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Education Sciences
Special Issues
Teaching and Learning with Virtual/Augmented Reality
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Teaching and Learning with Virtual/Augmented Reality

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (29 March 2024) | Viewed by 4837

Special Issue Editors

Dr. Chinlun Lai

E-Mail Website
Guest Editor
Communication Engineering Department, Asia Eastern University of Science and Technology, New Taipei City 220303, Taiwan
Interests: AR/VR/XR technology; computer vision; AIoT; Artificial Neural Network
Dr. Yumei Chang

E-Mail Website
Guest Editor
Nursing Department, Asia Eastern University of Science and Technology, New Taipei City 220303, Taiwan
Interests: VR/XR in nursing education; nursing innovation
Dr. Yingling Chen

E-Mail Website
Guest Editor
Center for General Education, National Defense University, Taoyuan City 334301, Taiwan
Interests: AR/VR learning system; technology assists learning; bilingual education; TESL

Special Issue Information

Dear Colleagues, 

The use of virtual and augmented reality (VR/AR) in teaching and learning has becoming an increasingly popular trend in education. VR/AR provides a new and innovative way to engage students in the learning process, allowing them to explore concepts in a more interactive and immersive manner. By using VR/AR, educators can create virtual environments that replicate real-life scenarios, a tool which can be particularly beneficial for students who struggle with traditional learning methods. Some of the potential benefits of teaching and learning with VR/AR include increased student motivation, better retention of information, and improved problem-solving skills. However, there are also some challenges and limitations associated with implementing VR/AR in the classroom, such as the cost of equipment and the need to provide specialized training for educators.

The aim of this Special Issue is to explore the various ways in which AR/VR can be used in educational settings to enhance teaching and learning experiences. The SI scope includes:

  1. To examine the potential benefits of using VR/AR technology for teaching and learning, such as increased engagement, improved retention, and enhanced understanding of complex concepts.
  2. To explore the various ways in which VR/AR technology can be integrated into different educational contexts, including use in K-12 classrooms, higher education, and vocational training.
  3. To investigate the challenges and limitations associated with using VR/AR technology in education, such as cost, accessibility, and the need for specialized equipment and training.
  4. To showcase innovative examples of VR/AR technology being used in education, including virtual field trips, immersive simulations, and interactive learning experiences.
  5. To discuss the implications of VR/AR technology for teaching and learning, including its potential to transform traditional educational models and the role of teachers and learners in this new paradigm.

Overall, the goal of this Special Issue on teaching and learning with VR/AR technology is to promote discussion and collaboration among educators, researchers, and technology developers, advancing, if possible, our understanding of how these emerging technologies can best be used to support effective teaching and learning.

Suggested themes for this Special Issue include, but are not limited to:

  1. Pedagogical approaches for using VR/AR technology in education.
  2. The impact of VR/AR technology on student engagement and motivation.
  3. Best practices for designing and implementing VR/AR learning experiences.
  4. The role of VR/AR technology in promoting equity and accessibility in education.
  5. Assessment and evaluation of VR/AR learning experiences.
  6. VR/AR technology for vocational education and training.
  7. Ethical considerations and challenges of using VR/AR technology in education.
  8. Teacher preparation and professional development for incorporating VR/AR technology in the classroom.
  9. The role of collaboration and social interaction in VR/AR learning environments.
  10. Emerging technologies and future directions for VR/AR in education.

Dr. Chinlun Lai
Dr. Yumei Chang
Dr. Yingling Chen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • virtual reality
  • augmented reality
  • immersive learning
  • student engagement
  • education technology
  • teaching methods
  • simulation learning
  • problem-solving skills
  • critical thinking

Published Papers (5 papers)

