The LAB@FUTURE Project - Moving Towards the Future of E-Learning

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment

The unexplored potential of virtual reality for cultural learning

[EN] Educational technology tools that improve learning and foster engagement are constantly sought by teachers and researchers. In the domain of Computer-Assisted Language Learning a variety of tools, for instance blogs and podcasts, have been used to promote language and cultural learning (Shih, 2015). More recently, virtual reality has been identified as a technology with great potential for the creation of meaningful and contextualized learning experiences. Despite the  learning affordances of virtual reality, in language education most of the literature has focused on the low-immersive version, whereas research investigating highly immersive virtual environments has only emerged in recent years (e.g., Berti, 2019; Blyth, 2018). In other fields, the use of highly immersive virtual reality has been compared to traditional pedagogical resources and demonstrated that students’ learning improved with the use of virtual environments as compared to two-dimensional video and textbook learning conditions (Allcoat & von Mühlenen, 2018). Considering the potential learning benefits of this technology, this paper argues that longitudinal empirical research in language education is strongly needed to investigate its potential unexplored impact on language and cultural learning.Berti, M. (2021). The unexplored potential of virtual reality for cultural learning. The EuroCALL Review. 29(1):60-67. https://doi.org/10.4995/eurocall.2021.12809OJS6067291Allcoat, D., & von Mühlenen, A. (2018). Learning in virtual reality: Effects on performance, emotion, and engagement. Research in Learning Technology, 26, 1-13. https://doi.org/10.25304/rlt.v26.2140Barab, S. A., Hay, K. E., & Duffy, T. M. (1998). Grounded constructions and how technology can help. TechTrends, 43(2), 15-23. https://doi.org/10.1007/BF02818171Berti, M. (2019). Italian open education: virtual reality immersions for the language classroom. New Case Studies of Openness in and beyond the Language Classroom, Research-publishing. net, 37-47. https://doi.org/10.14705/rpnet.2019.37.965Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225-232. https://doi.org/10.1111/flan.12327Chen, C. J. (2009). Theoretical bases for using virtual reality in education. Themes in Science and Technology Education, 2(1-2), 71-90.Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and immersive simulations. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 723-734). New York: Springer. https://doi.org/10.1007/978-1-4614-3185-5_58Fowler, C. (2015). Virtual reality and learning: Where is the pedagogy? British Journal of Educational Technology, 46(2), 412-422. https://doi.org/10.1111/bjet.12135Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: State of the art and perspectives. eLearning & Software for Education, 1, 133-141.Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners' attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171-1182. https://doi.org/10.1016/j.compedu.2010.05.014Jacobson, J. (2017). Authenticity in immersive design. In D., Liu, C., Dede, R., Huang, & J., Richards (Eds.), Virtual, augmented, and mixed realities in education (pp. 35-54). New York: Springer. https://doi.org/10.1007/978-981-10-5490-7_3Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486-497.Liu, D., Bhagat, K. K., Gao, Y., Chang, T., & Huang, R. (2017). The potentials and trends of virtual reality in education. In D., Liu, C., Dede, R., Huang, & J., Richards (Eds.), Virtual augmented, and mixed realities in education (pp. 105-130). New York: Springer. https://doi.org/10.1007/978-981-10-5490-7_7Lloyd, A., Rogerson, S., & Stead, G. (2017). Imagining the potential for using virtual reality technologies in language learning. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital language learning and teaching: Research, theory, and practice (pp. 222-234). Abingdon: Routledge. https://doi.org/10.4324/9781315523293-19Sadler, R. (2017). Virtual worlds and language education. In S. L. Thorne & S. May (Eds.), Language, education and technology (pp. 375-388). New York: Springer International Publishing. https://doi.org/10.1007/978-3-319-02237-6_29Schott, C., & Marshall, S. (2018). Virtual reality and situated experiential education: A conceptualization and exploratory trial. Journal of Computer Assisted Learning, 34(6), 843-852. https://doi.org/10.1111/jcal.12293Schwienhorst, K. (2002a). The state of VR: A meta-analysis of virtual reality tools in second language acquisition. Computer Assisted Language Learning, 15(3), 221-239. https://doi.org/10.1076/call.15.3.221.8186Schwienhorst, K. (2002b). Why virtual, why environments? Implementing virtual reality concepts in computer-assisted language learning. Simulation & Gaming, 33(2), 196-209. https://doi.org/10.1177/1046878102033002008Scrivner, O., Madewell, J., Buckley, C., & Perez, N. (2019). Best practices in the use of augmented and virtual reality technologies for SLA: Design, implementation, and feedback. In M. L. Carrió-Pastor (Ed.), Teaching language and teaching literature in virtual environments (pp. 55-72). New York: Springer. https://doi.org/10.1007/978-981-13-1358-5_4Shih, Y. C. (2015). A virtual walk-through London: Culture learning through a cultural immersion experience. Computer Assisted Language Learning, 28(5), 407-428. https://doi.org/10.1080/09588221.2013.851703Shih, Y. C. (2018). Contextualizing language learning with street view panoramas. In Y. Qian (Ed.), Integrating multi-user virtual environments in modern classrooms (pp. 74-91). Hershey: IGI Global. https://doi.org/10.4018/978-1-5225-3719-9.ch004Slater, M. & Wilbur, S. (1996). A framework for immersive virtual environments (FIVE): Speculations on the role of presence in virtual environments. Presence: Teleoperators and Virtual Environments, 6(6), 603- 616. https://doi.org/10.1162/pres.1997.6.6.60

