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While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.
Stylianos Mystakidis; Athanasios Christopoulos; Nikolaos Pellas. A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies 2021, 1 -45.
AMA StyleStylianos Mystakidis, Athanasios Christopoulos, Nikolaos Pellas. A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies. 2021; ():1-45.
Chicago/Turabian StyleStylianos Mystakidis; Athanasios Christopoulos; Nikolaos Pellas. 2021. "A systematic mapping review of augmented reality applications to support STEM learning in higher education." Education and Information Technologies , no. : 1-45.
The emergence of the Learning Analytics (LA) field contextualised the connections in various disciplines and the educational sector, acted as a steppingstone toward the reformation of the educational scenery, thus promoting the importance of providing users with adaptive and personalised learning experiences. At the same time, the use of Augmented Reality (AR) applications in education have been gaining a growing interest across all the educational levels and contexts. However, the efforts to integrate LA techniques in immersive technologies, such as AR, are limited and scarce. This inadequacy is mainly attributed to the difficulties that govern the collection and interpretation of the primary data. To deal with this shortcoming, we present the “Augmented Reality Learning Analytics” (ARLEAN) ethical framework, tailored to the specific characteristics that AR applications have, and focused on various learning subjects. The core of this framework blends the technological, pedagogical, and psychological elements that influence the outcome of educational interventions, with the most widely adopted LA techniques. It provides concrete guidelines to educational technologists and instructional designers on how to integrate LA into their practices to inform their future decisions and thus, support their learners to achieve better results.
Athanasios Christopoulos; Stylianos Mystakidis; Nikolaos Pellas; Mikko-Jussi Laakso. ARLEAN: An Augmented Reality Learning Analytics Ethical Framework. Computers 2021, 10, 92 .
AMA StyleAthanasios Christopoulos, Stylianos Mystakidis, Nikolaos Pellas, Mikko-Jussi Laakso. ARLEAN: An Augmented Reality Learning Analytics Ethical Framework. Computers. 2021; 10 (8):92.
Chicago/Turabian StyleAthanasios Christopoulos; Stylianos Mystakidis; Nikolaos Pellas; Mikko-Jussi Laakso. 2021. "ARLEAN: An Augmented Reality Learning Analytics Ethical Framework." Computers 10, no. 8: 92.
Personalized or precision education (PE) considers the integration of multimodal technologies to tailor individuals’ learning experiences based on their preferences and needs. To identify the impact that emerging multimodal technologies have on personalized education, we reviewed recent implementations and applications of systems (e.g., MOOCs, serious games, artificial intelligence, learning management systems, mobile applications, augmented/virtual reality, classroom technologies) that integrate such features. Our findings revealed that PE techniques could leverage the instructional potential of educational platforms and tools by facilitating students’ knowledge acquisition and skill development. The added value of PE is also extended beyond the online digital learning context, as positive outcomes were also identified in blended/face-to-face learning scenarios, with multiple connections being discussed between the impact of PE on student efficacy, achievement, and well-being. In line with the recommendations and suggestions that supporters of PE make, we provide implications for research and practice as well as ground for policy formulation and reformation on how multimodal technologies can be integrated into the educational context.
Umar Qushem; Athanasios Christopoulos; Solomon Oyelere; Hiroaki Ogata; Mikko-Jussi Laakso. Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges? Education Sciences 2021, 11, 338 .
AMA StyleUmar Qushem, Athanasios Christopoulos, Solomon Oyelere, Hiroaki Ogata, Mikko-Jussi Laakso. Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges? Education Sciences. 2021; 11 (7):338.
Chicago/Turabian StyleUmar Qushem; Athanasios Christopoulos; Solomon Oyelere; Hiroaki Ogata; Mikko-Jussi Laakso. 2021. "Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges?" Education Sciences 11, no. 7: 338.
A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority of game prototypes enhanced students’ engagement and participation, affecting their achievements positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs.
Nikolaos Pellas; Stylianos Mystakidis; Athanasios Christopoulos. A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education. Multimodal Technologies and Interaction 2021, 5, 28 .
AMA StyleNikolaos Pellas, Stylianos Mystakidis, Athanasios Christopoulos. A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education. Multimodal Technologies and Interaction. 2021; 5 (6):28.
Chicago/Turabian StyleNikolaos Pellas; Stylianos Mystakidis; Athanasios Christopoulos. 2021. "A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education." Multimodal Technologies and Interaction 5, no. 6: 28.
