Table Of ContentNew Perspectives on Virtual and
Augmented Reality
New Perspectives on Virtual and Augmented Reality discusses the possibilities of
using virtual and augmented reality in the role of innovative pedagogy, where
there is an urgent need to find ways to teach and support learning in
a transformed learning environment. Technology creates opportunities to
learn differently and presents challenges for education. Virtual reality solutions
can be exciting, create interest in learning, make learning more accessible and
make learning faster.
This book analyses the capabilities of virtual, augmented and mixed reality
by providing ideas on how to make learning more effective, how existing
VR/AR solutions can be used as learning tools and how a learning process
can be structured. The virtual reality (VR) solutions can be used successfully
for educational purposes as their use can contribute to the construction of
knowledge and the development of metacognitive processes. They also con-
tribute to inclusive education by providing access to knowledge that would
not otherwise be available.
This book will be of great interest to academics, researchers and post-
graduate students in the field of educational technology.
Linda Daniela is Professor, Chair of the Council for PhD Defense in
Education, Dean of the Faculty of Education, Psychology and Art at the
University of Latvia in Riga, Latvia.
Perspectives on Education in the Digital Age
Series Editors: David Kergel and Birte Heidkamp
Theprocessofdigitalizationisleadingtoafundamentalsocialchangeaffectingall
spheres of social life. In the pedagogical field, there is a need for re-structuring
key concepts such as learning, teaching and education that consider socio-
economicandculturalchanges.
Perspectives on Education in the Digital Age explores the process of coming to
terms with socio-economic and socio-cultural shifts arising from digitalization
and discusses this process with reference to its effects on education. The series
provides a forum for discussion of critical, integrative analyses of social trans-
formationsinthedigitalage,drawnfromdifferentfieldssuchasthehumanities,
social sciences and economics. The aim of the series is to analyse the implica-
tions of cultural change on education in the digital age by bringing together
interdisciplinarydialogueanddifferenttheoreticalapproaches.
The Hidden Curriculum of Online Learning
Understanding Social Justice through Critical Pedagogy
Murat Oztok
Communication and Learning in an Age of Digital
Transformation
Edited by David Kergel, Birte Heidkamp, Ronald Arnett and Susan Mancino
Pedagogies of Digital Learning in Higher Education
Edited by Linda Daniela
Epistemological Approaches to Digital Learning in Educational
Contexts
Edited by Linda Daniela
New Perspectives on Virtual and Augmented Reality
Finding New Ways to Teach in a Transformed Learning Environment
Edited by Linda Daniela
New Perspectives on Virtual
and Augmented Reality
Finding New Ways to Teach in a
Transformed Learning Environment
Edited by Linda Daniela
First published 2020
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Contents
