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Applied Sciences
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Technology Enhanced Learning Through Extended (Augmented, Virtual & Mixed) Reality
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Technology Enhanced Learning Through Extended (Augmented, Virtual & Mixed) Reality

A special issue of Applied Sciences (ISSN 2076-3417). This special issue belongs to the section "Optics and Lasers".

Deadline for manuscript submissions: closed (29 December 2019) | Viewed by 21245

Special Issue Editors

Assoc. Prof. Michael A. Cowling

E-Mail Website
Guest Editor
College of Information and Communication Technology (ICT), Centre for Research in Equity & Advancement of Teaching & Education (CREATE), School of Engineering and Technology, Tertiary Education Division, Central Queensland University, Brisbane, QLD 4000, Australia
Interests: educational technology; mixed reality; technology-enhanced learning
Special Issues, Collections and Topics in MDPI journals
Dr. Robert Vanderburg

E-Mail Website
Guest Editor
Central Queensland University, Brisbane, Queensland, Australia
Interests: cognitive learning skills; educational technology; cognitive development

Special Issue Information

Dear Colleagues,

We invite you to be part of our Special Issue centring on theoretical frameworks, case studies, and critical discussions of the use of extended reality (XR) as a tool for educational technology. XR is commonly comprised of augmented reality (AR), mixed reality (MR), and/or virtual reality (VR). The field of extended reality has surged in popularity in recent years, as commercial manufacturers such as Microsoft and Facebook push forward their vision of a digital future, seamlessly blending digital and physical objects to provide new experiences. As an academy, we are at the stage where this technology could be embraced to change the way we deliver content, and could be at the forefront of this new approach to learning.

At this stage, however, there are very few cognisant collections of case studies where XR is used to provide a technology enhanced learning (TEL) experience. Moreover, little analysis has been done on what these cases mean for pedagogy, or how they might be extended into a framework or model for further XR TEL development. This Special Issue aims to gather together case studies, critical analysis, and frameworks for XR TEL to present a thematic base for how this field might evolve in the future. Topics might include, but are not limited to, the following:

  • Extended reality (XR) education;
  • Mixed reality (MR) education;
  • Augmented reality (AR) education;
  • Virtual reality (VR) education;
  • XR/MR/AR/VR education frameworks;
  • XR/MR/AR/VR education usability testing;
  • XR/MR/AR/VR pre- and post-learning outcome testing;
  • Models for XR/MR/AR/VR integration into learning.

We look forward to reading your submissions.

A/Prof. Michael A. Cowling
Dr. Robert Vanderburg
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Applied Sciences is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Pedagogy 
  • Educational technology
  • Technology enhanced learning 
  • Mixed reality 
  • Augmented reality 
  • Virtual reality 
  • Extended reality
  • AR 
  • MR 
  • VR
  • XR

Published Papers (3 papers)