The deployment of augmented reality (AR) has attracted educators’ interest and introduced new opportunities in education. Additionally, the advancement of artificial intelligence has enabled educational researchers to apply innovative methods and techniques for the monitoring and evaluation of the teaching and learning process. The so-called learning analytics (LA) discipline emerged with the promise to revolutionize traditional instructional practices by introducing systematic and multidimensional ways to improve the effectiveness of the instructional process. However, the implementation of LA methods is usually associated with web-based platforms, which offer direct access to learners’ data with minimal effort or adjustments. On the other hand, the complex nature of immersive technologies and the diverse instructional approaches which are utilized in different scientific domains have limited the opportunities for research and development in this direction. Within these research contexts, we present a conceptual framework that describes the elements of an LA process tailored to the information that can be gathered from the use of educational applications, and further provide an indicative case study for AR-supported educational interventions. The current work contributes by elucidating and concretizing the design elements of AR-supported applications and provides researchers and designers with guidelines on how to apply instructional strategies in (augmented) real-world projects.
Ioannis Kazanidis; Nikolaos Pellas; Athanasios Christopoulos. A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies. Multimodal Technologies and Interaction 2021, 5, 9 .
AMA StyleIoannis Kazanidis, Nikolaos Pellas, Athanasios Christopoulos. A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies. Multimodal Technologies and Interaction. 2021; 5 (3):9.
Chicago/Turabian StyleIoannis Kazanidis; Nikolaos Pellas; Athanasios Christopoulos. 2021. "A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies." Multimodal Technologies and Interaction 5, no. 3: 9.
This study analyzes the integration of an educational technology platform and relates the difficulties faced amidst the Covid-19 pandemic. Initially, we sought to identify the chief barriers educators face when considering the adoption of Information and Communication Technology (ICT). Factors influencing primary and secondary education teachers’ (n = 15) and students’ (n = 335) perspectives on ICT integration for mathematics instruction were identified and analyzed from the perspective of different contexts (school vs home) and circumstances (in-person vs remote learning). Although we acknowledge the need for immediate decisions by educational stakeholders to facilitate online learning, our findings indicate the necessity of (a) careful examination of the features of potential platforms or tools and (b) a trial of such features prior to integration within an educational system. From an instructional design perspective, educational technologists should pay special attention to the degree of gamification, especially beyond the primary school level, as it may negatively impact incentives for student interaction and engagement. Where possible, the integration of technology should be driven by pedagogical goals and not technological pressures.
Athanasios Christopoulos; Pieter Sprangers. Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education 2021, 8, 1 .
AMA StyleAthanasios Christopoulos, Pieter Sprangers. Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education. 2021; 8 (1):1.
Chicago/Turabian StyleAthanasios Christopoulos; Pieter Sprangers. 2021. "Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions." Cogent Education 8, no. 1: 1.
While virtual reality has attracted educators’ interest by providing new opportunities to the learning process and assessment in different science, technology, engineering and mathematics (STEM) subjects, the results from previous studies indicate that there is still much work to be done when large data collection and analysis is considered. At the same time, learning analytics emerged with the promise to revolutionise the traditional practices by introducing new ways to systematically assess and improve the effectiveness of instruction. However, the collection of ‘big’ educational data is mostly associated with web-based platforms (i.e., learning management systems) as they offer direct access to students’ data with minimal effort. Thence, in the context of this work, we present a four-dimensional theoretical framework for virtual reality-supported instruction and propose a set of structural elements that can be utilised in conjunction with a learning analytics prototype system. The outcomes of this work are expected to support practitioners on how to maximise the potential of their interventions and provide further inspiration for the development of new ones.
Athanasios Christopoulos; Nikolaos Pellas; Mikko-Jussi Laakso. A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications. Education Sciences 2020, 10, 317 .
AMA StyleAthanasios Christopoulos, Nikolaos Pellas, Mikko-Jussi Laakso. A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications. Education Sciences. 2020; 10 (11):317.
Chicago/Turabian StyleAthanasios Christopoulos; Nikolaos Pellas; Mikko-Jussi Laakso. 2020. "A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications." Education Sciences 10, no. 11: 317.
