360° models are a form of virtual reality (VR) that allow the viewer to view and explore a photorealistic object from multiple locations within the model. Hence, 360° models are an option to perform virtual field trips (VFT) independent of time and location. Thanks to recent technical progress, 360° models are creatable with little effort. Due to their characteristics of visualization and explorability, 360° models appear as excellent learning tools, especially when additional didactic features, such as annotations, are used. The subject of this explorative field study is a 360° model of a waterworks that has been annotated for learning purposes. Data are collected from a total of 55 learners in four cohorts from study programs in environmental engineering and urban studies using a questionnaire that included standardized measurement instruments on motivation, emotion, and usability. Furthermore, the eight learners of cohort 1 are surveyed using semi-structured interviews on learning, operation and features of the 360° model. Overall, a very positive view on learning suitability of 360° models in VFTs is revealed. In addition, further potential for development of the 360° model could be identified. The results indicate that VTFs based on 360° models might be valuable learning tools, because of their applicability without great effort on the part of either the lecturers or the students. VFTs based on 360° models might serve as a supplement to conventional learning activities or in self-directed learning activities.

Escape rooms are an established game genre that has become popular in educational contexts in recent years. Digital escape rooms are variations, which use digital environments and may be played by participants not present on site. Compared to physical escape rooms, digital escape rooms are characterised by lower implementation and application efforts and at the same time by reduced intensity of the experiences. There is little evidence to date as to whether these low-threshold escape rooms are nevertheless sufficiently effective for learning. In this evaluation study, a learning activity based on a digital educational escape room (DEER) that uses the 360°-based spatial visualization (360VR) of a waterworks and a web-based form – contributing guidance and the escape room-specific challenges – is analysed. In the learning activity, students of environmental engineering study programs are asked to explore the 360VR-based waterworks guided by the instructions and challenges in the web-based form. Quantitative results of the study on learning outcomes and variables relevant to learning, such as emotion, motivation, and usability (N=73) are reported. The evaluation is supported by the qualitative results of guided interviews. Remarkably, some participants would have preferred to explore the 360VR environment without the guidance provided by the web-based form. Overall, the results show the learning effectiveness of the DEER, the efficacy of the web-based form as a guidance instrument, and values of learning-relevant variables that are conducive to learning. The DEER also achieved a high level of acceptance among students. Due to the low effort required for the creation of the DEER by lecturers and for application on the part of students, the presented combination of 360VR and web-based forms can be seen as a powerful low-threshold learning tool that enriches teaching.

Informal backyard rentals (IBRs) constitute South Africa’s fastest growing housing subsector, flourishing within a relative research vacuum and without national policy intervention to address the vulnerabilities of stakeholders to the health risks potentially presented. This article reviewed the literature on IBRs, focussing on past policies and interventions, general characteristics, infrastructure and service access to inform an analysis of potential health risks from the existing literature to guide future research and policy-making. Research followed a qualitative approach to review IBR literature dating after 2004. Relevant publications were identified from bibliographic databases using Boolean search logic and by reviewing citations in and later citations of these publications. Relevant secondary sources were also included. The review evidenced that IBRs have received increasing policy, but limited research attention, and that health hazards have been particularly neglected. Although issues such as shared water and sanitation, inappropriate waste disposal, poor hygiene practices, high densities and poor quality structures have been referenced extensively – alluding to risks and health concerns – few studies have focussed directly on health, risk and vulnerability. The risk analysis completed based on the literature made potential risks explicit, exemplified by references to specific conditions, such as HIV/AIDS, tuberculosis and the coronavirus pandemic, demonstrating pathogenic pathways, contamination and transmission risks conducive to poor health, infection and potential disaster. The review captured and updated the contemporary literature on IBRs, with the subsequent analysis providing a platform for future empirical research on health, infrastructure and IBRs to address potential risks towards positive change in future policies.

Mixed reality (MR) applications are widely considered to be effective educational tools. However, the use of MR alone cannot ensure learning, and studies even suggest that the affordances of this technology could decrease the mental processes required for the acquisition of new knowledge. Like any other technological innovation, the educational possibilities of MR are closely related to the design of its contents. Despite this, there are no design recommendations for MR focused on learning. Educational psychology presents a range of empirically proven design guidelines for multimedia learning environments. This chapter reviews existing guidelines and categorizes them into principles related to the perception of information and the related essential information processing (design principles) and principles aiming at promoting generative learning (activating principles). These principles are translated to MR-learning environments.