Creative and Collaborative Learning through Immersion: Interdisciplinary and International Perspectives (Creativity in the Twenty First Century)

✍ Scribed by Anna Hui (editor), Christian Wagner (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 245
• Edition: 1st ed. 2021
• Category: Library

✦ Synopsis

This book includes instructional design and practice of how immersive technology is integrated in discipline-based and interdisciplinary curriculum design. It focuses on pedagogical models and learning outcomes of immersive learning experiences and demonstrates how immersive learning can be applied in industries. This book brings scholars, researchers and educators together around an international and interdisciplinary consolidation and reflection on learning through immersion. The originality lies in how advanced technology and contemporary pedagogical models can integrate to enhance student engagement and learning effectiveness in higher education. 

✦ Table of Contents

Foreword
Introduction
Contents
Part I: Immersive Learning
Chapter 1: Creative and Collaborative Practices in Virtual Immersive Environments
1.1 Introduction
1.2 Background
1.3 Early Arts Practice in Virtual Worlds (2005–2008)
1.4 Artworks (2009–present)
1.5 Creative Pedagogies and Virtual Worlds
1.6 Creating Place in Virtual Worlds: Kriti Island (2007–2014)
1.6.1 Kriti Island as a Student Exhibition Space (2009)
1.6.2 Kriti Island as Seminar Space (2008–2009)
1.6.3 Postscript: Memories of Kriti
1.7 Future Perspectives and Opportunities
References
Artworks
Chapter 2: Graphical Big Data: From Simulation to Immersive Visualization
2.1 Introduction
2.2 Overview of Implementation Procedure and Outcomes
2.3 Simulation of Crowd Movement in an MTR Station
2.3.1 Architecture Overview
2.3.2 Modeling of Movement Behavior
2.3.3 User Interface (UI) Design and Application
2.4 Immersive Visualization of the Simulation Model
2.4.1 Scene Modeling in Unity
2.4.2 Integration of Immersive Visualization
2.5 In-class Evaluation of the Simulation Platform
2.6 Summary
2.7 Future Works
References
Chapter 3: Design of a CAVE Immersive Visualization System for Teaching and Learning: A Case Study of Air Cargo Logistics
3.1 Introduction
3.2 Literature Review
3.3 Immersive VR-Based Air Cargo Logistics System
3.3.1 Analysis
3.3.2 Design
3.3.3 Development
3.3.4 Implementation
3.3.5 Evaluation
3.4 Discussion
3.5 Conclusion
References
Chapter 4: Designing Multi-disciplinary Interactive Virtual Environments for Next-Generation Immersive Learning Experiences: Case Studies and Future Directions in Astrobiology, Anatomy and Cultural Heritage
4.1 Introduction
4.2 Designing iLLE, a Flexible, Multi-disciplinary Immersive Editor
4.3 Case Study 1: Gamifying Geological Science for Astrobiology
4.4 Case Study 2: Visualising Physical Anatomical Exploration of the Human Skull
4.5 Case Study 3: Aesthetic Immersion and Art Work Augmentation for Cultural Heritage
4.6 Preliminary Lessons and Future Directions for Immersive Teaching and Learning
4.7 Conclusion
References
Art Works Cited
Part II: Pedagogical Models & Impacts
Chapter 5: Creating Immersive Learning Experiences: A Pedagogical Design Perspective
5.1 Introduction
5.2 Immersion as a Multi-dimensional Construct
5.3 Immersive Technologies and Immersive Learning
5.3.1 Immersive Technologies
5.3.2 Pedagogy Before Technology
5.4 Pedagogy for Immersive Learning
5.4.1 Framework
5.4.2 Teachers
5.4.3 Students
5.4.4 Immersive Experiences
5.4.5 Pedagogy-Design Flow
5.4.6 Pedagogy Implementation
5.5 Conclusion
References
Chapter 6: The Relationships Among Simulation-Based Learning, Creativity, and the Learning Approach in Higher Education
6.1 Literature Review
6.2 Simulation-Based Learning and Creativity
6.3 Simulation-Based Learning and Engagement in Learning Approaches
6.4 Method
6.4.1 Demographics of Participants
6.4.2 Procedures
6.4.3 Materials
6.4.3.1 Learning Experience in Discovery Learning (Bicknell-Holmes and Hoffman 2000)
6.4.3.2 Abbreviated Torrance Test for Adults (ATTA; Goff and Torrance 2002)
6.4.3.3 Test for Creative Thinking–Drawing Production (TCT-DP, Urban and Jellen 1996)
6.4.3.4 Creative Axiom (Leung and Bond 2009)
6.4.3.5 Creative Self-efficacy (CSE, Yang and Cheng 2009)
6.4.3.6 Deep Learning Approaches Scale (Laird et al. 2005)
6.5 Results
6.6 Discussion
References
Chapter 7: Learning Through Immersion: Assessing the Learning Effectiveness
7.1 Introduction
7.2 Literature Review
7.3 Research Model and Hypotheses
7.3.1 Behavioral Beliefs and Attitudes
7.3.2 Learning Satisfaction