The commercial popularity of Virtual Reality attracted educators’ interest and brought new opportunities to the educational landscape. At the same time, Learning Analytics emerged with the promise to revolutionise the traditional practices by introducing ways to systematically assess and improve the effectiveness of instruction. However, the collection of ‘big’ educational data is mostly associated with web-based platforms as they offer direct access to learners’ activities with minimal effort. On the antipode, the nature of VR limits the opportunities for such data collection. Hence, in the context of this work, we present a four-dimensional theoretical framework, that accounts the information that can be gathered from VR-supported instruction, and propose a set of structural elements which can be utilised for the development of a Learning Analytics prototype system. The outcomes of this work are expected to support practitioners to maximise the potential of their interventions and provide inspiration for new ones.
Athanasios Christopoulos; Nikolaos Pellas; Mikko-Jussi Laakso. A Learning Analytics Theoretical Framework for Virtual Reality Instructional Applications. 2020, 1 .
AMA StyleAthanasios Christopoulos, Nikolaos Pellas, Mikko-Jussi Laakso. A Learning Analytics Theoretical Framework for Virtual Reality Instructional Applications. . 2020; ():1.
Chicago/Turabian StyleAthanasios Christopoulos; Nikolaos Pellas; Mikko-Jussi Laakso. 2020. "A Learning Analytics Theoretical Framework for Virtual Reality Instructional Applications." , no. : 1.
Although Virtual Reality (VR) simulation training has gained prominence, review studies to inform instructors and educators on the use of this technology in Science, Technology, Engineering, and Mathematics (STEM) are still scarce. This scoping review presents various VR-supported instructional design practices in K-12 (Primary and Secondary) and Higher Education (HE) in terms of participants' characteristics, methodological features, and pedagogical uses in alignment with applications, technological equipment, and instructional design strategies. During the selection and screening process, forty-one (n=41) studies published in the period 2009-2019 were included for a detailed analysis and synthesis. This review's results indicate that many studies were focused on the description and evaluation of the appropriateness or the effectiveness of applied teaching practices with VR support. Several studies pointed out improvements in learning outcomes or achievements, positive perspectives on user experience, and perceived usability. Nevertheless, fewer studies were conducted to measure students' learning performance. The current scoping review aims to encourage instructional designers to develop innovative VR applications or integrate existing approaches in their teaching procedures. It will also inform researchers to conduct further research for an in-depth understanding of the educational benefits of immersive VR applications in STEM fields.
Nikolaos Pellas; Andreas Dengel; Athanasios Christopoulos. A Scoping Review of Immersive Virtual Reality in STEM Education. IEEE Transactions on Learning Technologies 2020, 13, 748 -761.
AMA StyleNikolaos Pellas, Andreas Dengel, Athanasios Christopoulos. A Scoping Review of Immersive Virtual Reality in STEM Education. IEEE Transactions on Learning Technologies. 2020; 13 (4):748-761.
Chicago/Turabian StyleNikolaos Pellas; Andreas Dengel; Athanasios Christopoulos. 2020. "A Scoping Review of Immersive Virtual Reality in STEM Education." IEEE Transactions on Learning Technologies 13, no. 4: 748-761.
The vast development and expansion of educational technology has led to the deconstruction of various barriers and challenges that the traditional approaches were incapable of overcoming. However, a field that still holds a great deal of interest and needs to be strengthened concerns the practices that surround mathematics education. Digital learning tools can provide a partial solution to this problem. In this study, we introduce a curriculum-driven digital practicing tool which accommodates diverse learning styles and educational needs. The representative sample of the pilot included 135 third-grade primary school students, randomly split in two groups, who participated in the 8-week experiment. The findings suggest that the digital practicing path can facilitate the development of subject mastery and increase the accuracy of arithmetic fact calculations. In addition, the use of learning analytics tools can facilitate the knowledge acquisition process and prevent learners from developing misconceptions toward the learning subject.
Athanasios Christopoulos; Henri Kajasilta; Tapio Salakoski; Mikko-Jussi Laakso. Limits and Virtues of Educational Technology in Elementary School Mathematics. Journal of Educational Technology Systems 2020, 49, 59 -81.
AMA StyleAthanasios Christopoulos, Henri Kajasilta, Tapio Salakoski, Mikko-Jussi Laakso. Limits and Virtues of Educational Technology in Elementary School Mathematics. Journal of Educational Technology Systems. 2020; 49 (1):59-81.
