Jennifer B. ELLIOTT, University of Cincinnati, USA, Michael GARDNER, and Malek ALRASHIDIB, University of Essex, UK.

Immersive Education is moving beyond just the use of virtual worlds to become more embedded into the physical world around us. Some attempts have been made to characterize this mixed reality space along a virtuality continuum, with a particular focus on the interface between real and virtual worlds and the
emergence of inter-reality applications where virtual reality systems are coupled with real-world objects. Some researchers have proposed frameworks that aim to understand the affordances of 3-dimensional (3D) virtual environments. However, there is little support for practitioners and designers in creating mixed-reality
education spaces. This paper attempts to address this issue by using an Augmented Reality learning scenario as the initial basis for the creation of an initial design framework that aims to characterize the learning benefits (or affordances) of this technology. This is then used to identify the technical challenges which underpin
mixed-reality learning spaces, and where possible, supporting pedagogical frameworks, which can be used to guide the design process. Finally we suggest the future steps necessary to move this work forward, from an initial outline framework, with the intention of developing a practical tool to help practitioners and researchers make informed choices in this emerging field.

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