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Research

13 pages, 2875 KiB  
Article
The Technological Obsolescence of Virtual Reality Learning Environments
by Diego Vergara, Jamil Extremera, Manuel Pablo Rubio and Lilian P. Dávila
Appl. Sci. 2020, 10(3), 915; https://doi.org/10.3390/app10030915 - 31 Jan 2020
Cited by 22 | Viewed by 9291
Abstract
The concept of technological obsolescence that affects computer programs is a readily observable phenomenon that has been widely studied over the past half century. The so-called virtual reality learning environments (VRLEs) which are used to support university classes are significantly affected by this [...] Read more.
The concept of technological obsolescence that affects computer programs is a readily observable phenomenon that has been widely studied over the past half century. The so-called virtual reality learning environments (VRLEs) which are used to support university classes are significantly affected by this technological obsolescence, decreasing their formative effectiveness as the obsolescence process advances. In this study, the technological obsolescence of two VRLEs is analyzed by means of an empirical research based on survey results (N = 135) after using the VRLEs in engineering classes. Several key performance indicators (KPIs) were analyzed during seven academic courses, including motivation, interactivity, ease of use and usefulness. Since both VRLEs were updated during this research work, the influence of these improvements is discussed in detail from a technological obsolescence point of view. Results suggest that the technological obsolescence negatively affects the students’ opinion regarding motivation and interactivity, but the other KPIs (ease of use and usefulness) are hardly affected. In contrast, results indicate that the technological obsolescence can be reversed if periodic updates of educational tools are carried out using modern development software. Full article
(This article belongs to the Special Issue Technology Enhanced Learning Through Extended (Augmented, Virtual & Mixed) Reality)
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14 pages, 2403 KiB  
Article
Meaningful Learning Through Virtual Reality Learning Environments: A Case Study in Materials Engineering
by Diego Vergara, Jamil Extremera, Manuel Pablo Rubio and Lílian P. Dávila
Appl. Sci. 2019, 9(21), 4625; https://doi.org/10.3390/app9214625 - 31 Oct 2019
Cited by 50 | Viewed by 5883
Abstract
The increasing dissemination of virtual reality learning environments (VRLEs) compels the elucidation of how these didactic tools can improve their effectiveness at the formative level. The motivation generated in students by a VRLE is revealed as a key factor in achieving meaningful learning, [...] Read more.
The increasing dissemination of virtual reality learning environments (VRLEs) compels the elucidation of how these didactic tools can improve their effectiveness at the formative level. The motivation generated in students by a VRLE is revealed as a key factor in achieving meaningful learning, but such a motivation by itself alone does not guarantee the long-term retention of knowledge. To identify the necessary characteristics of a VRLE to achieve an appropriate level of meaningful learning, this paper compares a set of VRLEs created in previous years with a group of recently developed VRLEs, after being used by engineering students. A description of the design process of the both VRLEs groups is included in this paper. Most significantly, analysis of the response of a total of 103 students in a specific survey reveals how a step-by-step protocol system helped improve students' knowledge and retention after one year of using a VRLE. Thus, this study not only demonstrates the importance of using modern development engines when creating or updating a VRLE to achieve student motivation, but also justifies in many cases the use of a step-by-step protocol as a method to improve the long-term retention of knowledge. Full article
(This article belongs to the Special Issue Technology Enhanced Learning Through Extended (Augmented, Virtual & Mixed) Reality)
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12 pages, 23314 KiB  
Article
Incorporating Virtual Reality into the Teaching and Training of Grid-Tie Photovoltaic Power Plants Design
by Juan Miguel Gonzalez Lopez, Ramon Octavio Jimenez Betancourt, Juan M Ramirez Arredondo, Efrain Villalvazo Laureano and Fernando Rodriguez Haro
Appl. Sci. 2019, 9(21), 4480; https://doi.org/10.3390/app9214480 - 23 Oct 2019
Cited by 22 | Viewed by 5657
Abstract
The current difficulty in obtaining financial resources to acquire equipment for training personnel and the requirement of well-trained engineers in the industry looking toward sustainability, creates an opportunity to innovate in teaching tools, such as the proposed in this article, where a virtual [...] Read more.
The current difficulty in obtaining financial resources to acquire equipment for training personnel and the requirement of well-trained engineers in the industry looking toward sustainability, creates an opportunity to innovate in teaching tools, such as the proposed in this article, where a virtual world is projected, integrating the planning and design of a photovoltaic power plant (PV). The user can interact while immersed in the virtual scene as if the PV system were already installed, illustrating technical characteristics of selected equipment and its installation details, while the user is interacting with didactic activities focused on visual, auditory, and kinesthetic learning. This paper summarizes an initiative within the teaching–learning context, which aims to show the advantages of using modern tools, such as virtual reality, to achieve teaching goals in a renewable energy course. Full article
(This article belongs to the Special Issue Technology Enhanced Learning Through Extended (Augmented, Virtual & Mixed) Reality)
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