Interaction in situated learning does not imply immersion: virtual worlds help to engage learners without immersing them
Affiliation
University of BedfordshireIssue Date
2017-04-23Subjects
learner engagementinteraction
OpenSim
teaching
situated learning
immersion
virtual worlds
H674 Virtual Reality Engineering
Metadata
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Proceedings of the 9th International Conference on Computer Supported EducationAbstract
Immersion is a central theme when using virtual worlds; the feeling of 'being there' is generally considered a positive attribute of virtual worlds, in particular when these are used for recreation. However, within educational context it may be debatable how far immersion can be expected or is even desirable: if we want students to be reflective and critical on their assignment task, wouldn't it be more important for them to have a critical distance, rather than being immersed? In this paper, we approach this question by examining and discussing how interactions, learner engagement and immersion are linked together when a virtual world is being used in a Hybrid Virtual Learning scenario. Findings from our experiment seem to suggest that even though this learning approach aids positively the educational process, high levels of immersion do not occur. Nevertheless, more research in that direction is highly recommended to be undertakenCitation
Christopoulos A, Conrad M, Kanamgotov A (2017) 'Interaction in situated learning does not imply immersion: virtual worlds help to engage learners without immersing them', 9th International Conference on Computer Supported Education - Porto, SciTePress.Publisher
SciTePressType
Conference papers, meetings and proceedingsLanguage
enISBN
9789897582394ae974a485f413a2113503eed53cd6c53
10.5220/0006316203230330