Chicago/Turabian StyleAthanasios Christopoulos; Henri Kajasilta; Tapio Salakoski; Mikko-Jussi Laakso. 2020. "Limits and Virtues of Educational Technology in Elementary School Mathematics." Journal of Educational Technology Systems 49, no. 1: 59-81.
The successful employment of Virtual Reality Environments in distance education contexts led to the development of various frameworks and taxonomies related to the Virtual-Learning approach. However, when it comes to Blended or ‘Hybrid’ Virtual Learning (HVL) scenarios, where the learners are concurrently co-present both in the physical and in the virtual environment, the lines are hard to be drawn as this has been a relatively unexplored area. Considering the aforementioned change in the setup of the educational context, different implications, challenges and outcomes are expected to be observed. Motivated by this shortcoming, we conducted a series of experiments with Computer Science and Technology students and investigated the impact of interactions on learners’ motivation to engage with the 3D virtual world and the educational activities by extension. In this paper, we discuss students’ preconceptions towards the inclusion of 3D Virtual Learning Environments in the context of their studies and further elicit their thoughts related to the impact of the ‘hybrid’ interactions. In addition, we investigate the educational value of different Non-Player Characters (Pedagogical Agents) and their impact on the attractiveness of the virtual world and the educational tasks. The concluding remarks provide guidance to educators and instructional designers who work in such setups or consider to employ Pedagogical Agents. To this end, employing Pedagogical Agents requires careful consideration as they need to be meaningful and fully incorporated in the learner’s task. Another take-away message concerns the elements that foster a situated learning experience as they are associated with immersive experiences.
Athanasios Christopoulos; Marc Conrad; Mitul Shukla. What Does the Pedagogical Agent Say? 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA) 2019, 1 -7.
AMA StyleAthanasios Christopoulos, Marc Conrad, Mitul Shukla. What Does the Pedagogical Agent Say? 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA). 2019; ():1-7.
Chicago/Turabian StyleAthanasios Christopoulos; Marc Conrad; Mitul Shukla. 2019. "What Does the Pedagogical Agent Say?" 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA) , no. : 1-7.
Athanasios Christopoulos; Marc Conrad; Mitul Shukla. Learner Experience in Hybrid Virtual Worlds: Interacting with Pedagogical Agents. Proceedings of the 11th International Conference on Computer Supported Education 2019, 488 -495.
AMA StyleAthanasios Christopoulos, Marc Conrad, Mitul Shukla. Learner Experience in Hybrid Virtual Worlds: Interacting with Pedagogical Agents. Proceedings of the 11th International Conference on Computer Supported Education. 2019; ():488-495.
Chicago/Turabian StyleAthanasios Christopoulos; Marc Conrad; Mitul Shukla. 2019. "Learner Experience in Hybrid Virtual Worlds: Interacting with Pedagogical Agents." Proceedings of the 11th International Conference on Computer Supported Education , no. : 488-495.
This research links learner engagement with interactions when Hybrid Virtual Learning models are used. Various aspects have been considered, such as learners’ prior experiences related to virtual worlds, their preconceptions regarding their use as a learning tool, and the impact that instructional designers’ choices have on enhancing the opportunities for interactions. In this article, the impact that educational and leisure games have on university students’ engagement is examined. The findings suggest that the use of game-like content can contribute positively to students’ engagement, without, however, having a spectacular impact on the learning process.
Athanasios Christopoulos; Marc Conrad; Mitul Shukla. Interaction With Educational Games in Hybrid Virtual Worlds. Journal of Educational Technology Systems 2018, 46, 385 -413.
AMA StyleAthanasios Christopoulos, Marc Conrad, Mitul Shukla. Interaction With Educational Games in Hybrid Virtual Worlds. Journal of Educational Technology Systems. 2018; 46 (4):385-413.
Chicago/Turabian StyleAthanasios Christopoulos; Marc Conrad; Mitul Shukla. 2018. "Interaction With Educational Games in Hybrid Virtual Worlds." Journal of Educational Technology Systems 46, no. 4: 385-413.