Teaching Cultural Heritage using Mobile Augmented Reality

open2noThe relationship between augmented reality, mobile learning, gamification and non-formal education methods provide a great potential. The AR-CIMUVE Augmented Reality for the Walled Cities of the Veneto is an original project in collaboration with Italia Nostra and other associations which deal with transmitting our cultural heritage and which teach primary and middle school children the cultural and historical importance of the Veneto’s and the surrounding territories’ walled cities. In this learning experience students will explore how our environment has developed across the ages using the mobile devices with the technical back-up of the AR App. This will allow them to see maps, examine data, 3D models and will enable them to judge and improve their skills. From a pedagogical and educational point of view the emphasis is on a constructivist social-cultural approach which helps students to become active citizens more aware of their historical identity.openPetrucco, Corrado; Agostini, DanielePetrucco, Corrado; Agostini, Daniel

Bringing tabletop technologies to kindergarten children

Taking computer technology away from the desktop and into a more physical, manipulative space, is known that provide many benefits and is generally considered to result in a system that is easier to learn and more natural to use. This paper describes a design solution that allows kindergarten children to take the benefits of the new pedagogical possibilities that tangible interaction and tabletop technologies offer for manipulative learning. After analysis of children's cognitive and psychomotor skills, we have designed and tuned a prototype game that is suitable for children aged 3 to 4 years old. Our prototype uniquely combines low cost tangible interaction and tabletop technology with tutored learning. The design has been based on the observation of children using the technology, letting them freely play with the application during three play sessions. These observational sessions informed the design decisions for the game whilst also confirming the children's enjoyment of the prototype

Using the Proteus virtual environment to train future IT professionals

Abstract. Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article

Virtual reality in theatre education and design practice - new developments and applications

The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

Measuring the Affordances of Studying in a Virtual World

There has been much interest at the University of Hertfordshire in the teaching and learning in virtual worlds such as Second Life. The School of Computer Science has established a virtual campus within this system where a broad range of learning and teaching activities take place. These include presenting textual, audio and video learning and teaching materials, delivering virtual lectures, providing simulations and group working areas. Recently there has been a great deal of controversy over such initiatives, for example at my own university lecturers are divided as to the efficacy of such an approach. Some see the initiative as an interesting addition to the range of teaching and learning strategies available, likely to motivate learners. Others see it as a trivial attempt to jump on the latest band wagon, with little pedagogical benefit or justification. My own past research in this area, over several years has related to an estimation of the cognitive load imposed by desktop virtual environments and how this affected learning. Several important variables have been identified in several years of research and their effects measured. In the study presented here, a group of 80 final year computer science students used the Second Life virtual environment in order to support their practical project work. Groups of four learners used the university virtual campus especially modified for this purpose to hold meetings and to manage their software development projects. This study reports on how the group areas were established and used by the learners, the types of activities that took place and the effectiveness of the approach in this context. Quantitative and qualitative research was undertaken and it was found that there were benefits to be had by the use of such virtual environments. Recommendations are made as to the affordances of the Second Life virtual environment for teaching and learning in this context and also discussed are the potential problems inherent in this initiative related to individual differences and the cognitive burden imposed on learners.Peer reviewe