Computers & Education: X Reality最新文献

{"title":"Examining the mediating role of learning presence in the predictive relationships between social and teaching presences and cognitive presence in collaborative virtual reality learning environments","authors":"Isaac D. Dunmoye ,&nbsp;Julie P. Martin ,&nbsp;Jennifer S. Brown ,&nbsp;Laura Z. Lu ,&nbsp;Nathaniel Hunsu ,&nbsp;Dominik May","doi":"10.1016/j.cexr.2025.100101","DOIUrl":"10.1016/j.cexr.2025.100101","url":null,"abstract":"<div><div>As virtual reality (VR) environments become increasingly prominent in education, understanding the mechanisms that support sustained cognitive engagement is critical. This study examines how social presence and teaching presence predict cognitive presence in collaborative VR settings, with a specific focus on the mediating role of learning presence, as proposed by the modified Community of Inquiry (MCoI) framework. Ninety second-year engineering students participated in VR-based land-surveying tasks using a collaborative simulation platform, followed by a self-report MCoI questionnaire. Confirmatory factor analysis verified the measurement model's reliability and fit, and path analysis was used to test hypothesized relationships. The results revealed that social presence significantly predicted cognitive presence directly, but learning presence did not mediate this relationship. Conversely, teaching presence predicted cognitive presence both directly and indirectly through learning presence, supporting a partial mediation model. These findings suggest that while social connectedness independently fosters cognitive engagement in immersive settings, instructional guidance enhances this effect through the promotion of self-regulated learning. This research extends the theoretical scope of the MCoI model in VR contexts by identifying learning presence as a conditional mediator, influenced more strongly by instructional design than by peer interaction. Practical implications are offered for educators and VR designers aiming to cultivate cognitively engaging and pedagogically responsive VR learning environments.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100101"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144189425","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}

{"title":"Beyond realism: Rethinking VR design for optimal learning in technical and vocational secondary education","authors":"Charlotte Larmuseau ,&nbsp;Laetitia De Leersnijder ,&nbsp;Tijs Rotsaert ,&nbsp;Carl Boel ,&nbsp;Jelle Demanet ,&nbsp;Tammy Schellens","doi":"10.1016/j.cexr.2025.100098","DOIUrl":"10.1016/j.cexr.2025.100098","url":null,"abstract":"<div><div>This study investigates the impact of virtual reality (VR) environments on student motivation, cognitive load, and learning performance in secondary education. A randomized controlled trial with 91 students compared two VR conditions: a minimalistic environment and an authentic, highly realistic environment. Contrary to expectations, the results showed no significant differences in cognitive load between conditions, challenging the assumptions of Cognitive Load Theory (CLT). In addition, students in the minimalistic environment reported higher motivation, suggesting that simpler designs may reduce distractions and enhance focus. Structural Equation Modeling (SEM) analysis revealed significant relationships between perceived presence, realism, and motivation, supporting the Cognitive Affective Model of Immersive Learning (CAMIL). Furthermore, higher levels of presence and realism were associated with lower extraneous cognitive load, which resulted in reduced aid usage and time spent in the VR training. However, contrary to the expectations of CAMIL, perceived motivation did not show direct effects on learning outcomes.</div><div>These findings highlight the importance of simplified VR designs to managing cognitive load. While perceived realism and presence contribute to perceived motivation, they do not necessarily improve learning performance. The study underscores the need for VR environments that balance immersive features with cognitive efficiency to optimize learning. Future research should focus on dynamic interactions and task complexity to further investigate these mechanisms.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100098"},"PeriodicalIF":0.0,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144170340","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}

{"title":"How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experience","authors":"Tugce Aldemir ,&nbsp;Jewoong Moon ,&nbsp;Ali Bicer ,&nbsp;Gyuri Byun ,&nbsp;Carlos Manrique Perez ,&nbsp;Vivek Sabanwar","doi":"10.1016/j.cexr.2025.100099","DOIUrl":"10.1016/j.cexr.2025.100099","url":null,"abstract":"<div><div>This study explored how low-threshold, XR-enhanced maker environments can support preservice teachers’ (PSTs) engagement with computational thinking (CT) practices and perceptions. Using a scaffolded, three-week module built around Roblox Studio, non–computer science PSTs engaged in iterative game design activities progressing from paper prototypes to storyboard rule maps and interactive 3D builds. Findings suggest that design tasks encouraged shifts from surface-level CT definitions to more applied reasoning, particularly in decomposition and algorithmic thinking during storyboard development. However, participants encountered new challenges during 3D implementation, including spatial logic demands and limited debugging fluency. Reflections highlighted frequent micro-debug cycles and collaboration as key supports, even when such processes were not fully visible in final artifacts. While many PSTs remained hesitant about coding, most recognized transferable skills—such as perseverance, creativity, and empathy—as relevant to their future teaching. These results highlight the promise and complexity of XR maker spaces as a bridge between conceptual CT understanding and authentic classroom application. Implications include the need for scaffolded supports targeting spatial reasoning, rule-system translation, and reflective design dispositions in CT-focused teacher education.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100099"},"PeriodicalIF":0.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144146716","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}