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Research

18 pages, 3481 KiB  
Article
What Is the Future of Augmented Reality in Science Teaching and Learning? An Exploratory Study on Primary and Pre-School Teacher Students’ Views
by Giorgos Peikos and Angelos Sofianidis
Educ. Sci. 2024, 14(5), 480; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050480 - 1 May 2024
Viewed by 519
Abstract
While extensive research has explored the impact of Augmented Reality (AR) on student perspectives, experiences, and outcomes, there remains a significant gap in empirical studies focusing on teachers’ viewpoints, particularly within Science Education. Given that uncovering teachers’ viewpoints is crucial for leveraging AR [...] Read more.
While extensive research has explored the impact of Augmented Reality (AR) on student perspectives, experiences, and outcomes, there remains a significant gap in empirical studies focusing on teachers’ viewpoints, particularly within Science Education. Given that uncovering teachers’ viewpoints is crucial for leveraging AR technology’s potential in education since teachers decide whether to integrate it into their classrooms, the research question guiding this exploratory study is as follows: How do primary and pre-school teacher students perceive the integration of AR into Science teaching and learning following their engagement with pertinent university courses? Following a mixed-method approach, the data were collected via written questionnaires from 69 teacher students and focus group discussions involving 12 participants. Subsequent descriptive statistical and thematic analyses revealed that teacher students hold positive stances towards the integration of AR in Science Education. They emphasized that AR could significantly enhance motivational and cognitive outcomes for their future students while also improving accessibility and inclusion. Furthermore, their involvement in creating AR-enhanced materials not only increased course engagement and interest but also broadened their knowledge and fostered a sense of innovation, with the AR platform and application used being perceived as easy to use. Finally, challenges associated with classroom implementation were also highlighted. Full article
(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
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23 pages, 12642 KiB  
Article
Assessing Learning in an Immersive Virtual Reality: A Curriculum-Based Experiment in Chemistry Education
by Sam Qorbani, Shadi Dalili, Ali Arya and Christopher Joslin
Educ. Sci. 2024, 14(5), 476; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050476 - 30 Apr 2024
Viewed by 403
Abstract
Despite the recent advances in Virtual Reality technology and its use in education, the review of the literature shows several gaps in research on how immersive virtual environments impact the learning process. In particular, the lack of curriculum-specific experiments along with investigations of [...] Read more.
Despite the recent advances in Virtual Reality technology and its use in education, the review of the literature shows several gaps in research on how immersive virtual environments impact the learning process. In particular, the lack of curriculum-specific experiments along with investigations of the effects of different content, activity, and interaction types in the current VR studies has been identified as a significant shortcoming. This has been more significant in STEM fields, where VR has the potential to offer engaging experiential learning opportunities. The study reported here was designed to address this gap by assessing the effect of authentic visualization and interaction types on learning a particular scientific concept. A use case scenario of “orbital hybridization” in chemistry education was selected to create this experiment and to collect data for analysis. We collected data on learning outcomes, task-completion efficiency, accuracy, and subjective usability. A combination of learning content and tasks designed based on the relevant educational theories was presented to three groups: 2D, VR interaction type 1 (hand gestures), and VR interaction type 2 (ray casting). The results showed that VR could improve learning and that interaction type could influence efficiency and accuracy depending on the task. Full article
(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
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20 pages, 4733 KiB  
Article
Pedagogical Competence Analysis Based on the TPACK Model: Focus on VR-Based Survival Swimming Instructors
by Yoo Churl Shin and Chulwoo Kim
Educ. Sci. 2024, 14(5), 460; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050460 - 25 Apr 2024
Viewed by 442
Abstract
This study explores the pedagogical competence of VR-based survival swimming instructors in South Korea, focusing on their application of Technological Pedagogical Content Knowledge (TPACK). Employing qualitative methodology, we conducted in-depth interviews with 11 instructors to understand their instructional strategies within a VR context. [...] Read more.
