Security, Ethics and Privacy Issues in the Remote Extended Reality for Education

Home Mixed Reality for Education ChapterSecurity, Ethics and Privacy Issues in the Remote Extended Reality for EducationMuhammad Zahid Iqbal, Xuanhui Xu, Vivek Nallur, Mark Scanlon & Abraham G. Campbell ChapterFirst Online: 17 September 202353 AccessesPart of the Gaming Media and Social Effects book series (GMSE)AbstractThe adoption of Extended Reality (XR), an umbrella term for augmented, virtual, and mixed reality, has grown over the last few years. But this adoption has been accelerated with the impact of the pandemic, which has demonstrated the value of this technology as future of learning technology. As a result, XR is becoming a popular solution to facilitate remote learning, remote conferences, and remote working. To mitigate the problems of remote learning, a trend is emerging among authorities to emphasize the potential for new technologies such as artificial intelligence and virtual, augmented, or mixed reality to create engagement, providing a kinesthetic aspect of learning and addressing students’ attention problems. XR with wearable devices can make the learning process more productive and even more interesting. Despite the fact that remote learning with XR offers several interesting educational advantages as compared to in-person classroom environments, it has its own downsides that have not been addressed in previous research and considerable research gaps remain in this area. When these devices are used in public places, they can infringe on other people’s rights as well. As for security concerns, the more we live our lives online and virtually, the more vulnerable we can become to hackers. These privacy and security risks include input and output data, user interaction data, and identification of both the user and devices. This chapter addresses these ethics, security, and privacy-related issues in line with XR in education. In the broader view, this chapter will focus on a better understanding of the human value of XR for learning purposes in the remote setting with responsible design

A systematic review of the experimental studies on the effectiveness of mixed reality in higher education between 2017 and 2021

The integration of mixed reality technologies in higher education has gained momentum in recent years, offering promising opportunities for enhanced learning experiences. This systematic review aims to give an overview of the current evidence for the effectiveness of mixed reality use in higher education. By considering the PRISMA 2020 guidelines, the review has examined studies related to university students and explored all aspects of the PICOS model. A broad search of databases like IEEE Xplore, ProQuest, and Scopus was performed, selecting experimental studies published in English from 2017−−2021. PRISMA was chosen as a well-regarded systematic review approach, and the PICO model is specifically aimed at exploring the efficacy of an approach, hence its inclusion. The review includes 12 studies, half randomised control trials and half non-randomised. Quality assessment was performed using the Cochrane Collaboration ROB 2 and the ROBINS-I tools. The majority of these mixed reality studies concentrated more on 3D manipulation, visualisation, and understanding of the 3D object layers and components than procedural learning using HoloLens. Of the selected studies, 53% were in the medical and health sciences, particularly in anatomy, followed by 34% in engineering education, which suggests that these fields are more open to the use of MR for educational purposes than theoretical disciplines such as the humanities and social sciences. Of the 12 studies, nine used augmented reality via head-mounted displays, and five used mobile mixed reality. These studies show that mixed reality has the potential to enhance learning experiences in higher education. Although there are challenges to overcome, MR offers opportunities for innovation in pedagogical practises and curriculum development

Mixed Reality Applications in Tertiary Veterinary Education: A Systematic Review

Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) provide a novel way to support medical education, helping medical students learn human anatomy and surgery. Veterinary students face additional learning challenges, as they need to deal with many different species. The same techniques may potentially address the problems associated with increased class sizes. A systematic review was carried out for existing articles up to 30/06/2021 in Embase, PubMed, Scopus, ProQuest, Cochrane Reviews, CNKI and Xplore. Searches from Google Scholar and other resources are also acceptable. PRISMA guidelines were adhered to when reporting the results of this study. The electronic searches generated a total of 425 studies. One additional record was identified through other sources. After applying inclusion criteria and exclusion criteria, a total of 22 studies (887 participants) were identified for inclusion in the review. The systematic review reported the current state of VR/AR/MR applications in veterinary education. The simulator was generally used to support the training process with mainly haptic feedback and the learning outcomes could be further enhanced if adapted to the vet curriculum. There are some initial explorations on applying VR and AR in several subjects and the preliminary results showed that the MR techniques had great potential to be utilised in the daily teaching routine. However, further investigation is still needed