Computers & Education: X Reality最新文献_第5页

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 在协作式虚拟现实学习环境中，考察学习在场在社会和教学在场与认知在场之间的预测关系中的中介作用

Computers & Education: X Reality Pub Date : 2025-06-01 Epub Date: 2025-06-02 DOI: 10.1016/j.cexr.2025.100101

Isaac D. Dunmoye , Julie P. Martin , Jennifer S. Brown , Laura Z. Lu , Nathaniel Hunsu , Dominik May

{"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 , Julie P. Martin , Jennifer S. Brown , Laura Z. Lu , Nathaniel Hunsu , 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}

引用次数: 0

Faculty learning community (FLC) as a structured intervention to prepare higher education STEM faculty for classroom integration of extended reality (XR) 教师学习社区（FLC）作为高等教育STEM教师为扩展现实（XR）课堂整合做准备的结构化干预

Computers & Education: X Reality Pub Date : 2025-06-01 Epub Date: 2025-04-21 DOI: 10.1016/j.cexr.2025.100096

Wei Wu , Fadi Castronovo , Yupeng Luo , Arlo Liang , Frank Gomez , Sara Kassis , Abraham Wolcott

{"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 , Fadi Castronovo , Yupeng Luo , Arlo Liang , Frank Gomez , Sara Kassis , 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":"2025-06-01","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}

引用次数: 0

How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experience 非cs职前教师如何通过3D游戏设计概念化和参与计算思维：来自xr增强制造商经验的见解

Computers & Education: X Reality Pub Date : 2025-06-01 Epub Date: 2025-05-27 DOI: 10.1016/j.cexr.2025.100099

Tugce Aldemir , Jewoong Moon , Ali Bicer , Gyuri Byun , Carlos Manrique Perez , Vivek Sabanwar

{"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 , Jewoong Moon , Ali Bicer , Gyuri Byun , Carlos Manrique Perez , 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":"2025-06-01","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}

引用次数: 0

Building ethical virtual classrooms: Confucian perspectives on avatars and VR 构建伦理虚拟课堂：儒家对虚拟化身和虚拟现实的看法

Computers & Education: X Reality Pub Date : 2025-06-01 Epub Date: 2025-01-04 DOI: 10.1016/j.cexr.2024.100092

Chi-Ming Lam

引用次数: 0

Beyond realism: Rethinking VR design for optimal learning in technical and vocational secondary education 超越现实主义：重新思考VR设计在技术和职业中等教育中的最佳学习

Computers & Education: X Reality Pub Date : 2025-06-01 Epub Date: 2025-05-29 DOI: 10.1016/j.cexr.2025.100098

Charlotte Larmuseau , Laetitia De Leersnijder , Tijs Rotsaert , Carl Boel , Jelle Demanet , Tammy Schellens

{"title":"Beyond realism: Rethinking VR design for optimal learning in technical and vocational secondary education","authors":"Charlotte Larmuseau , Laetitia De Leersnijder , Tijs Rotsaert , Carl Boel , Jelle Demanet , 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":"2025-06-01","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}

引用次数: 0

Immersive VR exploration of human cells: Experiences of second-year Bachelor of Health Sciences students using 360-degree video in PBL 人体细胞的沉浸式VR探索：健康科学学士二年级学生在PBL中使用360度视频的体验

Computers & Education: X Reality Pub Date : 2025-06-01 Epub Date: 2025-03-20 DOI: 10.1016/j.cexr.2025.100095

N. de Jong , H.E. Popeijus , T.C. Adam , T. van den Beucken , S. Jongen

引用次数: 0

Designing a virtual reality system for clinical education and examination 为临床教育和考试设计虚拟现实系统

Computers & Education: X Reality Pub Date : 2024-12-01 Epub Date: 2024-10-10 DOI: 10.1016/j.cexr.2024.100083

Olawale Babatunde Akinwale , Olatunde Abiona , Ayodeji Oludola Oluwatope , Olayinka Donald Otuyemi , Omotade Adebimpe Ijarotimi , Abiola Olubusola Komolafe , Stephen Babatunde Aregbesola , Babatope Ayodeji Kolawole , Olufemi Mayowa Adetutu , Ojo Melvin Agunbiade , Adeboye Titus Ayinde , Lanre Idowu , Oluseye Ademola Okunola , Alaba Adeyemi Adediwura

引用次数: 0

The fundamental frequency: Extending sound perception theory to extended-reality collaborative environments 基频：将声音感知理论扩展到扩展现实协作环境中

Computers & Education: X Reality Pub Date : 2024-12-01 Epub Date: 2024-09-06 DOI: 10.1016/j.cexr.2024.100080

