Innovation in Education, Training and Game Design with Immersive Technologies and Spatial Computing

A special issue of Information (ISSN 2078-2489). This special issue belongs to the section "Information Processes".

Deadline for manuscript submissions: 31 October 2024 | Viewed by 3209

Special Issue Editors


E-Mail Website
Guest Editor
Department of Computer Science, Democritus University of Thrace, 570 01 Nea Moudania, Greece
Interests: immersive technologies; AR; VR mixed reality; XR; mobile learning
Special Issues, Collections and Topics in MDPI journals

E-Mail Website
Guest Editor
Department of STEM Education & Professional Studies, Old Dominion University, Norfolk, VA 23529, USA
Interests: artificial intelligence; STEM Education; VR; MR; AR; mobile learning

E-Mail Website
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

E-Mail Website
Guest Editor
Department of Computer Science, Democritus University of Thrace, 570 01 Nea Moudania, Greece
Interests: educational technology; immersive technologies in education; learning analytics; serious games
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Immersive technologies such as Augmented Reality, Virtual Reality, Mixed Reality, Metaverse, and Spatial Computing play a vital role globally in smart digital education, promising to adapt the default mode for learning to ‘fusion’ (flexible, hybrid, both real and virtual).

As efforts rise to scale up the use of immersive learning more widely, innovative formats picking up on these are needed to benefit learning, teaching, and teacher training, as well as data-driven governance, and AI-driven research.

Approaches like active learning and game-design principles are key to ensure sustainable effectiveness, while meeting educational policy aims. In this context, apart from technological and pedagogical aspects, issues around ethics, privacy, safety, and security in data analytics are to be considered.

With this Special Issue, we aim to collect innovative and rigorous (empirical) research articles and systematic reviews that supplement previous efforts towards advancement of the field.

Prof. Dr. Avgoustos A. Tsinakos
Prof. Dr. Helen Crompton
Prof. Dr. Fridolin Wild
Dr. Ioannis Kazanidis
Dr. Stylianos Mystakidis
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. Information 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 1600 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

  • educational innovation
  • immersive learning
  • extended reality (XR)
  • social virtual reality (VR)
  • augmented reality (AR)
  • mixed reality (MR)
  • game design
  • gamification
  • playful design
  • game-based learning
  • puzzle-based learning
  • problem-based learning
  • narrative-based learning
  • immersive storytelling
  • serious games
  • escape room games
  • serious play
  • simulations
  • role plays
  • ethics

Published Papers (2 papers)

Order results
Result details
Select all
Export citation of selected articles as:

Research

21 pages, 2447 KiB  
Article
The Impact of Immersive Virtual Reality on Knowledge Acquisition and Adolescent Perceptions in Cultural Education
by Athanasios Christopoulos, Maria Styliou, Nikolaos Ntalas and Chrysostomos Stylios
Information 2024, 15(5), 261; https://doi.org/10.3390/info15050261 - 3 May 2024
Viewed by 1031
Abstract
Understanding local history is fundamental to fostering a comprehensive global viewpoint. As technological advances shape our pedagogical tools, Virtual Reality (VR) stands out for its potential educational impact. Though its promise in educational settings is widely acknowledged, especially in science, technology, engineering and [...] Read more.
Understanding local history is fundamental to fostering a comprehensive global viewpoint. As technological advances shape our pedagogical tools, Virtual Reality (VR) stands out for its potential educational impact. Though its promise in educational settings is widely acknowledged, especially in science, technology, engineering and mathematics (STEM) fields, there is a noticeable decrease in research exploring VR’s efficacy in arts. The present study examines the effects of VR-mediated interventions on cultural education. In greater detail, secondary school adolescents (N = 52) embarked on a journey into local history through an immersive 360° VR experience. As part of our research approach, we conducted pre- and post-intervention assessments to gauge participants’ grasp of the content and further distributed psychometric instruments to evaluate their reception of VR as an instructional approach. The analysis indicates that VR’s immersive elements enhance knowledge acquisition but the impact is modulated by the complexity of the subject matter. Additionally, the study reveals that a tailored, context-sensitive, instructional design is paramount for optimising learning outcomes and mitigating educational inequities. This work challenges the “one-size-fits-all” approach to educational VR, advocating for a more targeted instructional approach. Consequently, it emphasises the need for educators and VR developers to collaboratively tailor interventions that are both culturally and contextually relevant. Full article
Show Figures

Figure 1

21 pages, 4649 KiB  
Article
Immersive Storytelling in Social Virtual Reality for Human-Centered Learning about Sensitive Historical Events
by Athina Papadopoulou, Stylianos Mystakidis and Avgoustos Tsinakos
Information 2024, 15(5), 244; https://doi.org/10.3390/info15050244 - 23 Apr 2024
Viewed by 1909
Abstract
History is a subject that students often find uninspiring in school education. This paper explores the application of social VR metaverse platforms in combination with interactive, nonlinear web platforms designed for immersive storytelling to support learning about a sensitive historical event, namely the [...] Read more.
History is a subject that students often find uninspiring in school education. This paper explores the application of social VR metaverse platforms in combination with interactive, nonlinear web platforms designed for immersive storytelling to support learning about a sensitive historical event, namely the Asia Minor Catastrophe. The goal was to design an alternative method of learning history and investigate if it would engage students and foster their independence. A mixed-methods research design was applied. Thirty-four (n = 34) adult participants engaged in the interactive book and VR space over the course of three weeks. After an online workshop, feedback was collected from participants through a custom questionnaire. The quantitative data from the questionnaire were analyzed statistically utilizing IBM SPSS, while the qualitative responses were coded thematically. This study reveals that these two tools can enhance historical education by increasing student engagement, interaction, and understanding. Participants appreciated the immersive and participatory nature of the material. This study concludes that these technologies have the potential to enhance history education by promoting active participation and engagement. Full article
Show Figures

Figure 1

Back to TopTop