7.4 Research Method
7.4.1 Procedure and Sampling
7.4.2 Measurement
7.4.3 Sample Characteristics
7.5 Data Analysis and Results
7.5.1 Measurement Model
7.5.2 Qualitative Data
7.6 Discussion and Conclusion
7.7 Implications for Research
7.8 Implications for Practice
7.9 Limitations and Future Research Directions
7.10 Conclusion
References
Chapter 8: Blended Learning Approach to Enhance Reflective Higher Order Cognitive Thinking Skills in Students
8.1 Background
8.2 Literature Review
8.3 The Course MCCP7010
8.3.1 Course Background and Class Profile
8.3.2 The Case of ‘MCCP7010 –Teaching University Students’ at HKBU
8.4 Future Trend of a Blended Learning Approach in Higher Education
8.5 Conclusion
References
Part III: Industrial Applications
Chapter 9: Introducing Immersive Learning into Special Education Settings: A Comparative Review of Two Studies
9.1 Introduction
9.2 Literature Review
9.2.1 Immersive Learning for Children with Learning Difficulties
9.2.2 Instructional and Pedagogical Design for Immersive Learning
9.3 Comparative Review
9.3.1 Learning Objectives
9.3.2 Learner Specifics
9.3.3 Learning Scenario Design
9.3.4 Enabling Technologies and Virtual Environment
9.4 Teaching and Learning Context
9.5 Assessment and Evaluation
9.6 Discussion and Future Work
References
Chapter 10: Intergenerational Play Around Immersive Video Games
10.1 Introduction
10.2 Families, Play, and Learning
10.3 Sociocultural Conceptualization of Parent–Child Interaction
10.4 Family Quest Project
10.4.1 Design Iteration One
10.4.2 Design Iteration Two
10.4.3 Design Iteration Three
10.5 Discussion
10.6 Future Trends and Opportunities
References
Chapter 11: Augmented Reality for Immersive Learning: Lessons Learnt from Educational Entrepreneurships
11.1 Immersion and Learning
11.2 Method of Inquiry
11.2.1 Extended Case Method (ECM)
11.2.2 Analytic Frame
11.2.2.1 Lesson Learnt 1: Immersion for Learning May Reduce the Cognitive Load
11.2.2.2 Lesson Learnt 2: Immersion for Learning May Enhance Self-Directed Learning
11.2.2.3 Lesson Learnt 3: Immersion for Learning Provides Three Paths for Constructivism
11.2.3 Selection of the Cases
11.2.3.1 Case A
11.2.3.2 Case B
11.2.4 Data Coding and Analysis
11.3 Discussion
11.3.1 Lessons Confirmed by the Cases
11.3.1.1 Lesson Learnt 1: Immersion for Learning May Reduce the Cognitive Load
11.3.1.2 Lesson Learnt 2: Immersion for Learning May Enhance Self-Directed Learning
11.3.1.3 Lesson Learnt 3: Immersion for Learning Provides Three Paths for Constructivism
11.3.2 Lessons Learnt from the Cases
11.3.2.1 Lesson Learnt 4: Immersion for Learning Is Situated and Scalable
11.3.2.2 Lesson Learnt 5: Immersion for Learning Is Situated and Ideal for Complex Social Contexts
11.3.2.3 Lesson Learnt 6: Immersion for Learning Is Situated and Ideal for Intermittent Connectivity
11.4 Future Perspectives, Opportunities, and Issues
References
Chapter 12: A Theory of Blended Knowledge and a Technology-Based Approach for the Development of Creative Productive Giftedness
12.1 Introduction
12.2 Epistemology
12.3 The Purpose of Gifted Education
12.4 Sources of Information and Knowledge
12.5 The Content and Methodology of a Discipline
12.6 A Theory of Blended Knowledge
12.6.1 Received Knowledge
12.6.2 Analyzed Knowledge
12.6.3 Applied and Created Knowledge
12.7 The Renzulli Learning System
12.7.1 How Does RLS Work?
12.8 Summary
References
Chapter 13: Interactive Learning Environments for Motorsports Racing
13.1 Introduction
13.2 Related Research
13.2.1 Learning How to Drive an Automobile
13.2.2 Learning Theory and Transfer of Learning via ILEs
13.3 Constructivist Learning Modalities for ILEs
13.4 ILEs for Motorsports Racing Skill Acquisition and Development
13.5 Increasing Immersive Presence for Learning Motorsports Racing Skills via Sim Racing
13.6 Affordances for Constructivist Learning via Sim Racing ILEs
13.6.1 Collaborative Learning Groups and Group Situations
13.6.2 Physical Venues for Motorsports Game Play and/or Interactions
13.6.3 Motorsports Racing Game Genre
13.6.4 Motorsports Racing Game Content and Play Mechanics
13.6.5 Game Platform Infrastructure
13.6.6 Game-Based Modes of Inquiry, Interaction and Knowledge Transfer
13.6.7 Sociotechnical Experiences That Bridge Physical and Virtual Worlds
13.7 Establishing the Efficacy of Motorsports Racing Simulators as Constructivist ILEs
13.7.1 Expertise Development
13.7.2 Knowledge Transfer
13.7.3 Cost Functions for Expertise Development and Knowledge Transfer via Motorsports Racing Simulators
13.8 Conclusions
References
Concluding Remarks
References
Index