This study explores the pedagogical competence of VR-based survival swimming instructors in South Korea, focusing on their application of Technological Pedagogical Content Knowledge (TPACK). Employing qualitative methodology, we conducted in-depth interviews with 11 instructors to understand their instructional strategies within a VR context. The study aimed to identify how instructors integrate TPACK components into their teaching, specifically exploring technological content knowledge (content utilization, equipment preparation, addressing dizziness), pedagogical content knowledge (creating a conducive learning environment, enhancing student engagement), and technological pedagogical knowledge (setting appropriate learning objectives and guidelines, educational assessment), understanding learners, and pedagogical beliefs and philosophy. Our findings reveal that VR-based instructors proficiently blend these knowledge domains to enhance the effectiveness of survival swimming education. The results demonstrate that strategic pedagogical approaches are crucial in leveraging VR technology for educational outcomes, highlighting the importance of instructor competence in successfully implementing VR in teaching. This research contributes to the literature by detailing specific competencies critical for VR-based education and suggesting that a thorough understanding and application of the TPACK framework are essential for optimizing VR’s educational potential. Full article
(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
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16 pages, 921 KiB  
Article
Educational Research on the Use of Virtual Reality Combined with a Practice Teaching Style in Physical Education: A Qualitative Study from the Perspective of Researchers
by Daniel Bores-García, Roberto Cano-de-la-Cuerda, María Espada, Nuria Romero-Parra, Diego Fernández-Vázquez, José Manuel Delfa-De-La-Morena, Víctor Navarro-López and Domingo Palacios-Ceña
Educ. Sci. 2024, 14(3), 291; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14030291 - 9 Mar 2024
Cited by 1 | Viewed by 1388
Abstract
(1) Background: the scientific literature has shown that students’ active involvement in the teaching–learning process significantly improves their learning outcomes. (2) Methods: this study shows the perceptions of seven researchers on the process of inquiring about the effects of the combined use of [...] Read more.
(1) Background: the scientific literature has shown that students’ active involvement in the teaching–learning process significantly improves their learning outcomes. (2) Methods: this study shows the perceptions of seven researchers on the process of inquiring about the effects of the combined use of virtual reality (VR) and a practice teaching style in physical education in secondary educational institutions. (3) Results: the results obtained from the researchers’ diaries and the focus group, through qualitative design, are arranged in the following categories: difficulties in data collection before, during, and after the intervention; perceived differences between VR interventions in laboratory situations and educational contexts; and the perceived transferability of the use of VR devices in the educational context. (4) Conclusions: more research is needed on the use of VR in the educational context, although the results obtained indicate that the teaching–learning process can be enriched by overcoming the difficulties inherent to the use of this technology in a variable context such as education. Full article
(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
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15 pages, 1793 KiB  
Article
How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education
by Anna Henne, Sabrina Syskowski, Manuel Krug, Philipp Möhrke, Lars-Jochen Thoms and Johannes Huwer
Educ. Sci. 2024, 14(3), 264; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14030264 - 2 Mar 2024
Viewed by 996
Abstract
Augmented reality (AR) is vital in education for enhancing learning and motivation through interactive environments and experiments. This requires teacher training in AR creation and integration. Research indicates that learning effectiveness relies on thorough preparation, calling for the development of scoring rubrics for [...] Read more.
Augmented reality (AR) is vital in education for enhancing learning and motivation through interactive environments and experiments. This requires teacher training in AR creation and integration. Research indicates that learning effectiveness relies on thorough preparation, calling for the development of scoring rubrics for evaluating both educational AR and AR’s educational integration. However, no current studies provide such a rubric for assessing AR’s pedagogical implementation. Hence, a scoring rubric, EVAR (Evaluating Augmented Reality in Education), was developed based on the framework for the analysis and development of augmented reality in science and engineering teaching by Czok and colleagues, and extended with core concepts of instructional design and lesson organization, featuring 18 items in five subscales rated on a four-point Likert scale. To evaluate the validity and reliability of the scoring rubric, AR learning scenarios, designed by eleven master’s seminar pre-service teacher students at the University of Konstanz, majoring in biology, chemistry, or physics, were assessed by five AR experts using the newly developed scoring rubric. The results reveal that a simple classification of AR characteristics is insufficient for evaluating its pedagogical quality in learning scenarios. Instead, the newly developed scoring rubric for evaluating AR in educational settings showed high inter-rater reliability and can discriminate between different groups according to the educational quality of the AR and the implementation of AR into lesson planning. Full article
(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
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