Listoffigures viii
Listoftables xi
Preface:Whydoweneednewwaystoteach?Virtualrealityperspective xiii
LINDADANIELA
Listofcontributors xvii
PARTI
Virtual reality in humanities and social sciences 1
1 Virtualrealitylearningexperienceevaluationtoolfor
instructionaldesignersandeducators 3
LANAFRANČESKADREIMANE
2 Theeducationalperspectiveonvirtualrealityexperiencesof
culturalheritage 22
LINDADANIELAANDYIPAERAIERKEN
3 Thepotentialsofvirtualrealityinentrepreneurshipeducation 38
MARKOOREL
4 MixedRealityappliedtheatreatuniversities 49
JOSHUAA.FISHER
5 Developmentofprofessionalskillsinhighereducation:
Problem-basedlearningsupportedbyimmersiveworlds 64
E.FERNÁNDEZ-AHUMADA,J.MONTEJO-GÁMEZ,
P.SÁNCHEZ-ZAMORA,M.BENLLOCH-GONZÁLEZ,
L.ORTIZ-MEDINA,M.C.BEATOANDE.V.TAGUAS
vi Contents
6 Virtualrealityandaugmentedrealityineducationalprograms 82
TOMASBLAZAUSKASANDDAINAGUDONIENE
7 AnexplorationoftheimpactofaugmentedandVirtual
Realitywithincompulsoryeducation 95
OLIHOWSON
PARTII
Concepts of virtual reality 111
8 Transcendentlearningspaces 113
NEUSLORENZOGALÉSANDRAYGALLON
9 Enhancingtrustinvirtualrealitysystems 132
DAVIDESALANITRI,GLYNLAWSONANDBRIANWATERFIELD
10 Simulationdatavisualizationusingmixedrealitywith
MicrosoftHoloLensTM 147
MICHAELSPITZER,MANFREDROSENBERGERANDMARTINEBNER
11 A+Ha!:Combiningtactileinteractionwithaugmentedreality
totransformsecondaryandtertiarySTEMeducation 163
GREGORYQUINNANDFABIANSCHNEIDER
12 Theuseoffuzzyangularmodelsand3Dmodelsona
constructionmethodassessmentonTheGreatWallofChina
inJinshanlingasacasestudyofthehistoryandheritageofcivil
engineeringineducation 182
JINRONGYANG,FABIANHADIPRIONOTANANDADRIANHADIPRIONOTAN
PARTIII
Virtual reality in sciences and medical education 201
13 VirtualRealityforteachingclinicalskillsinmedicaleducation 203
CHARLESHAND,RAPHAELOLAIYAANDMOHAMEDELMASRY
14 Virtualphotorealityforsafetyeducation 211
HAICHIENPHAM,ANH-TUANPHAM-HANGANDTHI-THANH-MAIPHAM
Contents vii
15 EncouragingimmersionintheSoilSciencesthroughvirtual
conferenceswhereideasaresharedamongavatarstoimprove
theeducationalbackgroundofyoungscientists 224
E.V.TAGUAS,E.FERNÁNDEZ-AHUMADA,L.ORTIZ-MEDINA,S.CASTILLO-CARRIÓN,
M.C.BEATO,P.ALARCÓNRAMÍREZ,J.J.MARTÍNEZMOLINA,
C.PÉREZMARTÍNEZ,M.C.DELCAMPILLO,A.M.TARQUIS,J.MONTEJO-GÁMEZ
ANDJ.E.GUERRERO-GINEL
16 Educationaltechnologiesintheareaofubiquitoushistorical
computinginvirtualreality 240
GIUSEPPEABRAMI,ALEXANDERMEHLER,CHRISTIANSPIEKERMANN,ATTILA
KETT,SIMONLÖÖCKANDLUKASSCHWARZ
17 Virtualandaugmentedrealityapplicationsforenvironmental
scienceeducationandtraining 261
YUSUFSERMETANDIBRAHIMDEMIR
18 ViMeLa:Aninteractiveeducationalenvironmentforthe
mechatronicslabinvirtualreality 276
TOOMASTIKK,RAINERICHAAMER,DOROTAKAMIŃSKA,ANNA
FIRYCH-NOWACKA,SLAWOMIRWIAK,NAJMEHREZAEI,MARCINLEFIK,
GRZEGORZZWOLIŃSKI,TOMASZSAPIŃSKI,GOGACVETKOVSKI,LIDIJA
PETKOVSKA,PAOLODIBARBA,MARIAEVELINAMOGNASCHI,MIHAIL
DIGALOVSKI,MAJACELESKAANDGHOLAMREZAANBARJAFARI
Lessonslearntfromvirtualrealityineducation 287
LINDADANIELA
Index 293
Figures
1.1 InstructionalstrategiesforVRadoptedfromKappand
O’Driscoll(2010). 6
1.2 Frameworkoftheevaluationtool. 11
2.1 Resultsoftheevaluation. 27
