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Education Sciences
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Immersive Learning in Higher Education: Exploring Augmented Reality (AR) and...
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Immersive Learning in Higher Education: Exploring Augmented Reality (AR) and Virtual Reality (VR) to Elevate Learning Experiences

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (15 December 2024) | Viewed by 5930

Special Issue Editors

Dr. Lisa Jacka

E-Mail Website
Guest Editor
Learning and Teaching Futures, University of Southern Queensland, Toowoomba, QLD 4350, Australia
Interests: virtual worlds; emerging technologies; new pedagogies; immersive learning
Dr. Julie Lindsay

E-Mail Website
Guest Editor
Learning and Teaching Futures, University of Southern Queensland, Toowoomba, QLD 4350, Australia
Interests: online global collaboration; online learning; HyFlex learning modes; digital pedagogies; educational technology

Special Issue Information

Dear Colleagues:

The intersection of education and technology has given rise to the practice and possibilities of Immersive Learning, transcending the necessity for on-campus practices. When Augmented Reality (AR) and Virtual Reality (VR) are leveraged, we can reshape the way we acquire knowledge and skills. This Special Issue seeks to explore the embedded practices and new ideas related to this dynamic field, focussing on technology to enhance immersive learning in higher education through AR and VR. This collection of manuscripts will contribute to understanding where we have come from and where we are going.

Educators often struggle to fully engage learners and translate theoretical knowledge into practical expertise. In this Special Issue we want to highlight current explorations while inviting the imagined future. The roots of immersive learning can be traced to early experiments in simulation-based training and computer-assisted instruction. As computing power and hardware affordability improved, AR and VR have emerged as powerful tools for educational enhancement. What does this look like now, and where is it leading us?

Some areas to consider include:

  1. Enhanced Engagement: Immersive environments that captivate learners, fostering deeper understanding and retention of complex concepts.
  2. Experiential Learning: Enabling learners to experience scenarios which are impractical or unsafe in reality, fostering hands-on, experiential learning both physical and virtual.
  3. Accessibility: accommodating diverse needs and learning styles, promoting inclusivity in education. Additionally, diverse cohorts in remote and regional locations.
  4. Skill Development: practical skill development across various professions, from surgery simulations in healthcare to architectural design exploration. Additionally, meeting the needs of workplace shortages.
  5. Future focussed: This field offers a fertile ground for academic exploration, driving innovation in technology and pedagogy.

Dr. Lisa Jacka
Dr. Julie Lindsay
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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences 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

  • immersive learning
  • AR
  • VR
  • virtual worlds
  • educational technology

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Published Papers (4 papers)

