM Education

  Eileen McGivney, Manav Varma, Danny Pimentel

  7-13

  DOI: https://doi.org/10.56198/6tcx6y91

• Extended Abstract—Stories of Peso da Régua: The Enigma of the Ancient Vines - The Co-Creation Process of an Immersive Experience in Cibricity

  Eliane Schlemmer, Maria van Zeller, Diana Quitéria Sousa, Patrícia Scherer Bassani

  14-20

  DOI: https://doi.org/10.56198/1q2c7b59

• Doctoral Colloquium—Student Attitudes Toward the Use of the Lightboard Technology in Immersive Educational Settings

  Eftychia Aslanidou, Georgios P. Heliades

  31-37

  DOI: https://doi.org/10.56198/97cq5p88

• Doctoral Colloquium—Students as Designers of Augmented Reality Artifacts: Learning Experience and Impact on Learning

  Maria Rellia, George Koutromanos, Emmanuel Fokides, Konstantina Tsoli

  38-43

  DOI: https://doi.org/10.56198/afmymg57

• Doctoral Colloquium—Immersive, Inventive and Gamified Narratives: A Pathway to Teacher Training in the Digital Age

  Luiza Schell, Eliane Schlemmer

  291-298

  DOI: https://doi.org/10.56198/k35nsa28

• Perceptions of Higher Education Students on Immersive Virtual Reality for Communication Skills Training. The Bodyswaps Case

  Carl Boel

• Adaptive Learning and Instruction with Augmented Reality: A Scoping Review

  Jule M. Krüger

• Exploiting the TARC framework: The relations between educators’ attitudes towards AR, innovativeness, digital skills, and AR skills in education

  Stavros A. Nikou, Maria Perifanou, Anastasios A. Economides

• The Vibrotactile Paradox: Corrective and Reenforcing Feedback in Educational VR

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

• Perfecting the Interdisciplinary Storm: Immersive Narrative Development Workflows in Context of Meteorology Labs

  Rachael Kaye, Austin Porter, Christine Moore, Neha Balamurugan, Hanieh Khaleghian, Robert LiKamWa

• Design of Virtual Reality Environments to Support Learning in History Education

  Elisa Serrano-Ausejo, Peter Mozelius