Computers & Education: X Reality最新文献

Analyzing the transformative power of Immersive Web Environments in classroom through the lens of Bloom's taxonomy 通过布鲁姆分类法的视角分析沉浸式网络环境在课堂中的变革力量

Computers & Education: X Reality Pub Date : 2025-10-01 DOI: 10.1016/j.cexr.2025.100118

Ricardo Carvalho, Carlos Santos, Fernando Ramos

{"title":"Analyzing the transformative power of Immersive Web Environments in classroom through the lens of Bloom's taxonomy","authors":"Ricardo Carvalho, Carlos Santos, Fernando Ramos","doi":"10.1016/j.cexr.2025.100118","DOIUrl":"10.1016/j.cexr.2025.100118","url":null,"abstract":"<div><div>This study examines the integration of Immersive Web Environments (IWE) in education, exploring their pedagogical application through Bloom's Taxonomy. Rather than attributing learning improvements to technology itself, this research focuses on how teachers' structure and implement IWE within their instructional strategies. To assess teachers' perceptions and intentions following IWE training sessions, we surveyed two cohorts of educators from diverse subject areas, employing descriptive statistics and the Mann-Whitney <em>U</em> test for analysis. The findings indicate positive teacher perceptions of IWE's potential, with moderate to high intentions to integrate these tools into their teaching. However, the study highlights that successful IWE adoption depends on instructional design, professional development, and institutional support. Beyond evaluating teacher readiness, this research offers insights into effective IWE integration strategies, emphasizing the need for structured training, sustained support, and pedagogical alignment. This study contributes to the growing literature on immersive learning environments, outlining key considerations for long-term adoption and scalability. Future research should explore the sustained impact of IWE on teaching practices and student learning outcomes, as well as strategies for broader implementation across diverse educational settings.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100118"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of school-based immersive virtual reality interventions on learning in the K-6 range: A systematic literature review 基于学校的沉浸式虚拟现实干预对K-6阶段学习的影响：系统的文献综述

Computers & Education: X Reality Pub Date : 2025-09-25 DOI: 10.1016/j.cexr.2025.100117

Josua Dubach , Sofia Anzeneder , Sebastian Tempelmann , Trix Cacchione

{"title":"Effects of school-based immersive virtual reality interventions on learning in the K-6 range: A systematic literature review","authors":"Josua Dubach , Sofia Anzeneder , Sebastian Tempelmann , Trix Cacchione","doi":"10.1016/j.cexr.2025.100117","DOIUrl":"10.1016/j.cexr.2025.100117","url":null,"abstract":"<div><div>Immersive virtual reality (IVR) is a rapidly evolving technology that has the potential to enhance learning. Recent experimental studies report higher learning gains in IVR environments compared to other VR types or analog teaching methods. However, effect sizes vary significantly, suggesting that IVR's effectiveness may be constrained by moderators related to IVR affordances (presence and agency), underlying motivational and cognitive factors, individual characteristics (age, prior knowledge of curriculum content), and IVR instructional setting. To address this issue, we conducted a PRISMA-guided systematic review of randomized controlled and quasi-experimental studies with K–6 learners across four databases (PsycINFO, PubMed, Web of Science, ERIC). Twenty-four studies were included. We analyzed IVR's effects on content-dependent knowledge acquisition and transfer, considering IVR affordances of agency and presence, underlying motivational and cognitive factors, and potential differential effects related to individual characteristics and IVR instructional setting (e.g. scaffolding measures). Results suggest that IVR can effectively enhance knowledge acquisition and transfer for K-6 learners, outperforming both analog teaching methods and non-immersive VR. These gains appear to be partially driven by increased agency and presence, as well as modulations in motivational and cognitive factors. However, contrary to previous evidence, individual characteristics such as age and prior knowledge do not consistently moderate IVR's effects on learning. Preliminary evidence further highlights the importance of instructional settings, particularly the inclusion of reflective activities and scaffolding measures. To maximize the potential of IVR in education, further research should systematically examine the individual and interactive effects of IVR affordances, cognitive and motivational factors, and instructional design.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100117"},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An LLM based learning framework for adaptive feedback mechanisms in gamified XR 基于LLM的游戏化XR自适应反馈机制学习框架

Computers & Education: X Reality Pub Date : 2025-09-15 DOI: 10.1016/j.cexr.2025.100116

Anna Maria Gianni, Nikolaos Nikolakis, Nikolaos Antoniadis

引用次数: 0

Virtual maker spaces: Enhancing student engagement through extended reality in the Co-creation of learning spaces 虚拟创客空间：通过扩展现实在共同创造学习空间中提高学生参与度

Computers & Education: X Reality Pub Date : 2025-09-04 DOI: 10.1016/j.cexr.2025.100115

