Computers & Education: X Reality最新文献_第3页

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 : 2025-12-01 Epub Date: 2025-09-15 DOI: 10.1016/j.cexr.2025.100116

Anna Maria Gianni, Nikolaos Nikolakis, Nikolaos Antoniadis

引用次数: 0

Exploring virtual encounters in early childhood education: Results of a pilot study 探索儿童早期教育中的虚拟相遇：一项试点研究的结果

Computers & Education: X Reality Pub Date : 2025-12-01 Epub Date: 2025-06-26 DOI: 10.1016/j.cexr.2025.100104

Heide K. Lukosch , Cara Swit , Rene Novak , E. Jayne White

{"title":"Exploring virtual encounters in early childhood education: Results of a pilot study","authors":"Heide K. Lukosch , Cara Swit , Rene Novak , E. Jayne White","doi":"10.1016/j.cexr.2025.100104","DOIUrl":"10.1016/j.cexr.2025.100104","url":null,"abstract":"<div><div>Interpersonal skills such as empathy, intuition and sensing, emotional intelligence, and effective communication, are crucial for teachers working with infants (aged birth to 2 year) in Early Childhood Education and Care (ECEC). However, due to the intimate and vulnerable nature of this relationship for infants, opportunities for students to rehearse these skills in real life ECE contexts are limited. We co-designed an immersive virtual reality (VR) environment to simulate an ECEC context, with a virtual baby prototype, furniture such as a changing table and a cot, and toys a user could interact with. A pilot user study tested its efficacy with 17 participants made up of 12 students of a tertiary ECE program and 5 qualified ECE teachers. A questionnaire was used to collect data on usability, experience, and overall feedback on the VR baby experience. Results show that - while the majority of the participants appraised the audio-visual component of the VR environment, the limited haptic feedback and interaction options were a source of fear and discomfort. Participants reported to being immersed in the learning environment, but would appreciate more realistic feedback mechanisms like touch and breath. We suggest that further research looks into the effect of advanced haptic feedback in VR when used for learning in ECE.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100104"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144481464","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

Implementation fidelity of an evidence-centered maker education intervention in a virtual world for neurodiverse adolescents 虚拟世界中神经多样性青少年循证创客教育干预的实施保真度

Computers & Education: X Reality Pub Date : 2025-12-01 Epub Date: 2025-06-23 DOI: 10.1016/j.cexr.2025.100106

Alex Barrett , Fengfeng Ke , Nuodi Zhang , Zlatko Sokolikj

{"title":"Implementation fidelity of an evidence-centered maker education intervention in a virtual world for neurodiverse adolescents","authors":"Alex Barrett , Fengfeng Ke , Nuodi Zhang , Zlatko Sokolikj","doi":"10.1016/j.cexr.2025.100106","DOIUrl":"10.1016/j.cexr.2025.100106","url":null,"abstract":"<div><div>Intervention research is frequently hindered by a lack of attention to implementation fidelity. The success or failure of treatments relies heavily on whether they were implemented as intended. This is particularly important when studying vulnerable populations. This paper reports on the implementation fidelity of a virtual world (VW) intervention designed for neurodiverse individuals to exercise computational thinking skills through making. Twelve neurodiverse participants partook in the VW-based program, totaling 108 contact hours. Fidelity of implementation was operationalized along the dimensions of adherence to design, exposure, quality, and participant responsiveness. Results suggest that the program was implemented with high fidelity, with specific results indicating elements of program implementation that are particularly important when considering the human-computer interaction between neurodiverse populations and VWs in educational contexts. This paper provides valuable insight into the design and implementation of VW technology in maker education interventions involving neurodiverse populations.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100106"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338765","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

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 : 2025-12-01 Epub 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":"2025-12-01","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

How is it going? - Virtual Reality used in student counselling - practices and experiences from using VR for personal conversations 最近怎么样？-虚拟现实在学生辅导中的应用-使用虚拟现实进行个人对话的实践和经验

Computers & Education: X Reality Pub Date : 2025-12-01 Epub Date: 2025-10-14 DOI: 10.1016/j.cexr.2025.100119

Erik Kristiansen , Else Lauridsen

{"title":"How is it going? - Virtual Reality used in student counselling - practices and experiences from using VR for personal conversations","authors":"Erik Kristiansen , Else Lauridsen","doi":"10.1016/j.cexr.2025.100119","DOIUrl":"10.1016/j.cexr.2025.100119","url":null,"abstract":"<div><div>Virtual Reality (VR) has been utilized for years to create immersive learning experiences by simulating real-world scenarios. Social VR, a branch of VR, has recently gained traction for professional meetings, using avatars to represent participants and fostering a sense of \"being together\" compared with traditional video conferencing.</div><div>This paper explores the potential of Social VR for student counselling, a unique learning situation typically involving only a counsellor and a student. We investigate how VR, using avatars in a simulated office space, can support the personal conversations characteristic of student counselling. The study is based on qualitative methods using interviews and questionnaires with both students and counsellors to gather insights on their experiences with VR counselling.</div><div>Key findings include the enhanced feeling of \"being together\" and the use of personalized avatars, which provided a more distanced representation of oneself compared to video conferences, increasing comfort for some students. Counsellors reported meeting students with fewer preconceptions compared to face-to-face interactions and appreciated not having to focus on their appearance. However, counsellors missed eye contact with the students, and challenges included technical difficulties with VR and students' difficulties adapting to the technology.</div><div>These results suggest that while Social VR holds promise for enhancing student counselling, addressing technical barriers and improving user adaptation are crucial for its successful implementation.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100119"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145324674","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

