Computers & Education: X Reality最新文献

{"title":"Teachers’ experience and situation awareness of airborne disease transmission through immersive augmented reality","authors":"Ioannis Vrellis ,&nbsp;Tassos Anastasios Mikropoulos ,&nbsp;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":"2025-12-01","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}

{"title":"CINDER blocks to weather the storm: A foundational framework for immersive narrative production in higher education and a meteorology case study","authors":"Rachael Kaye,&nbsp;Christine Moore,&nbsp;Qianyu Ma,&nbsp;Robert LiKamWa","doi":"10.1016/j.cexr.2025.100120","DOIUrl":"10.1016/j.cexr.2025.100120","url":null,"abstract":"<div><div>Immersive learning experiences are on the rise, but they do not appear out of thin air. Production can be costly in both time and money, and every project requires experts from diverse backgrounds to work together in pursuit of the new. Immersive narratives have the potential to elevate the game by engaging students from technical, psychological, and pedagogical standpoints. However, meeting all the needs of an educational narrative requires dedicated leadership and thoughtful leveraging of resources. Previous research identifies the crucial teaming of a content expert, an instructional designer, a narrative lead, and a development lead. Using a recently developed Introduction to Meteorology lab as a case study and proof of concept, we now present those roles within the CINDER block foundational framework: <strong>C</strong>ontent, <strong>I</strong>nstruction, <strong>N</strong>arrative, <strong>D</strong>evelopment, and <strong>E</strong>ducational <strong>R</strong>esourcing. Our framework includes new building blocks, a new guiding worksheet, and a workflow updated from our previous short paper. We explain step-by-step, based on theory and evidence from the meteorology lab, how higher-order learning activities and alignment with learning objectives can be a guiding force for the team throughout the narrative production process. We also share student feedback on the end product as an educational tool, including three rounds of testing and one round of full implementation as a course lab. Our framework is designed to be replicable, scalable, and flexible for those both new to and experienced in the production process. We believe it is not only possible, but necessary, to work together as a team to achieve success in the interdisciplinary field of immersive learning.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100120"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145528214","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":"Enhancing textile heritage engagement through generative AI-based virtual assistants in virtual reality museums","authors":"Pakinee Ariya ,&nbsp;Songpon Khanchai ,&nbsp;Kannikar Intawong ,&nbsp;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":"2025-12-01","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}

{"title":"Immersive learning factories for promoting experiential manufacturing education and STEM competency development","authors":"Matthias Wolf ,&nbsp;Patrick Herstätter ,&nbsp;Marvin Rantschl ,&nbsp;Christian Ramsauer ,&nbsp;Alejandra J. Magana","doi":"10.1016/j.cexr.2025.100125","DOIUrl":"10.1016/j.cexr.2025.100125","url":null,"abstract":"<div><div>Modern manufacturing systems have become increasingly complex and require a skilled workforce, demanding innovative educational approaches to bridge theoretical knowledge and practical skills. This VR approach addresses STEM education challenges by fostering experiential, competency-based learning by investigating how immersive VR can enhance learner engagement, motivation, and learning in engineering education settings. We propose the use of learning factories as an approach to close the gap between theoretical knowledge and practical skills. Immersive Learning factories integrate Virtual Reality (VR) technologies as an experiential learning approach to support engineering education and manufacturing workforce development. Based on the LEAD Factory at Graz University of Technology, a fully immersive VR environment was developed to simulate real-world assembly and layout planning tasks. This virtual learning factory includes multiple layout configurations, interactive tools, and a “Build Your Own Factory” feature for custom workflow design, providing a specific training case. This descriptive study involving 30 participants evaluated the system's effectiveness across four key domains: creativity in layout design, usability, learning motivation, and cognitive load. Results show that participants (67 %) were able to deliver high-quality functional designs and reported high usability scores (mean SUS = 83.9), strong intrinsic motivation (mean interest = 5.9/7), and low average cognitive load (mean NASA-TLX = 4.44/20). In conclusion, participants were able to independently design functional layouts, engage meaningfully with the tasks, and complete them with minimal frustration. These findings not only suggest that VR-immersed learning factories are an effective, scalable, and engaging platform for industrial education and skills development but also provide valuable evidence on how immersive environments can foster motivation and reduce cognitive load in technical engineering education.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100125"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145693499","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":"heARtbeat: Augmented reality for teaching electrocardiogram electrode placement","authors":"Cathal Breen ,&nbsp;William Hurst","doi":"10.1016/j.cexr.2025.100107","DOIUrl":"10.1016/j.cexr.2025.100107","url":null,"abstract":"<div><div>The 12-lead Electrocardiogram (ECG) is currently one of the most widely used, operator-dependent clinical skills in healthcare. To enable correct interpretation of ECG recordings, electrodes must be placed in specific anatomic locations on the chest, legs and arms. Traditional learning practices of ECG electrode placement are not standardized and burdening on faculty staff and resources. Thus, misplacement of ECG electrodes affects the accuracy of interpretation and referral to medical treatments. Augmented Reality (AR) offers a safe and scalable metric for students to learn and practice various procedures and skills by creating hyper-realistic simulations. Yet, within the healthcare domain, the main applications of AR are in the field of surgery, rehabilitation, and anatomy teaching. Therefore, this article documents the design of an AR application for teaching ECG electrode placement and the tool's Alpha evaluation by means of an expert validation and case study trial. Users of the application found it to be Inspiring (5.0) and Educational (4.9) but less effective in terms of User Friendliness (2.8) on a 7-point Likert scale. Regarding the educational potential, 57 % of the end users found the tool to increase their knowledge of ECG placement.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100107"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490612","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":"REACH: Extending reality for distributed collaborative making","authors":"Casey Smith,&nbsp;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":"2025-12-01","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}

{"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":"2025-06-01","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":"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":"2025-06-01","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}

{"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":"2025-06-01","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":"2025-06-01","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}