Computers & Education: X Reality最新文献_第2页

CINDER blocks to weather the storm: A foundational framework for immersive narrative production in higher education and a meteorology case study 煤渣砖抵御风暴：高等教育中沉浸式叙事制作的基本框架和气象学案例研究

Computers & Education: X Reality

Pub Date : 2025-11-11 DOI: 10.1016/j.cexr.2025.100120

Rachael Kaye, Christine Moore, Qianyu Ma, Robert LiKamWa

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: Content, Instruction, Narrative, Development, and Educational Resourcing. 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.

沉浸式学习体验正在兴起，但它们并非凭空出现。制作在时间和金钱上都是昂贵的，每个项目都需要来自不同背景的专家共同努力，追求新的东西。沉浸式叙述有可能通过从技术、心理和教学角度吸引学生来提升游戏。然而，满足教育叙事的所有需求需要专门的领导和深思熟虑的资源利用。先前的研究确定了内容专家、教学设计师、叙述领导和开发领导的关键团队。使用最近开发的气象学导论实验室作为案例研究和概念证明，我们现在在煤渣块基础框架中呈现这些角色：内容，教学，叙述，发展和教育资源。我们的框架包括新的构建模块、新的指导工作表和从之前的短文中更新的工作流程。基于气象学实验室的理论和证据，我们一步一步地解释了高阶学习活动和与学习目标的一致如何在整个叙事生产过程中成为团队的指导力量。我们还分享学生对作为教育工具的最终产品的反馈，包括三轮测试和一轮作为课程实验室的全面实施。我们的框架被设计为可复制的、可扩展的和灵活的，适合那些在生产过程中有经验的新手。我们相信，作为一个团队共同努力，在沉浸式学习的跨学科领域取得成功，不仅是可能的，而且是必要的。

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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 : 2025-11-07 DOI: 10.1016/j.cexr.2025.100123

Mahmoud Hamash , Peter Tiernan , Gareth Young

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.

小学后教育在学生的学术和专业发展中起着至关重要的作用。虚拟现实（VR）提供身临其境的互动学习体验，提高参与度并支持教学目标。本文根据PRISMA的指导方针，系统地回顾了2013年至2024年在小学后教育中VR的研究，并从ScienceDirect、ERIC、JSTOR、Taylor & Francis Online和Scopus中选择了31项研究。研究结果表明，强大的STEM重点和vr增强体验式学习的广泛采用，导致学生动机，概念理解和知识保留的增加。然而，一些差距仍然存在，包括教师培训不足、实施成本高、可及性有限、非stem科目代表性不足以及缺乏评估持续学习成果的纵向研究。方法主要是混合方法，但报告的不一致性限制了研究之间的可比性。这篇综述综合了目前的证据，确定了这些趋势和差距，并提出了可操作的建议，如嵌入教师专业发展、扩大学科覆盖、提高方法透明度和开发负担得起的虚拟现实工具。这些见解旨在指导未来的研究，支持政策制定，并为在不同的小学后教育背景下有效整合虚拟现实提供信息。

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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 : 2025-11-06 DOI: 10.1016/j.cexr.2025.100122

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

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.

随着移动技术的发展，增强现实（AR）的普及程度和可及性也在不断提高。据预测，增强现实技术将推动教育技术的下一个重大转变，从传统计算转向移动平台。虽然许多研究人员已经探索了增强现实在学习方面的潜力，但支持其有效性的证据仍然不一致。本研究考察了三种教学模式：纯文本、基于图像和增强现实（AR）对人体解剖学教育中学习成果、认知负荷和学习者参与的影响。采用随机后测试设计，121名参与者被分配到一种教学条件。通过分类分析（文本外显、文本内隐和心理模型内隐问题），研究结果显示，在不同条件下，总体学习结果或认知负荷没有显著差异。增强现实提高了学习者的参与度，特别是在审美吸引力和整体满意度方面。本研究强调了在实施新技术时坚持既定学习理论的重要性。即使随着技术的发展，有效教学的基本原则仍然保持不变。为了充分利用AR的能力，教育体验的设计不仅要吸引人，而且要基于合理的教学原则，确保技术的承诺转化为有意义的学习成果。

