Virtual Worlds

True-Context (TContext) is a gamified VR platform for fire hazard recognition; empirical evidence shows it outperforms non-contextual VR delivery, but its theoretical positioning relative to established learning frameworks remains unarticulated. This study examined TContext against thirteen learning frameworks to: (1) assess the degree of theoretical alignment between TContext’s design and each framework’s prescriptions; (2) identify significant gaps; and (3) derive design recommendations to strengthen TContext’s theoretical completeness and future development. Using qualitative document analysis of the published TContext corpus and the canonical literature on thirteen learning frameworks, the study examined alignment, divergence, and potential integration. We coded each framework using a directed content analysis approach, then analyzed six cross-framework themes (social/collaborative mediation, individualization/adaptivity, reflective/metacognitive processing, learner agency, transfer/longitudinal validation, and design-inferred versus measured-outcome evidence) to identify recurring patterns. The analysis produced 52 documented strengths and 44 limitations. TContext aligned most strongly with ELT, CLT, CTML, LM-GM, and Constructivism; moderately with FT, Gamification of Learning, LBD, and DT; partially with TPACK and LPS; and least with SDL and Social Constructivism. Four persistent cross-framework gaps emerged: the absence of collaborative learning affordances, the lack of adaptive personalization, the lack of longitudinal retention measurement, and constrained learner agency within pre-scripted scenarios, along with seven targeted design recommendations to address each gap. TContext emerges as a novel multi-framework integrative model whose three core constructs, Contextual Embeddedness, Temporal Stratification, and Distributed Awareness, are not collectively anticipated by any existing framework. Future research should test the recommendations, measure longitudinal retention, and validate the model cross-culturally beyond the UAE.

The need for efficiency in radiology has been made clear and augmented reality (AR) has the potential to address this by aiding with issues around irregular lighting conditions impacting the accuracy of reports, while also speeding up the process with improved interactions. However, some interaction questions are still very much open, and interactions for radiological applications deserve more attention. This short-term exposure study involved a series of seven interviews with practising radiologists and radiology registrars, most of whom were AR-novices. Participants engaged in AR tasks using the Microsoft HoloLens 2 and Meta Quest 3, running software provided by GigXR, as a basis for rich dialogue around the interaction value of AR for radiological tasks. Reflexive thematic analysis was used to analyse the resulting data, generating five themes, with the NASA-TLX providing additional context. The themes were mapped to three design considerations that stand as the contribution of this work and highlight how radiological AR requires interaction design distinguishing intended from unintended movement, standardised hardware requirements for clinical-grade HMDs, and versatile, workflow-integrated deployment to overcome resistance to clinical adoption. These are embodied in the speculation of an AR-First world that illustrates key requirements.

Immersive interactive experiences like virtual field trips are increasingly popular in K-12 education, yet they often position youth as consumers. This paper details a design-based-research approach to developing a learning sequence that empowers students as creators of their own immersive learning experiences, grounded in principles of project- and place-based learning. An initial series of four case studies, involving six educators and 100+ youth, illustrates design milestones; highlighting that while students enjoy creating these experiences and educators recognize the pedagogical value, challenges such as time constraints and project scaffolding can impede implementation. Although these case studies represent small, non-controlled samples, findings were consistent across iterations. In response to these findings we present the VFT Creation Sequence, a suite of learning resources that uplifts the student experience and provides practical support for authentic implementation. A final case study showcases the sequence in practice in an elementary science classroom and examines domain-specific features of the student work, yielding promising results in using student products as evidence of sense-making. VFT creation can complement instruction across domains and learning contexts; the VFT Creation Sequence was designed to be easily distributed to and adapted by educators interested in integrating learner-driven digital activities into their curriculum.