{"title":"Immersive technologies in Education: Exploring user experience and engagement in building energy simulations through AR and VR","authors":"Kifah Alhazzaa ,&nbsp;Wei Yan","doi":"10.1016/j.cexr.2025.100097","DOIUrl":"10.1016/j.cexr.2025.100097","url":null,"abstract":"<div><div>This study examines the unique user experiences created by Virtual Reality (VR) and Augmented Reality (AR) technologies within the realm of building energy simulations. By developing two distinct prototypes, BIMThermoVR and BIMThermoAR, this research investigates the cognitive demands and educational benefits of immersive visualization tools. The research investigates how these immersive tools affect student engagement, perception, and learning outcomes. A user study was conducted with first- and second-year Architecture, Engineering, and Construction (AEC) students, as well as undergraduate students from non-AEC disciplines at Texas A&amp;M University. Participants were divided into VR and AR groups to compare the effectiveness of each platform. To evaluate learning perception and motivation, the study employed the Perception Questionnaire (PQ) and the Reduced Instructional Materials Motivation Survey (RIMMS). Statistical analyses, including independent samples t-tests and Mann-Whitney U tests, revealed significant differences between AR and VR in environmental perception and cognitive load (p &lt; 0.05). The prototypes allowed students to visualize building energy simulations and behaviors, with their experiences evaluated using the PQ and tRIMMS. Statistical tests, including independent samples t-tests and Mann-Whitney U tests, identified significant differences in environmental perceptions, with AR being favored for its contextual relevance and reduced cognitive load. Effect sizes (Cohen's d) further demonstrated that AR provided a more intuitive and contextually relevant learning experience, reducing cognitive strain compared to VR. The results highlight that while both AR and VR enhance educational engagement, AR's seamless integration of digital content with the real-world environment makes it more effective for instructional communication and visualization. This research contributes to the expanding field of educational technology by emphasizing the importance of customized AR and VR solutions to optimize learning outcomes across varied educational settings.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100097"},"PeriodicalIF":0.0,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928333","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}

{"title":"Faculty learning community (FLC) as a structured intervention to prepare higher education STEM faculty for classroom integration of extended reality (XR)","authors":"Wei Wu ,&nbsp;Fadi Castronovo ,&nbsp;Yupeng Luo ,&nbsp;Arlo Liang ,&nbsp;Frank Gomez ,&nbsp;Sara Kassis ,&nbsp;Abraham Wolcott","doi":"10.1016/j.cexr.2025.100096","DOIUrl":"10.1016/j.cexr.2025.100096","url":null,"abstract":"<div><div>Numerous factors may have contributed to the slow diffusion of XR in higher education STEM classrooms. This research underscores the role of faculty as change agents for innovation and a key success factor for effective XR integration in STEM education. Focusing on faculty professional development, this research study aims to examine peer-led academic communities of practice known as Faculty Learning Community (FLC) as a structured intervention to foster faculty's acceptance, exploration, and hands-on experiment with teaching with XR across STEM disciplines. By evaluating the impacts of participating in a National Science Foundation (NSF)-funded XR Faculty Learning Community (XR-FLC), this research studied two cohorts of twenty STEM faculty and their lived experience in the XR-FLC to understand their developed aptitude and perspectives toward meaningful and intentional classroom integration of XR through guided course redesign and tryouts. Multiple streams of quantitative and qualitative evaluation data were collected via formative and summative surveys and semi-structured interviews in focus groups. Thematic analyses were conducted to gain insights into how and to what extent the XR-FLC achieved its intended objectives. The research results revealed multifaceted barriers faculty typically encountered when integrating XR and suggested potential pathways to navigate them. Overall, the XR-FLC experience fostered faculty's growth in technological, content, and pedagogical knowledge, while enhancing their proficiency and confidence in the intentional use of XR in STEM classrooms.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100096"},"PeriodicalIF":0.0,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851974","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}