Our ongoing research is focusing on identifying and taxonomising the elements and the factors that affect learner engagement with virtual worlds when hybrid virtual learning models are used. Our main hypothesis links learner engagement with interactions, both in the virtual world and in the physical classroom. In order to examine this subject, there is an elaboration on and consideration of aspects such as the learners’ prior experiences in the use of virtual worlds, their preconceptions about using them as a learning tool and the impact that the instructional designers’ choices have on enhancing the opportunities for interactions. In this paper, we examine the impact that the orientation process has on university students who study computer science and have almost no experience in the use of virtual worlds. Our findings suggest that the orientation process contributed positively to students’ smooth induction and that resulted in having meaningful and engaging interactions. Furthermore, students’ simultaneous coexistence in both environments eliminated the drawbacks of each educational approach and broadened the network of interactions.
Athanasios Christopoulos; Marc Conrad; Mitul Shukla. Increasing student engagement through virtual interactions: How? Virtual Reality 2018, 22, 353 -369.
AMA StyleAthanasios Christopoulos, Marc Conrad, Mitul Shukla. Increasing student engagement through virtual interactions: How? Virtual Reality. 2018; 22 (4):353-369.
Chicago/Turabian StyleAthanasios Christopoulos; Marc Conrad; Mitul Shukla. 2018. "Increasing student engagement through virtual interactions: How?" Virtual Reality 22, no. 4: 353-369.
Athanasios Christopoulos; Marc Conrad; Mitul Shukla. Implementing Learning Models in Virtual Worlds - From Theory to (Virtual) Reality. Proceedings of the 10th International Conference on Computer Supported Education 2018, 1 .
AMA StyleAthanasios Christopoulos, Marc Conrad, Mitul Shukla. Implementing Learning Models in Virtual Worlds - From Theory to (Virtual) Reality. Proceedings of the 10th International Conference on Computer Supported Education. 2018; ():1.
Chicago/Turabian StyleAthanasios Christopoulos; Marc Conrad; Mitul Shukla. 2018. "Implementing Learning Models in Virtual Worlds - From Theory to (Virtual) Reality." Proceedings of the 10th International Conference on Computer Supported Education , no. : 1.
This chapter maps the types of interactions that relate to the use of virtual worlds in hybrid virtual learning scenarios. Students were asked to state their opinions regarding their experiences and were also observed along the way. The results highlight that the learning activities and students' attitudes and experiences greatly affect learner engagement. It is vital, though, that instructional designers plan the learning activities thoughtfully and provide learners with enough time and support. Offering content with examples of the expectations of the teaching team can be invaluably helpful. Furthermore, a game-like content can be considered a great source of motivation. Moreover, the vividness of the virtual world makes the learning process more stimulating and less tedious. Additionally, avatars enable users to interact with the content and increase the opportunities for interactions with others. Nevertheless, learners' simultaneous co-presence in the physical classroom is a more immediate and preferred option, since it offers increased opportunities for collaboration.
Athanasios Christopoulos; Marc Conrad; Mitul Shukla. The Added Value of the Hybrid Virtual Learning Approach. Practical Perspectives on Educational Theory and Game Development 2018, 259 -279.
AMA StyleAthanasios Christopoulos, Marc Conrad, Mitul Shukla. The Added Value of the Hybrid Virtual Learning Approach. Practical Perspectives on Educational Theory and Game Development. 2018; ():259-279.
Chicago/Turabian StyleAthanasios Christopoulos; Marc Conrad; Mitul Shukla. 2018. "The Added Value of the Hybrid Virtual Learning Approach." Practical Perspectives on Educational Theory and Game Development , no. : 259-279.
The global aim of this research is to identify, map, and form a taxonomy of the ways, the elements, and the factors that affect learner engagement with virtual worlds when Hybrid Virtual Learning models are used. Thereafter, the more specific objective of the research is to provide clear guidance to educators who are already utilising or are planning to embed this learning model in their educational agenda. For the examination of this topic, a quanti-qualitative research approach is used, as this allows to investigate the subject both from the students’ and the instructional designer’s point of view. The sample of this study consists of both undergraduate and postgraduate university students. Participants are requested to fill in two different questionnaires, one before using the virtual world and one after completing their assignment. That way it is possible not only to fully mirror their thoughts, preconceptions, and opinions towards the use of virtual worlds in Higher Education, but also the impact that the instructional designer’s choices have on enhancing the opportunities for interactions. In addition, a focus group is being observed – both in the physical classroom and in the virtual world – during the course of the assignment. The focus of this experiment was on the impact that the orientation/induction process has on learner engagement. The findings suggest that students’ interactions with the content of the virtual world, and the in-class student-to-student interactions, have stronger impact on student engagement. This is because students’ simultaneous co-existence in both environments eliminated the drawbacks of each educational approach, and broadened the network of interactions.