Tom A. Garner

{"title":"The fundamental frequency: Extending sound perception theory to extended-reality collaborative environments","authors":"Tom A. Garner","doi":"10.1016/j.cexr.2024.100080","DOIUrl":"10.1016/j.cexr.2024.100080","url":null,"abstract":"<div><p>It has been suggested that media and technology effectiveness in pedagogy is a myth. An intervention is not automatically effective simply by virtue of it being new. Yet, so often, initial hype leads to inflated expectations and subsequent disappointments. Virtual and augmented reality, the metaverse, and collaborative virtual learning environments that utilise an increasingly wide range of digital platforms have all made appearances within this narrative. However, initial failures to meet expectation, especially when value is taken for granted, should not condemn these technologies to being dismissed. With the burgeoning opportunity for heterogenic design (asynchronous and asymmetrical roles, tasks, interface platforms, user capabilities, etc.) their technical capabilities and pedagogic potential are too significant. The need is for deeper learning through meaningful experience, the latter facilitated through affective and cognitive engagement derived from user-experience factors that include presence, flow, and self-efficacy. The central assertion of this article is that the effectiveness of these technologies for learning can be greatly enhanced through user-centred software designs that focus upon evoking these factors. Hardware configurations and software designs should deliver training scenarios that are built upon research-informed interaction design. The twist here is that in this article, we look to the oft underappreciated field of auditory perception, specifically that pertaining to human interactions with (and through) digital technologies, to present a novel set of interaction design principles with the goal of enhancing extended reality collaborative learning.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100080"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000308/pdfft?md5=2ab7165f17e2c6c546657b3e0759b37d&pid=1-s2.0-S2949678024000308-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151221","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}

引用次数: 0

Examining reading proficiency and science learning using mixed reality in elementary school science 利用混合现实技术考察小学科学中的阅读能力和科学学习情况

Computers & Education: X Reality Pub Date : 2024-12-01 Epub Date: 2024-11-02 DOI: 10.1016/j.cexr.2024.100086

Leonard A. Annetta , Mark H. Newton , Yvonne Franco , Ashley Johnson , Denise Bressler

{"title":"Examining reading proficiency and science learning using mixed reality in elementary school science","authors":"Leonard A. Annetta , Mark H. Newton , Yvonne Franco , Ashley Johnson , Denise Bressler","doi":"10.1016/j.cexr.2024.100086","DOIUrl":"10.1016/j.cexr.2024.100086","url":null,"abstract":"<div><div>Scientific literacy is foundational for many young learners in primary school grades when they have mastered the ability to comprehend vocabulary terms and the science concepts behind them. Text with engaging visual imagery can improve students' comprehension, enhance retrieval, and increase retention when it is integrated into either or both reading and science instruction. Integrating multimedia experiences into science content reading to enhance text through mixed reality (MR) has the potential to supplement both understanding of science concepts and reading ability. This study examined whether reading elementary science text, heavy in science vocabulary, through MR enhanced students’ reading fluency and/or science content learning. A quasi-experimental convergent mixed methods one group pretest-posttest design was employed with 24 grade 5 students in a rural area of the United States Mid-Atlantic region. Data sources included a reading fluency and retelling test, physical and chemical changes end of unit test, and post-interviews. Wilcoxon Signed Rank Tests suggested reading fluency and comprehension gains were statistically significant (p < .05). Qualitative analyses suggested audio integration, enjoyment while engaging with the MR, and finally the visual components of the MR enhanced the learning process. Findings suggest a potential for MR to increase science learning and reading interest especially among low-proficiency readers.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100086"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573125","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}

引用次数: 0

Edu-Metaverse design: Perspectives of undergraduate learners Edu-Metaverse 设计：本科生学习者的视角

Computers & Education: X Reality Pub Date : 2024-12-01 Epub Date: 2024-08-12 DOI: 10.1016/j.cexr.2024.100079

Marty Miller, Anthony Kong, Jae-Eun Oh

{"title":"Edu-Metaverse design: Perspectives of undergraduate learners","authors":"Marty Miller, Anthony Kong, Jae-Eun Oh","doi":"10.1016/j.cexr.2024.100079","DOIUrl":"10.1016/j.cexr.2024.100079","url":null,"abstract":"<div><p>Using the metaverse can impact how information is interacted with in educational settings. However, despite extensive research on the topic, there is still a lack of understanding of how learners perceive and experience this technology. To design learning experiences, designers must know the current landscape of metaverse implementation and digestion by student users. This article provides an overview of metaverse implementation examples to address this gap and then examines learners' perceptions of using the metaverse in education. Through a qualitative study, we aim to explore the potential advantages and obstacles of applying the metaverse to learning from an informal learning perspective, as perceived by learners. Compared to current implementation strategies, student feedback suggests a diversity of motivations and experiences in valuing the Edu-metaverse. Therefore, our study provides valuable insights into how the metaverse learning design can enhance learner engagement, interaction, and collaboration while identifying potential challenges and limitations. Ultimately, this research helps designers and educators better understand how metaverse technology can impact and improve learning experiences.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100079"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000291/pdfft?md5=7f4b36d331d1ac0a41d1b490d8b590c6&pid=1-s2.0-S2949678024000291-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141964503","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}

引用次数: 0