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引用次数: 0

Development and validation of a framework for promoting metaverse literacy among senior primary and university students 促进小学高年级学生和大学生元文化素养的框架的发展和验证

Computers & Education: X Reality

Pub Date : 2025-10-25 DOI: 10.1016/j.cexr.2025.100121

Siu Cheung Kong , Yin Yang , Hanqi Zhang

The development of technologies such as real-time 3D rendering, extended reality, artificial intelligence, and the Internet of Things (IoT) has significantly increased the social impact of metaverses. There is a growing need to promote metaverse literacy among students to enable them to benefit from its development while mitigating potential risks. This study proposes a framework for promoting metaverse literacy, hypothesising that increased engagement in metaverses can enhance their social impact both directly and indirectly by improving people's understanding of them. We designed a metaverse literacy survey to verify this proposed framework and collected data from 415 primary school students and 574 university students. After confirming the validity and reliability of the survey, we applied confirmatory factor analysis and structural equation modelling to the primary school data and university data. Our results from the structural equation model (SEM) of the primary school data set supported the framework, showing a significant direct and indirect effect of engagement on social impact mediated by understanding. Results from both SEMs of the primary school students' and university students' data sets indicated the importance of providing opportunities for students to engage with metaverses to better understand their social impact. This research elucidates the relationships among the three dimensions of engagement, understanding, and social impact within the proposed framework.

实时3D渲染、扩展现实、人工智能和物联网（IoT）等技术的发展大大增加了元世界的社会影响。越来越需要在学生中促进元文化素养，使他们能够从其发展中受益，同时减轻潜在风险。本研究提出了一个促进元诗素养的框架，假设增加对元诗的参与可以通过提高人们对它们的理解来直接或间接地增强它们的社会影响。我们设计了一项元素养调查来验证这一框架，并收集了415名小学生和574名大学生的数据。在确认调查的效度和信度后，我们对小学数据和大学数据应用验证性因子分析和结构方程模型。我们从小学数据集的结构方程模型（SEM）得到的结果支持了这一框架，表明参与对理解介导的社会影响有显著的直接和间接影响。来自小学生和大学生数据集的sem结果表明，为学生提供参与元隐喻的机会以更好地了解其社会影响的重要性。本研究在提出的框架内阐明了参与、理解和社会影响三个维度之间的关系。

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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 : 2025-10-14 DOI: 10.1016/j.cexr.2025.100119

Erik Kristiansen , Else Lauridsen

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.

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.

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.

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.

虚拟现实（VR）多年来一直被用于通过模拟现实世界的场景来创造沉浸式的学习体验。作为虚拟现实的一个分支，社交虚拟现实最近在专业会议中获得了吸引力，与传统的视频会议相比，它使用虚拟形象来代表参与者，培养了一种“在一起”的感觉。本文探讨了社交虚拟现实在学生咨询方面的潜力，这是一种独特的学习情境，通常只涉及一名辅导员和一名学生。我们研究了虚拟现实如何在模拟办公空间中使用化身来支持学生咨询的个人对话特征。该研究基于定性方法，对学生和辅导员进行访谈和问卷调查，以收集他们对虚拟现实咨询经验的见解。主要发现包括增强了“在一起”的感觉，以及使用个性化的虚拟形象，与视频会议相比，虚拟形象提供了更远距离的自我表现，增加了一些学生的舒适感。咨询师报告说，与面对面的交流相比，与学生见面时很少有先入为主的想法，他们很高兴不必关注他们的外表。然而，辅导员错过了与学生的目光交流，挑战包括VR的技术困难和学生适应技术的困难。这些结果表明，虽然社交虚拟现实有望加强学生咨询，但解决技术障碍和提高用户适应能力对其成功实施至关重要。

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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 : 2025-10-01 DOI: 10.1016/j.cexr.2025.100118

Ricardo Carvalho, Carlos Santos, Fernando Ramos

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 U 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.