Athanasios Christopoulos; Marc Conrad; Mitul Shukla. Co-presence in the Real and the Virtual Space: Interactions Through Orientation. Communications in Computer and Information Science 2017, 739, 71 -99.
AMA StyleAthanasios Christopoulos, Marc Conrad, Mitul Shukla. Co-presence in the Real and the Virtual Space: Interactions Through Orientation. Communications in Computer and Information Science. 2017; 739 ():71-99.
Chicago/Turabian StyleAthanasios Christopoulos; Marc Conrad; Mitul Shukla. 2017. "Co-presence in the Real and the Virtual Space: Interactions Through Orientation." Communications in Computer and Information Science 739, no. : 71-99.
Virtual worlds can establish a stimulating environment to support a situated learning approach in which students simulate a task within a safe environment. While in previous years Second Life played a major role in providing such a virtual environment, there are now more and more alternative—often OpenSim-based—solutions deployed within the educational community. By drawing parallels to social networks, we discuss two aspects: how to link individually hosted virtual worlds together in order to implement context for immersion and how to identify and avoid “fake” avatars so people behind these avatars can be held accountable for their actions.
Marc Conrad; Adil Hassan; Lyzgeo Koshy; Aslan Kanamgotov; Athanasios Christopoulos. Strategies and Challenges to Facilitate Situated Learning in Virtual Worlds Post-Second Life. Computers in Entertainment 2017, 15, 1 -9.
AMA StyleMarc Conrad, Adil Hassan, Lyzgeo Koshy, Aslan Kanamgotov, Athanasios Christopoulos. Strategies and Challenges to Facilitate Situated Learning in Virtual Worlds Post-Second Life. Computers in Entertainment. 2017; 15 (1):1-9.
Chicago/Turabian StyleMarc Conrad; Adil Hassan; Lyzgeo Koshy; Aslan Kanamgotov; Athanasios Christopoulos. 2017. "Strategies and Challenges to Facilitate Situated Learning in Virtual Worlds Post-Second Life." Computers in Entertainment 15, no. 1: 1-9.
Athanasios Christopoulos; Marc Conrad; Aslan Kanamgotov. Interaction in Situated Learning Does Not Imply Immersion - Virtual Worlds Help to Engage Learners without Immersing Them. Proceedings of the 9th International Conference on Computer Supported Education 2017, 323 -330.
AMA StyleAthanasios Christopoulos, Marc Conrad, Aslan Kanamgotov. Interaction in Situated Learning Does Not Imply Immersion - Virtual Worlds Help to Engage Learners without Immersing Them. Proceedings of the 9th International Conference on Computer Supported Education. 2017; ():323-330.
Chicago/Turabian StyleAthanasios Christopoulos; Marc Conrad; Aslan Kanamgotov. 2017. "Interaction in Situated Learning Does Not Imply Immersion - Virtual Worlds Help to Engage Learners without Immersing Them." Proceedings of the 9th International Conference on Computer Supported Education , no. : 323-330.
In this paper we aim to explore the potential advantages of interactions on student engagement and provide guidance to educators who seek interactive and immersive learning experiences for their students through the use of hybrid virtual learning approaches. We define as hybrid virtual learning the educational model where students are co-present and interacting simultaneously both within a virtual world and the physical classroom receiving stimuli related to the learning material in the virtual world from both directions. In order to achieve our aim, we categorised interactions in various categories and observed the complex network of interactions which can be developed in a virtual world when groups of people are working together in order to achieve different goals. The findings suggest that students spontaneously tend to use the interaction channels only when it is deemed to be necessary.
Athanasios Christopoulos; Marc Conrad; Mitul Shukla. Between virtual and real: exploring hybrid interaction and communication in virtual worlds. International Journal of Social Media and Interactive Learning Environments 2016, 4, 23 .
AMA StyleAthanasios Christopoulos, Marc Conrad, Mitul Shukla. Between virtual and real: exploring hybrid interaction and communication in virtual worlds. International Journal of Social Media and Interactive Learning Environments. 2016; 4 (1):23.
Chicago/Turabian StyleAthanasios Christopoulos; Marc Conrad; Mitul Shukla. 2016. "Between virtual and real: exploring hybrid interaction and communication in virtual worlds." International Journal of Social Media and Interactive Learning Environments 4, no. 1: 23.