5.1 Samplesofthematerialusedandtheresultworkofthe
students:layout,measurementsandworkunitsoftheproject
ofreplacementofthepipelineandrepresentationin
thevirtualworldandworksoftechniciansandcompanies
availableintheMoodleplatform. 73
6.1 MethodsforusingVRandARineducation. 85
6.2 AnexampleoftheeducationalgamebasedonVR. 88
6.3 MentalmethodoflearninghistorybasedonAR. 89
6.4 Awreckageoftheplanedepictedinagame. 90
6.5 Realhistoricalobjectstodraganddropinagame. 91
8.1 HybridinteractionsinVRandARinvolvehigher-level
regionsofthesocio-cognitivelearningspace. 117
9.1 ExampleofacarmodeldisplayedintheJLRCAVE. 136
9.2 Scatter-dotplotoftheinteractionbetweenSUSandtrust. 139
9.3 Scatter-dotplotoftheinteractionbetweentechnology
acceptanceandtrust. 140
9.4 Scatter-dotplotoftherelationshipbetweenITC-SOPIand
trust. 141
10.1 Pinnedbrowserwindowabovethetestbed. 148
10.2 Learningapproaches. 150
10.3 TestbedCAD. 153
10.4 VRmodeofthetestbed. 154
10.5 VRmodeplacedabovethereal-worldtestbed. 155
10.6 ARmode. 156
10.7 Informationvisualizationwithmixedreality. 156
11.1 State-of-the-artreviewofteachingaidsforstructuralmechanics. 165
11.2 ‘Over-engineered’andpre-setkitsforindividuallearning
objectives. 171
Figures ix
11.3 Thephysicalcomponentsofthesystemareassembledto
represent(e.g.structural)systemsthatareremovablydocked
intoabackpanel-cum-projectionsurface.Heretheuseris
iterativelyexploringvariouswaystostabiliseaframe. 174
11.4 Aplethoraofcustomassembliescanbecreatedbytheuser
facilitatingexplorativedesignandproblemsolving. 175
11.5 Akeyinnovationisthatthephysicalcomponentsclosely
resembletheirschematicsymbolsusedinpedagogy. 175
11.6 Fourdifferentassembliesdisplayingfourdifferentlayersof
augmentation. 176
11.7 Left:Theobjectbodiesasdefinedbythedigitaltwincorrelate
withthephysicalcomponents.Right:thefiniteelement
discretisationofthedigitaltwinisalsoreplicatedinthephysical
components. 177
11.8 Thesystemfacilitatespedagogicallyscriptedlearningobjectives. 178
11.9 Thehand-heldwandensuressimpleanddeliberateinteraction
withthephysicalcomponents;thisisaccuratelyreplicableinthe
simulation.ThewandistrackedviaIRLED. 179
12.1 On-sitephotosoftheGreatWallinJinshanling. 186
12.2 Constructionsequenceofthetowers. 188
12.3 Fuzzyangularmodel. 191
12.4 VRwalkthroughofthetowersinUnity. 196
13.1 PRISMAflowdiagramshowingnumberofrecordsidentified,
screenedanddeemedeligibleandthefinalnumberofpapers
includedintheanalysis. 206
14.1 Researchmethodology. 213
14.2 VP-basedlearningframework. 214
14.3 Photorealityprototypeapplication. 214
14.4 ConstructionHazardInvestigation(CHI)andConstruction
SafetyPerformance(CSP)modules. 215
14.5 VPprototypedevelopment. 216
14.6 Evaluationscheme. 218
14.7 Systemevaluation. 219
14.8 Learningmethodevaluation. 220
15.1 Stepstoprepareandinterpretimpactmeasurements(left)and
questionsincludedinBlockB(right). 229
16.1 VAnnotatoR:Multimodalobjectscanbevisualized,positioned
andlinkedwitheachotherinthevirtualenvironment. 246
16.2 VAnnotatoRusesadatabaseforrepresentingandmanaging
multimodalinformationunits.Itcanuseexternaltoolsto
extenditsfunctionality. 247
16.3 Processingofanexternalresource(URL)withinavirtual
browser. 251
