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Computers
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Extended Reality (XR) Applications in Education 2023
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Extended Reality (XR) Applications in Education 2023

A special issue of Computers (ISSN 2073-431X).

Deadline for manuscript submissions: closed (30 June 2024) | Viewed by 10400

Special Issue Editors

Prof. Dr. Fridolin Wild

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Guest Editor
Institute of Educational Technology, The Open University, Milton Keynes, UK
Interests: extended reality; wearable technologies; performance augmentation; digital education
Special Issues, Collections and Topics in MDPI journals
Dr. Lisa Bowers

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Guest Editor
Institute of Educational Technology, The Open University, Milton Keynes MK7 6AA, UK
Interests: extended reality; haptic robotics; digital education; inclusive design
Prof. Dr. Eleni Mangina

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Guest Editor
School of Computer Science, University College Dublin, D04 V1W8 Dublin, Ireland
Interests: applied artificial intelligent; robotics; remotely piloted aircraft systems; virtual and augmented reality
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The spectrum of Augmented and Virtual Reality (AR/VR) technologies, often subsumed under the umbrella ‘eXtended Reality’, has given rise to many applications in education, slowly becoming a routine part of the contemporary educators’ toolbox. New EdTech communities are rapidly responding to teaching and learning challenges rooted in elevating students’ learning potential. eXtended Reality technology is opening a new chapter of thinking and informing how society responds to a fast-paced infotainment culture.

This Special Issue aims to highlight authors who are currently contributing to the new generation of VR/AR/XR in education. As a community of educators, vocational trainers, and educational technologists, we are fortunate to be living and working at a time when we can facilitate students learning through a more immersive and augmented learning ‘experience’. A time when multi-modal digital environments have the power to increase access and learning potential ‘for all’.

In this Special Issue, we show authors working with new methodologies, developing new technological resources, authors who set the Zeitgeist inspiring innovation by others, contributing to the next wave of learning performance. We have encouraged authors from a wide gamut of education disciplines—applied and academic, all working to produce useful and usable applications that support new thinking for teaching and learning in 2023.

We believe the reporting on the ‘big bang’ of immersive and augmented technological advancements and opportunities afforded by XR education is noteworthy. These can bridge space and time in unprecedented ways, linking our students to remote places beyond the classroom to learn in authentic settings, more naturally with all senses, with heightened engagement that produces more memorable experience.

We do hope you enjoy this Special Issue and the rare glimpse it offers into a potential future for all in Digital Education.

Prof. Dr. Fridolin Wild
Dr. Lisa Bowers
Prof. Dr. Eleni Mangina
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. Computers is an international peer-reviewed open access monthly 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 1800 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

  • extended reality
  • virtual reality
  • augmented reality
  • digital education
  • educational technology
  • technology enhanced learning

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Published Papers (3 papers)