Jason Zagami

{"title":"Virtual maker spaces: Enhancing student engagement through extended reality in the Co-creation of learning spaces","authors":"Jason Zagami","doi":"10.1016/j.cexr.2025.100115","DOIUrl":"10.1016/j.cexr.2025.100115","url":null,"abstract":"<div><div>This study investigates the integration of virtual reality (VR) platforms, CoSpaces and Minecraft, and artificial intelligence (AI) tools into primary school technology education courses, focusing on their role in virtual maker spaces. With a quasi-experimental design, 140 pre-service teachers engaged in designing and using virtual classroom spaces, alternating between CoSpaces and Minecraft to examine the strengths of each platform. Virtual maker spaces served as collaborative environments where participants explored creative classroom layouts, instructional strategies, and the application of constructivist and situated learning theories. Findings revealed significant improvements in pedagogical confidence and understanding, with Minecraft excelling in fostering creativity and complex designs, while CoSpaces facilitated rapid prototyping and interactivity. High engagement and collaboration scores underscore the value of virtual maker spaces in simulating real-world teaching scenarios. Regression analysis identified self-efficacy as a key predictor of success, and rubric evaluations highlighted the educational relevance and innovation in virtual classroom designs. This research contributes to the growing discourse on immersive technologies in teacher education, providing actionable insights into the use of virtual maker spaces to prepare future educators for technology-rich classrooms.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100115"},"PeriodicalIF":0.0,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144987843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

REACH: Extending reality for distributed collaborative making REACH：为分布式协同制作扩展现实

Computers & Education: X Reality Pub Date : 2025-07-31 DOI: 10.1016/j.cexr.2025.100111

Casey Smith, Mike Tissenbaum

{"title":"REACH: Extending reality for distributed collaborative making","authors":"Casey Smith, Mike Tissenbaum","doi":"10.1016/j.cexr.2025.100111","DOIUrl":"10.1016/j.cexr.2025.100111","url":null,"abstract":"<div><div>Makerspaces allow students to engage in 21st-century skills such as critical thinking, collaboration, and problem-solving through construction and sharing of projects that are personally meaningful. Based in constructivist and socio-cultural learning theories, these student-centered spaces support learners in a community of practice as they construct knowledge through shared work with peers. However, uneven access to local expertise and peer support can make equitable participation in maker activities challenging. In an effort to expand the benefits of co-located making to interactions at a distance, this study investigates the collaborative affordances of a camera-projector device, REACH (Remote Embodiment for Augmented Collaborative Help) that augments user's workspaces through projection of artifacts for shared viewing and gesturing. This technology enhances the physicality of learning across distances, allowing students to discuss, adjust, and explore artifacts together without a common physical space. REACH's innovative approach to gesture-driven collaboration supports cognitive and communication processes, allowing students to deepen their understanding through remote yet tangible interaction. This aligns with ongoing educational reform efforts to adapt teaching practices and tools to address the complexities of remote and digital learning, ultimately enhancing access to the benefits of making.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100111"},"PeriodicalIF":0.0,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Past lives, present learners: Future directions for history education in virtual reality 前世今生：虚拟现实历史教育的未来方向

Computers & Education: X Reality Pub Date : 2025-07-19 DOI: 10.1016/j.cexr.2025.100114

Miriam Mulders, Kristian H. Träg, Lilly Kaninski, Lara Rahner

引用次数: 0

Teachers’ experience and situation awareness of airborne disease transmission through immersive augmented reality 基于沉浸式增强现实的教师对空气传播疾病的体验与态势感知

Computers & Education: X Reality Pub Date : 2025-07-18 DOI: 10.1016/j.cexr.2025.100113

Ioannis Vrellis , Tassos Anastasios Mikropoulos , George Koutromanos

{"title":"Teachers’ experience and situation awareness of airborne disease transmission through immersive augmented reality","authors":"Ioannis Vrellis , Tassos Anastasios Mikropoulos , George Koutromanos","doi":"10.1016/j.cexr.2025.100113","DOIUrl":"10.1016/j.cexr.2025.100113","url":null,"abstract":"<div><div>The COVID-19 pandemic created the need to raise awareness about airborne disease transmission via respiratory particles. Immersive Augmented Reality (AR) could increase Situation Awareness (SA) about this invisible phenomenon. Teachers play an important role in handling health emergencies by providing health literacy and promoting protective behaviors and thus could benefit from this technology. The aim of this study was threefold: (a) to develop an immersive educational AR application that creates awareness about airborne disease transmission, (b) to empirically evaluate its effectiveness in terms of SA and user experience among teachers and (c) to investigate design issues and more specifically the role of color of the visualized respiratory particles. Two versions of the application were created for Magic Leap 1 AR glasses representing respiratory particles as red or blue spherical shapes. An empirical study with forty-eight educators was carried out to measure SA and user experience in terms of presence, simulator sickness, workload, and satisfaction. The results showed that the application created high levels of overall SA for both colors. Presence and satisfaction were very high regardless of color and positively correlated. Simulator sickness and workload were low regardless of color and were not correlated with SA or presence. Participants’ comments confirmed their high levels of presence, SA and satisfaction. In terms of gender differences, women scored slightly higher in SA but were more vulnerable to simulator sickness. Overall, results imply that immersive AR can create high SA about airborne disease transmission while providing a positive experience.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100113"},"PeriodicalIF":0.0,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144661985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing textile heritage engagement through generative AI-based virtual assistants in virtual reality museums 通过虚拟现实博物馆中基于生成人工智能的虚拟助手增强纺织品遗产参与

