Identifying immersive environments’ most relevant research topics: an instrument to query researchers and practitioners

This paper provides an instrument for ascertaining researchers’ perspectives on the relative relevance of technological challenges facing immersive environments in view of their adoption in learning contexts, along three dimensions: access, content production, and deployment. It described its theoretical grounding and expert-review process, from a set of previously-identified challenges and expert feedback cycles. The paper details the motivation, setup, and methods employed, as well as the issues detected in the cycles and how they were addressed while developing the instrument. As a research instrument, it aims to be employed across diverse communities of research and practice, helping direct research efforts and hence contribute to wider use of immersive environments in learning, and possibly contribute towards the development of news and more adequate systems.The work presented herein has been partially funded under the European H2020 program H2020-ICT-2015, BEACONING project, grant agreement nr. 687676.info:eu-repo/semantics/publishedVersio

A comparative analysis of two globally distributed group projects: a perspective from CSCW/CSCL research.

Globally distributed group projects are becoming an attractive and increasingly common feature in computer science education. They provide opportunities for students to engage in activities that enhance both their technical skills and wider professional competencies with concomitant benefits for graduate employability. There have been some previous attempts to investigate these projects in terms of theories of technology use and collaborative learning, and this paper continues this process by examining globally distributed group projects from the perspective of salient issues in the fields of computer-supported cooperative work (CSCW) and computer-supported collaborative learning (CSCL). After detailing CSCW models that discuss the dimensions that characterise interaction and technology use in groups, we examine aspects of group learning from the perspective of theories of CSCL. Issues of cooperation versus collaboration, motivation for learning and models of group cognition are discussed in the context of two specific group projects. Analysis of these examples allows us to characterise behaviour within groups and provide insights that can facilitate the formation and effective development of project teams. This has important educational implications for the success of these distributed group projects

Research priorities in immersive learning technology: the perspectives of the iLRN community

This paper presents the perspectives of the immersive learning research network community on the relevance of various challenges to the adoption of immersive learning technology, along three dimensions: access, content production, and deployment. Using a previously validated questionnaire, we surveyed this community of 622 researchers and practitioners during the summer of 2018, attaining 54 responses. By ranking the challenges individually and within each dimension, the results point towards higher relevance being placed on aspects that link immersive environments with learning management systems and pedagogical tasks, alongside aspects that empower non-technical users (educational actors) to produce interactive stories, objects, and characters.The work presented herein has been partially funded under the European H2020 program H2020-ICT-2015, BEACONING project, grant agreement nr. 687676.info:eu-repo/semantics/acceptedVersio

Workshop, Long and Short Paper, and Poster Proceedings from the Fourth Immersive Learning Research Network Conference (iLRN 2018 Montana), 2018.

ILRN 2018 - Conferência internacional realizada em Montana de 24-29 de june de 2018.Workshop, short paper, and long paper proceedingsinfo:eu-repo/semantics/publishedVersio