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Research

15 pages, 905 KiB  
Article
Extended Reality as an Educational Resource in the Primary School Classroom: An Interview of Drawbacks and Opportunities
by José María Fernández-Batanero, Marta Montenegro-Rueda, José Fernández-Cerero and Eloy López-Meneses
Computers 2024, 13(2), 50; https://doi.org/10.3390/computers13020050 - 8 Feb 2024
Cited by 2 | Viewed by 1979
Abstract
The use of Extended Reality in Primary Education classrooms has emerged as a transformative element that enhances the teaching and learning process of students. In this context, examining the various effects that this tool can generate is essential to identify both the opportunities [...] Read more.
The use of Extended Reality in Primary Education classrooms has emerged as a transformative element that enhances the teaching and learning process of students. In this context, examining the various effects that this tool can generate is essential to identify both the opportunities and limitations that teachers face when incorporating this technology into their practices. The aim of this research is to analyse the impact of the use of Extended Reality as an educational resource in Primary Education, focusing on teachers’ perceptions. The information was collected through semi-structured interviews with 36 active teachers in Primary Education. The analysis of the data obtained identifies the benefits and functionalities offered by the implementation of Extended Reality in Primary Education classrooms, as well as the uncertainties and concerns that teachers have with the implementation of Extended Reality. The results highlight the significant opportunities that Extended Reality offers in the teaching–learning process, provided that teachers are adequately trained. Furthermore, this study offers valuable recommendations to guide future teachers and researchers in the successful integration of this technology into the educational process. Full article
(This article belongs to the Special Issue Extended Reality (XR) Applications in Education 2023)
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24 pages, 3460 KiB  
Article
ADHD Dog: A Virtual Reality Intervention Incorporating Behavioral and Sociocultural Theories with Gamification for Enhanced Regulation in Individuals with Attention Deficit Hyperactivity Disorder
by Nikolaos Sergis, Christos Troussas, Akrivi Krouska, Christina Tzortzi, Georgios Bardis and Cleo Sgouropoulou
Computers 2024, 13(2), 46; https://doi.org/10.3390/computers13020046 - 4 Feb 2024
Viewed by 3695
Abstract
The need for effective cognitive training methodologies has increased, particularly for individuals dealing with Attention Deficit Hyperactivity Disorder (ADHD). In response to this demand, Virtual Reality (VR) technology emerges as a promising tool to support cognitive functions. Addressing this imperative, our paper introduces [...] Read more.
The need for effective cognitive training methodologies has increased, particularly for individuals dealing with Attention Deficit Hyperactivity Disorder (ADHD). In response to this demand, Virtual Reality (VR) technology emerges as a promising tool to support cognitive functions. Addressing this imperative, our paper introduces ADHD Dog, a VR game designed to aid individuals with ADHD by harnessing the advancements in VR technology and cognitive science. Our approach integrates behavioral and sociocultural theories, alongside gamification, to foster player engagement and reinforce cognitive functions. The theories employed, including operant conditioning and social constructivism, are specifically chosen for their relevance to ADHD’s cognitive aspects and their potential to promote active and context-based engagement. ADHD Dog, grounded in the principles of neuroplasticity and behaviorist methods, distinguishes itself by utilizing technology to amplify cognitive functions, like impulse control, attention, and short-term memory. An evaluation by individuals with ADHD, psychologists and computer scientists yielded promising results, underscoring the significant contribution of blending narrative-driven gameplay with behavioral and sociocultural theories, along with gamification, to ADHD cognitive training. Full article
(This article belongs to the Special Issue Extended Reality (XR) Applications in Education 2023)
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23 pages, 6251 KiB  
Article
Augmented Reality Escape Classroom Game for Deep and Meaningful English Language Learning
by Angeliki Voreopoulou, Stylianos Mystakidis and Avgoustos Tsinakos
Computers 2024, 13(1), 24; https://doi.org/10.3390/computers13010024 - 16 Jan 2024
Cited by 5 | Viewed by 3169
Abstract
A significant volume of literature has extensively reported on and presented the benefits of employing escape classroom games (ECGs), on one hand, and on augmented reality (AR) in English language learning, on the other. However, there is little evidence on how AR-powered ECGs [...] Read more.
A significant volume of literature has extensively reported on and presented the benefits of employing escape classroom games (ECGs), on one hand, and on augmented reality (AR) in English language learning, on the other. However, there is little evidence on how AR-powered ECGs can enhance deep and meaningful foreign language learning. Hence, this study presents the design, development and user evaluation of an innovative augmented reality escape classroom game created for teaching English as a foreign language (EFL). The game comprises an imaginative guided group tour around the Globe Theatre in London that is being disrupted by Shakespeare’s ghost. The game was evaluated by following a qualitative research method that depicts the in-depth perspectives of ten in-service English language teachers. The data collection instruments included a 33-item questionnaire and semi-structured interviews. The findings suggest that this escape game is a suitable pedagogical tool for deep and meaningful language learning and that it can raise cultural awareness, while enhancing vocabulary retention and the development of receptive and productive skills in English. Students’ motivation and satisfaction levels toward language learning are estimated to remain high due to the game’s playful nature, its interactive elements, as well as the joyful atmosphere created through active communication, collaboration, creativity, critical thinking and peer work. This study provides guidelines and support for the design and development of similar augmented reality escape classroom games (ARECGs) to improve teaching practices and foreign language education. Full article
(This article belongs to the Special Issue Extended Reality (XR) Applications in Education 2023)
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