Computers & Education: X Reality Pub Date : 2025-07-13 DOI: 10.1016/j.cexr.2025.100112

Pakinee Ariya , Songpon Khanchai , Kannikar Intawong , Kitti Puritat

{"title":"Enhancing textile heritage engagement through generative AI-based virtual assistants in virtual reality museums","authors":"Pakinee Ariya , Songpon Khanchai , Kannikar Intawong , Kitti Puritat","doi":"10.1016/j.cexr.2025.100112","DOIUrl":"10.1016/j.cexr.2025.100112","url":null,"abstract":"<div><div>This study investigates how generative AI-based virtual assistants embedded within immersive virtual reality (VR) environments can enhance user engagement and cultural learning in virtual museums. Situated at the Wieng Yong House Museum in Thailand, the research addresses the challenge of preserving and promoting textile heritage in the digital age. The study aims to design, implement, and evaluate an AI-driven virtual docent capable of delivering personalized, multilingual, and real-time cultural information through interactive voice-based engagement. Using a purposive sampling technique, 25 university students participated in a convergent parallel mixed-methods study combining structured questionnaires and open-ended feedback. Quantitative findings from structured questionnaires revealed high user satisfaction, with mean scores of 4.40 for visual quality and 4.20 for ease of interaction, while response latency and voice clarity received lower ratings of 3.36 and 3.62 respectively, indicating areas for improvement. Qualitative analysis revealed four key themes: user experience with the system, communication quality, response effectiveness, and suggestions for improvement. The results demonstrate both the transformative potential and current limitations of generative AI in digital heritage settings. This study contributes to the development of more inclusive and engaging virtual museum experiences for the teaching and learning of cultural heritage, offering practical design insights for educators, curators, and developers.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100112"},"PeriodicalIF":0.0,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting learning in synchronous collaborative game design in virtual worlds: A synergy between technological and pedagogical considerations 在虚拟世界的同步协作游戏设计中支持学习：技术和教学考虑之间的协同作用

Computers & Education: X Reality Pub Date : 2025-07-05 DOI: 10.1016/j.cexr.2025.100110

Yu Xia , Shulong Yan , Mengying Jiang , Zipporah Brown

引用次数: 0

AromaCanvas: A wearable olfactory display for Chinese painting appreciation and learning in virtual reality 芳香画布：一种在虚拟现实中用于中国画欣赏和学习的可穿戴嗅觉展示

Computers & Education: X Reality Pub Date : 2025-07-03 DOI: 10.1016/j.cexr.2025.100109

Tao Lin , Quanhao Gan , Fuxi Ouyang , Yiming Luo , Yushan Pan , Yushi Li , Shaoyu Cai

{"title":"AromaCanvas: A wearable olfactory display for Chinese painting appreciation and learning in virtual reality","authors":"Tao Lin , Quanhao Gan , Fuxi Ouyang , Yiming Luo , Yushan Pan , Yushi Li , Shaoyu Cai","doi":"10.1016/j.cexr.2025.100109","DOIUrl":"10.1016/j.cexr.2025.100109","url":null,"abstract":"<div><div>In this paper, we present AromaCanvas, a wearable olfactory display designed to enhance immersive appreciation and exploration of Chinese paintings in virtual reality (VR). AromaCanvas integrates two piezoelectric-based transducers into a vest, enabling scent delivery around the user's shoulders with controllable intensities activated through finger gesture interactions. Users can engage with Chinese paintings by pointing at different elements, such as woods or flowers, to trigger corresponding scents at varying intensities, creating a highly immersive and engaging VR art experience. We conducted two user-perception experiments to investigate how users perceive scents in virtual environments using our olfactory system. The first experiment explored human perception under different actuation factors, including the actuator distances, actuated intensities, and scent types, using piezoelectric-based transducers. Results revealed that perceived scent intensity varied across these factors, allowing us to optimize AromaCanvas for the most energy-efficient design. The second experiment evaluated the VR experience and demonstrated that AromaCanvas significantly enhanced users' sense of presence, usability, and overall experience of appreciating and learning about Chinese paintings in VR, outperforming the conventional VR system.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100109"},"PeriodicalIF":0.0,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144536178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0