Virtual reality in post-primary education research trends from 2013 to 2024: A systematic-narrative review 2013 - 2024年虚拟现实在小学后教育中的研究趋势：系统叙事回顾

Computers & Education: X Reality Pub Date : 2025-12-01 Epub Date: 2025-11-07 DOI: 10.1016/j.cexr.2025.100123

Mahmoud Hamash , Peter Tiernan , Gareth Young

{"title":"Virtual reality in post-primary education research trends from 2013 to 2024: A systematic-narrative review","authors":"Mahmoud Hamash , Peter Tiernan , Gareth Young","doi":"10.1016/j.cexr.2025.100123","DOIUrl":"10.1016/j.cexr.2025.100123","url":null,"abstract":"<div><div>Post-primary education plays a critical role in students' academic and professional development. Virtual Reality (VR) offers immersive and interactive learning experiences that enhance engagement and support pedagogical goals. This systematic-narrative review examines research on VR in post-primary education from 2013 to 2024, following PRISMA guidelines, with 31 studies selected from ScienceDirect, ERIC, JSTOR, Taylor & Francis Online, and Scopus. Findings indicate a strong STEM focus and widespread adoption of VR-enhanced experiential learning, leading to gains in student motivation, conceptual understanding, and knowledge retention. However, several gaps persist, including insufficient teacher training, high implementation costs, limited accessibility, underrepresentation of non-STEM subjects, and a lack of longitudinal studies assessing sustained learning outcomes. Methodologies are predominantly mixed-methods, yet reporting inconsistencies limit comparability across studies. This review synthesises current evidence, identifies these trends and gaps, and offers actionable recommendations, such as embedding teacher professional development, expanding disciplinary coverage, improving methodological transparency, and developing affordable VR tools. These insights aim to guide future research, support policy development, and inform effective VR integration in diverse post-primary educational contexts.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100123"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473911","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

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 : 2025-12-01 Epub 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":"2025-12-01","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

Mobile augmented reality impacts engagement, but not learning 移动增强现实会影响用户粘性，但不会影响学习

Computers & Education: X Reality Pub Date : 2025-12-01 Epub Date: 2025-11-06 DOI: 10.1016/j.cexr.2025.100122

K. Raghav Bhat , Vipin Verma , Scotty D. Craig

{"title":"Mobile augmented reality impacts engagement, but not learning","authors":"K. Raghav Bhat , Vipin Verma , Scotty D. Craig","doi":"10.1016/j.cexr.2025.100122","DOIUrl":"10.1016/j.cexr.2025.100122","url":null,"abstract":"<div><div>The popularity and accessibility of augmented reality (AR) are increasing with the expansion of mobile technology. AR has been predicted to drive the next significant shift in educational technology, moving from traditional computing to mobile platforms. While many researchers have explored the potential of AR for learning, the evidence supporting its effectiveness remains inconsistent. This study examines the effects of three instructional modes: text-only, image-based, and augmented reality (AR), on learning outcomes, cognitive load, and learner engagement in the context of human anatomy education. Using a randomized posttest-only design, 121 participants were assigned to one of the instructional conditions. The findings revealed no significant differences in overall learning outcomes or cognitive load across conditions, with category-wise analyses (text-explicit, text-implicit, and mental model–implicit questions). AR enhanced learner engagement, particularly in terms of aesthetic appeal and overall satisfaction. This study emphasizes the importance of adhering to established learning theories when implementing new technologies. Even as technology evolves, the fundamental principles of effective instruction remain unchanged. To fully leverage AR's capabilities, educational experiences must be designed to be not only engaging but also grounded in sound pedagogical principles, ensuring that the technology's promise translates into meaningful learning gains.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100122"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473940","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

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 : 2025-12-01 Epub 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":"2025-12-01","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

Immersive learning for structural analysis through mobile augmented reality and the MOLA structural kit 通过移动增强现实和MOLA结构套件进行沉浸式结构分析学习

Computers & Education: X Reality Pub Date : 2025-12-01 Epub Date: 2025-06-12 DOI: 10.1016/j.cexr.2025.100100

Rushil Mojidra , Jian Li , Alexander Crane , Sdiq Anwar Taher

{"title":"Immersive learning for structural analysis through mobile augmented reality and the MOLA structural kit","authors":"Rushil Mojidra , Jian Li , Alexander Crane , Sdiq Anwar Taher","doi":"10.1016/j.cexr.2025.100100","DOIUrl":"10.1016/j.cexr.2025.100100","url":null,"abstract":"<div><div>Structural analysis is a foundational course in civil and mechanical engineering programs, essential for understanding of how structures respond to various loads. However, traditional teaching methods, constrained by two-dimensional representations, often fall short in conveying three-dimensional structural behavior. In response, this research introduces an innovative augmented reality (AR) application for mobile and tablet devices, designed to provide real-time visual feedback on the structural behavior of physical models. The application enhances students understanding of structural concepts by offering detailed and tangible insights into deflections, reactions, and the development of shear forces and moments within structural elements under applied loads. Users can apply loads in various directions and immediately visualize the corresponding structural responses, fostering a deeper comprehension of complex structural systems. By projecting real-time feedback directly onto physical models, the AR application creates an interactive and immersive learning experience. To evaluate the effectiveness of the application, a case study was conducted with two groups of students: a control group and an experimental group. Pretest and posttest assessments were used to measure learning outcomes, while a comprehensive survey captured students' attitudes and feedback. The results suggest that the AR application consistently enhances learning outcomes across all students, thanks to its interactive environment, real-time visual feedback, and clear presentation of complex concepts. Additionally, the survey revealed strong student acceptance of the AR technology, high levels of engagement, and a positive outlook on its future use in teaching structural analysis.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100100"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144272384","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