{"title":"Immersive VR exploration of human cells: Experiences of second-year Bachelor of Health Sciences students using 360-degree video in PBL","authors":"N. de Jong ,&nbsp;H.E. Popeijus ,&nbsp;T.C. Adam ,&nbsp;T. van den Beucken ,&nbsp;S. Jongen","doi":"10.1016/j.cexr.2025.100095","DOIUrl":"10.1016/j.cexr.2025.100095","url":null,"abstract":"","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100095"},"PeriodicalIF":0.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143684747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhanced education on geology by 3D interactive virtual geological scenes","authors":"Yuan Fang ,&nbsp;Yuxin Li ,&nbsp;Lei Fan","doi":"10.1016/j.cexr.2025.100094","DOIUrl":"10.1016/j.cexr.2025.100094","url":null,"abstract":"<div><div>Virtual Reality (VR) technology is a computer simulation system that leverages real-life data to create and immerse users in virtual worlds. Widely utilized across various industries, VR technology plays a crucial role in interactive training and education on construction-related subjects such as site visualization, construction processes, and health and safety. It also serves as a beneficial supplementary tool for conducting field trips, an essential component of civil engineering courses. This study showcases our development and implementation of a virtual geology site for geology education utilizing dense point cloud data captured at an actual geology site and a web-based VR tool. We utilized Potree, a free open-source web-graphics-library-based point cloud renderer designed for large point clouds, to create our virtual environment. Geological features, measurements, annotations and quizzes were incorporated to enhance student engagement and teaching effectiveness. To evaluate the impact of the developed virtual geology site, we conducted an anonymous questionnaire survey among students who had participated in field trips and experienced the virtual environment. Their feedback served to validate the effectiveness of the virtual geology site in providing an interactive and enhanced learning experience. Additionally, the study explores the potential for VR to overcome practical challenges associated with traditional field trips, such as accessibility and safety concerns, making it a versatile tool for ongoing and future educational applications in geology and beyond.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100094"},"PeriodicalIF":0.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143274734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using virtual reality mediation in a workplace setting for employees with disabilities: A pilot study","authors":"Hung Jen Kuo ,&nbsp;Nigel Newbutt ,&nbsp;Sarah George ,&nbsp;Michael Laird","doi":"10.1016/j.cexr.2025.100093","DOIUrl":"10.1016/j.cexr.2025.100093","url":null,"abstract":"<div><div>Virtual Reality (VR) evolves rapidly as a pervasive media and many have started to explore how VR can be used to support a wide range of people. VR technology is also being increasingly integrated into both business and educational settings, offering immersive experiences that enhance learning, training, collaboration, and customer engagement. More recently, the use of VR to aid employment for individuals with disabilities has become a topic of interest. One such innovation use case is the integration of VR meditation practices. VR meditation offers a promising avenue to enhance the well-being of individuals with disabilities in the workplace by providing an immersive method to manage stress, enhance focus, and foster relaxation. This pilot study included 23 participants with disabilities who engaged in daily 5-min VR meditation sessions for three days. Results demonstrated the feasibility and preliminary efficacy of the intervention. Participants reported positive experiences, including increased job satisfaction, work engagement, quality of life, and mindfulness. Statistically significant improvements were observed in participants’ work engagement. Participants also provide suggestions for employers looking to adopt a similar approach.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100093"},"PeriodicalIF":0.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143156473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building ethical virtual classrooms: Confucian perspectives on avatars and VR","authors":"Chi-Ming Lam","doi":"10.1016/j.cexr.2024.100092","DOIUrl":"10.1016/j.cexr.2024.100092","url":null,"abstract":"<div><div>This paper examines the ethical implications of using avatars and virtual reality (VR) in education, focusing on issues such as privacy, identity representation, psychological impact, equity in access, and virtual bullying. Confucian ethics, emphasizing virtues like benevolence (<em>ren</em>), righteousness (<em>yi</em>), ritual propriety (<em>li</em>), wisdom (<em>zhi</em>), trustworthiness (<em>xin</em>), and loyalty (<em>zhong</em>), offers a valuable framework for addressing these challenges. Applying these principles, educators and policymakers can create environments that prioritize student well-being and moral development. By integrating Confucian ethics with contemporary ethical frameworks, including deontology, utilitarianism, and virtue ethics, this paper argues for more robust and comprehensive ethical guidelines. The holistic approach of Confucian ethics ensures respect for students’ identities, mental well-being, and equitable learning opportunities. Ultimately, fostering a culture of virtue, respect, and inclusivity can lead to a more ethical and harmonious educational landscape with the responsible use of educational technology.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100092"},"PeriodicalIF":0.0,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143156474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception of head shape, texture fidelity and head orientation of the instructor’s look-alike avatar","authors":"Oyewole Oyekoya ,&nbsp;Kwame Agyemang Baffour","doi":"10.1016/j.cexr.2024.100091","DOIUrl":"10.1016/j.cexr.2024.100091","url":null,"abstract":"<div><div>Using look-alike avatars may enhance the likeability and realism of avatars in 3D virtual learning environments. This paper explores perception of the features of the look-alike avatar representations of an instructor in virtual environments in two studies. In a pilot study, an instructor was represented as a look-alike, stick, and video avatar, allowing us to investigate students’ perceptions of teaching effectiveness in virtual and augmented reality environments. The main study seeks to determine the influence of three specific features of a look-alike avatar (head shape, texture fidelity and head orientation) on perception of likeability and visual realism, especially when judged by other people. Two textured look-alike avatars were generated using: (i) three-dimensional (3D) stereophotogrammetry; and (ii) 3D face reconstruction from a single full-face image. Participants compared three different head orientations (0°, 45°, 90°) of the look-alike avatars’ textured heads to their corresponding head silhouettes, to emphasize the differences in head shapes. Results suggest that participants prefer geometrically-accurate photorealistic avatars of the instructor due to the accuracy of the head shape and texture fidelity. In line with studies on face recognition, participants ranked the likeability and realism of the look-alike avatars similarly regardless of the head orientation. We discuss the implications of these findings for 3D virtual learning environments.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100091"},"PeriodicalIF":0.0,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143156475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}