Special Issue "Virtual, Augmented and Mixed Reality in Improving Education"

A special issue of Multimodal Technologies and Interaction (ISSN 2414-4088).

Deadline for manuscript submissions: closed (26 April 2019).

Special Issue Editor

Guest Editor
Prof. Jorge Martin-Gutierrez

Técnicas y Proyectos en Ingeniería y Arquitectura, Universidad de La Laguna, Santa Cruz de Tenerife, Spain
Website | E-Mail
Interests: Augmented Reality; Virtual Reality; Human-Computer Interaction; Wearable Interaction; User Experience; Usability; Student Motivation

Special Issue Information

Dear Colleagues,

Virtual reality (VR) and augmented reality (AR), included in mixed reality (MR) technologies, provide great opportunities for education and training that are not possible using traditional instruction methods and other technologies used in education.

VR, AR and MR allow learners to safely experience environments and virtual scenarios that would normally be dangerous to learn in. Even for academic institutions and companies, certain infrastructures present difficulties in teaching or training learners or workers. Unlike some traditional instruction methods, VR, AR, and MR applications offer consistent education and training that do not vary from instructor to instructor. These virtual technologies also afford the development of psychomotor skills through physical 3D interactions with virtual elements. This is especially important when resources are limited for training purposes.

It is a pleasure to invite contributions to the Multimodal Technologies and Interaction Special Issue on "Virtual, Augmented and Mixed Reality in Improving Education". Contributions should address contemporary technical, theoretical and application challenges of these virtual technologies.

The goal of this Special Issue is to provide an overview of how VR, AR and MR are currently being used for education and training. Contributors are expected to show the versatility of these technologies for learning purposes, especially in any contexts or domains that have not previously been applied. Papers should address at least one of three focus areas: design spaces for VR-, AR-, and MR-based learning applications; studies demonstrating the efficacy and benefits of VR-, AR-, and MR-based education or training; and design guidelines for effective VR-, AR-, and MR-based learning.

We seek contributions including, but not limited to, the following topics:

  • 3D interactions for training
  • Augmented environments for learning
  • Game-based learning
  • Modeling and simulation for instructional purposes
  • VR-, AR-, and MR-based education or training
  • VR, AR, and MR classrooms
  • Presence and learning
  • Serious games
  • Simulation-based training
  • Virtual environments for learning
  • Virtual tutors

Prof. Jorge Martin-Gutierrez
Guest Editor

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 papers will be 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. Multimodal Technologies and Interaction is an international peer-reviewed open access quarterly 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 1000 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

  • virtual reality
  • augmented reality
  • education
  • training
  • mixed reality technologies

Published Papers (2 papers)

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Research

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Open AccessArticle
Affective Communication between ECAs and Users in Collaborative Virtual Environments: The REVERIE European Parliament Use Case
Multimodal Technologies Interact. 2019, 3(1), 7; https://doi.org/10.3390/mti3010007
Received: 31 December 2018 / Revised: 28 January 2019 / Accepted: 29 January 2019 / Published: 10 February 2019
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Abstract
This paper discusses the enactment and evaluation of Embodied Conversational Agents (ECA) capable of affective communication in Collaborative Virtual Environments (CVE) for learning. The CVE discussed is a reconstruction of the European Parliament in Brussels developed using the REVERIE (Real and Virtual Engagement [...] Read more.
This paper discusses the enactment and evaluation of Embodied Conversational Agents (ECA) capable of affective communication in Collaborative Virtual Environments (CVE) for learning. The CVE discussed is a reconstruction of the European Parliament in Brussels developed using the REVERIE (Real and Virtual Engagement In Realistic Immersive Environment) framework. REVERIE is a framework designed to support the creation of CVEs populated by ECAs capable of natural human-like behaviour, physical interaction and engagement. The ECA provides a tour of the virtual parliament and participates in the learning activity as an intervention mechanism to engage students. The ECA is capable of immediacy behaviour (verbal and non-verbal) and interactions to support a dialogic learning scenario. The design of the ECA is grounded on a theoretical framework that addresses the required characteristics of the ECA to successfully support collaborative learning. In this paper, we discuss the Heuristic Evaluation of the REVERIE ECA which revealed a wealth of usability problems that led to the development of a list of design recommendations to improve their usability, including its immediacy behaviours and interactions. An ECA capable of effectively creating rapport should result in more positive experiences for participants and better learning results for students in dialogic learning scenarios. Future work aims to evaluate this hypothesis in real-world scenarios with teachers and students participating in a shared virtual educational experience. Full article
(This article belongs to the Special Issue Virtual, Augmented and Mixed Reality in Improving Education)
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Review

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Open AccessReview
A Review of Augmented Reality Applications for History Education and Heritage Visualisation
Multimodal Technologies Interact. 2019, 3(2), 39; https://doi.org/10.3390/mti3020039
Received: 24 April 2019 / Revised: 10 May 2019 / Accepted: 22 May 2019 / Published: 30 May 2019
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Abstract
Augmented reality is a field with a versatile range of applications used in many fields including recreation and education. Continually developing technology spanning the last decade has drastically improved the viability for augmented reality projects now that most of the population possesses a [...] Read more.
Augmented reality is a field with a versatile range of applications used in many fields including recreation and education. Continually developing technology spanning the last decade has drastically improved the viability for augmented reality projects now that most of the population possesses a mobile device capable of supporting the graphic rendering systems required for them. Education in particular has benefited from these technological advances as there are now many fields of research branching into how augmented reality can be used in schools. For the purposes of Holocaust education however, there has been remarkable little research into how Augmented Reality can be used to enhance its delivery or impact. The purpose of this study is to speculate regarding the following questions: How is augmented reality currently being used to enhance history education? Does the usage of augmented reality assist in developing long-term memories? Is augmented reality capable of conveying the emotional weight of historical events? Will augmented reality be appropriate for teaching a complex field such as the Holocaust? To address these, multiple studies have been analysed for their research methodologies and how their findings may assist with the development of Holocaust education. Full article
(This article belongs to the Special Issue Virtual, Augmented and Mixed Reality in Improving Education)
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