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Research

20 pages, 2465 KiB  
Article
The Ecology of Climate Change: Using Virtual Reality to Share, Experience, and Cultivate Local and Global Perspectives
by Victor Daniel Carmona-Galindo, Maryory Andrea Velado-Cano and Anna Maria Groat-Carmona
Educ. Sci. 2025, 15(3), 290; https://doi.org/10.3390/educsci15030290 - 26 Feb 2025
Cited by 1 | Viewed by 772
Abstract
The global challenge of climate change demands innovative, inclusive, and experiential education that fosters ecological literacy, behavioral change, and climate advocacy. This study explores a cross-cultural collaboration between two undergraduate ecology courses—one at the University of La Verne (ULV) in California and the [...] Read more.
The global challenge of climate change demands innovative, inclusive, and experiential education that fosters ecological literacy, behavioral change, and climate advocacy. This study explores a cross-cultural collaboration between two undergraduate ecology courses—one at the University of La Verne (ULV) in California and the other at the Universidad Centroamericana José Simeón Cañas (UCA) in El Salvador—that employed 360° virtual reality (VR) photosphere photographs to investigate climate change impacts. Students documented local ecological phenomena, such as drought and habitat loss, and shared insights with international peers, facilitating a rich exchange of perspectives across biomes. Generative AI tools like ChatGPT were utilized to overcome language barriers, enabling equitable participation and enhancing cross-cultural communication. The findings highlight VR’s transformative role in helping students visualize and communicate complex ecological concepts while fostering empathy, emotional engagement, and agency as climate advocates. Institutional and curricular factors shaping the integration of VR-based approaches are discussed, along with their potential to drive behavioral shifts and promote global engagement. This study demonstrates that immersive technologies, combined with collaborative learning, provide a powerful framework for bridging geographic and cultural divides, equipping students with the tools and perspectives needed to address the critical global challenges posed by climate change. Full article
(This article belongs to the Special Issue Immersive Learning in Higher Education: Exploring Augmented Reality (AR) and Virtual Reality (VR) to Elevate Learning Experiences)
12 pages, 774 KiB  
Article
Extended Reality in Agricultural Education: A Framework for Implementation
by Daniël Haarhoff Naudé, Benjamin Stephanus Botha, Lizemari Hugo, Henry Jordaan and Willem Abraham Lombard
Educ. Sci. 2024, 14(12), 1309; https://doi.org/10.3390/educsci14121309 - 29 Nov 2024
Viewed by 1286
Abstract
Agriculture 4.0 technologies have the potential to revolutionise both agricultural production and the way we educate the next generation of agricultural scientists. As many students enrolling in agricultural science education lack an agricultural background, it is difficult for them to grasp complex agricultural [...] Read more.
Agriculture 4.0 technologies have the potential to revolutionise both agricultural production and the way we educate the next generation of agricultural scientists. As many students enrolling in agricultural science education lack an agricultural background, it is difficult for them to grasp complex agricultural principles in an educational setting. Students without experience are thus at a disadvantage compared to others with prior knowledge. Technologies such as extended reality (XR) can be used as a tool to bridge the gap between theory and practice. With its ability to replicate real-world agricultural production principles within a classroom, XR can provide students with the necessary agricultural experience required within the industry. However, existing literature lacks comprehensive frameworks to guide educators on the implementation of this technology, which could lead to unsuccessful implementation. To ensure the successful implementation of XR in agricultural science education in higher education settings and to bridge the theory-practice gap, this article used the best-fit synthesis to develop a comprehensive framework from the existing literature. This framework can guide educators on the implementation of XR in higher education settings. The findings suggest that agriculture determinants, curriculum development, and facilitating conditions are three important concepts to consider for successful implementation. This XR-AgriEdu framework can be used by educators in agricultural science education to successfully implement XR. Full article
(This article belongs to the Special Issue Immersive Learning in Higher Education: Exploring Augmented Reality (AR) and Virtual Reality (VR) to Elevate Learning Experiences)
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19 pages, 3991 KiB  
Article
Using AR to Enhance the Learning of Chirality
by Martin Bullock and Johannes Huwer
Educ. Sci. 2024, 14(11), 1214; https://doi.org/10.3390/educsci14111214 - 4 Nov 2024
Cited by 1 | Viewed by 1081
Abstract
This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding [...] Read more.
This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding of chirality by allowing them to interact with and superimpose virtual and physical models of chiral molecules. An initial pilot study involving 11th-grade students revealed positive student attitudes towards AR, with participants reporting enhanced comprehension of chirality and a preference for AR-based learning over traditional methods. The follow-up study refined the AR lesson based on pilot feedback, extending its scope to introduce, rather than review, the concept of chirality. Results indicated significant learning gains, low extraneous cognitive load, and high acceptance of AR technology among students. These findings underscore the potential of AR to support complex spatial learning in chemistry, though further research, such as value-added studies, is recommended to explore the generalizability and long-term impacts of AR on different student populations. Full article
(This article belongs to the Special Issue Immersive Learning in Higher Education: Exploring Augmented Reality (AR) and Virtual Reality (VR) to Elevate Learning Experiences)
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26 pages, 4870 KiB  
Article
Using Mixed Reality in the Educational Practice: An Inquiry-Based Process of the Fluid Expansion–Contraction Phenomena by Pre-Service Teachers
by Nikolaos Mitrakas, Charilaos Tsihouridis and Denis Vavougios
Educ. Sci. 2024, 14(7), 754; https://doi.org/10.3390/educsci14070754 - 10 Jul 2024
Cited by 2 | Viewed by 1569
Abstract
Students often find it difficult to understand phenomena of everyday life that occur in the natural world, such as the phenomenon of expansion and contraction of liquids, in which there are many misinterpretations. To address this difficulty, this paper suggests another perspective on [...] Read more.
Students often find it difficult to understand phenomena of everyday life that occur in the natural world, such as the phenomenon of expansion and contraction of liquids, in which there are many misinterpretations. To address this difficulty, this paper suggests another perspective on the didactic approach based on Mixed Reality, the attunement of the two worlds, the virtual and the real, and examines its effectiveness in teaching the phenomenon of fluid expansion. The main pillar of the educational process is teachers and the practices they use in the teaching process. For this reason, the sample of this survey consisted of 54 University students and prospective elementary education teachers. The mixed research approach was followed to collect the data. Through a Mixed Reality environment, using HoloLens 2, students followed a well-structured scenario and worksheets and observations to investigate the phenomenon of expansion/contraction of different fluids. The results demonstrate that through the interaction and direct feedback of the Mixed Reality environment, students gained a deeper understanding of the phenomenon. At the same time, the device was characterized as a particularly useful educational tool that should be accessible to all students for a better familiarization with complex scientific data. Full article
(This article belongs to the Special Issue Immersive Learning in Higher Education: Exploring Augmented Reality (AR) and Virtual Reality (VR) to Elevate Learning Experiences)
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