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- Towards an immersive learning knowledge tree: a conceptual framework for mapping knowledge and tools in the fieldPublication . Beck, Dennis; Morgado, Leonel; Lee, Mark; Gütl, Christian; Dengel, Andreas; Wang, Minjuan; Warren, Scott; Richter, JonathonThe interdisciplinary field of immersive learning research is scattered. Combining efforts for better exploration of this field from the different disciplines requires researchers to communicate and coordinate effectively. We call upon the community of immersive learning researchers for planting the Knowledge Tree of Immersive Learning Research, a proposal for a systematization effort for this field, combining both scholarly and practical knowledge, cultivating a robust and ever-growing knowledge base and methodological toolbox for immersive learning. This endeavor aims at promoting evidence-informed practice and guiding future research in the field. This paper contributes with the rationale for three objectives: 1) Developing common scientific terminology amidst the community of researchers; 2) Cultivating a common understanding of methodology, and 3) Advancing common use of theoretical approaches, frameworks, and models.
- Immersive learning research from the perspective of its researchers and practitioners: questionnaire validation and early results from a survey on a conceptual framework for the fieldPublication . Morgado, Leonel; Beck, Dennis; Gütl, Christian; Oliveira, Teresa; Richter, JonathonImmersive learning research is a field of study that emphasizes diversity of scholarship and subject areas. This diversity presents a challenge for understanding the breadth and depth of the field of immersive learning, a challenge that led to the Immersive Learning Research Network’s call for the community of immersive learning researchers to develop a conceptual framework supporting a common understanding of this diverse field - The Immersive Learning Knowledge Tree. However, this structure has not had its underlying assumptions validated by the larger, diverse community of immersive learning researchers and practitioners. Thus, we developed, validated, and disseminated across associations of the field a questionnaire for analyzing the assumptions, structure, and relevance of the Knowledge Tree proposal. Early results point towards overwhelming agreement from the community on the premise that the field of immersive learning research is muddled/fragmented, the current knowledge partially disjointed, specifically among different disciplines (Q3), due to its interdisciplinary nature. There are also strong indications supporting the premise that researchers active in the field of immersive learning research desire to combine their efforts with others.
- Exploring the future of immersive educationPublication . Callaghan, Victor; Gardner, Michael; Peña-Rios, Anasol; Beck, Dennis; Gütl, Christian; Morgado, Leonel; Richter, Jonathon; Wu, Hsuan-YiThis extended abstract describes the #iLRN16_SFP workshop which opened the iLRN'16 conference held in Santa Barbra, California USA from the 27th June to the 1st July 2016. The main focus of the workshop was exploring future trends and expectations for research into immersive learning. The event was a collaboration between the Creative Science Foundation and the Immersive Learning Research Network.
- iLRN 2018 Montana. Workshop, long and short paper, and poster proceedings from the fourth immersive learning research network conferencePublication . Beck, Dennis; Allison, Colin; Morgado, Leonel; Peña-Rios, Anasol; Ogle, Todd; Richter, Jonathon; Gütl, ChristianWorkshop, short paper, and long paper proceedings
- Immersive learning experiences for understanding complex systemsPublication . Fernandes, Luís; Morgado, Leonel; Paredes, Hugo; Coelho, António; Richter, JonathonComplexity is core part of our lives. Aware or not, people need to understand and communicate complex ideas and perspectives. Understanding and communicating complexity can be facilitated through interactive simulations. Doing so in the physical world is often impractical, however. Users and developers are overloaded with information and ambiguity, costs are prohibitive, and unsupervised physical simulations raise safety concerns. Novel immersive technology might hold the key to transforming how we tackle understanding and communicating complexity. In this position paper, we propose empowering user agency and perception to take part in complex learning experiences and create their own, combining two factors: enhanced visual and spatial context provided by location-awareness, immersive environments, and somatic, embodied agency; and enhanced cultural and social context by leveraging as input methods the rich semantics of cultural-social gestures and rituals. To deem the feasibility of this argument, we propose developing two culture-aware prototypes, one for the Confederated Salish and Kootenai Tribes in Montana, United States, and another for a Western Europe cultural context.