本研究考察了沉浸式网络环境（IWE）在教育中的整合，并通过Bloom分类法探索其教学应用。本研究并没有将学习的改善归功于技术本身，而是关注教师如何在其教学策略中构建和实施IWE。为了评估教师在IWE培训课程后的看法和意图，我们调查了来自不同学科领域的两组教育工作者，采用描述性统计和Mann-Whitney U检验进行分析。研究结果表明，教师对IWE的潜力有积极的看法，并有意将这些工具整合到教学中。然而，该研究强调，成功采用IWE取决于教学设计、专业发展和机构支持。除了评估教师的准备情况外，本研究还提供了有效的IWE整合策略的见解，强调了结构化培训、持续支持和教学一致性的必要性。这项研究为沉浸式学习环境的文献增长做出了贡献，概述了长期采用和可扩展性的关键考虑因素。未来的研究应该探索IWE对教学实践和学生学习成果的持续影响，以及在不同教育环境中更广泛实施的策略。

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引用次数: 0

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

Computers & Education: X Reality

Pub Date : 2025-09-25 DOI: 10.1016/j.cexr.2025.100117

Josua Dubach , Sofia Anzeneder , Sebastian Tempelmann , Trix Cacchione

Immersive virtual reality (IVR) is a rapidly evolving technology that has the potential to enhance learning. Recent experimental studies report higher learning gains in IVR environments compared to other VR types or analog teaching methods. However, effect sizes vary significantly, suggesting that IVR's effectiveness may be constrained by moderators related to IVR affordances (presence and agency), underlying motivational and cognitive factors, individual characteristics (age, prior knowledge of curriculum content), and IVR instructional setting. To address this issue, we conducted a PRISMA-guided systematic review of randomized controlled and quasi-experimental studies with K–6 learners across four databases (PsycINFO, PubMed, Web of Science, ERIC). Twenty-four studies were included. We analyzed IVR's effects on content-dependent knowledge acquisition and transfer, considering IVR affordances of agency and presence, underlying motivational and cognitive factors, and potential differential effects related to individual characteristics and IVR instructional setting (e.g. scaffolding measures). Results suggest that IVR can effectively enhance knowledge acquisition and transfer for K-6 learners, outperforming both analog teaching methods and non-immersive VR. These gains appear to be partially driven by increased agency and presence, as well as modulations in motivational and cognitive factors. However, contrary to previous evidence, individual characteristics such as age and prior knowledge do not consistently moderate IVR's effects on learning. Preliminary evidence further highlights the importance of instructional settings, particularly the inclusion of reflective activities and scaffolding measures. To maximize the potential of IVR in education, further research should systematically examine the individual and interactive effects of IVR affordances, cognitive and motivational factors, and instructional design.

沉浸式虚拟现实（IVR）是一项快速发展的技术，具有增强学习的潜力。最近的实验研究报告，与其他VR类型或模拟教学方法相比，IVR环境中的学习收益更高。然而，效果大小差异很大，这表明IVR的有效性可能受到与IVR功能（存在和代理）、潜在动机和认知因素、个人特征（年龄、对课程内容的先验知识）和IVR教学设置相关的调节因素的限制。为了解决这个问题，我们对4个数据库（PsycINFO, PubMed, Web of Science， ERIC）中K-6学习者的随机对照和准实验研究进行了prisma引导的系统评价。纳入了24项研究。我们分析了IVR对内容依赖的知识获取和转移的影响，考虑了IVR的代理和存在性，潜在的动机和认知因素，以及与个人特征和IVR教学设置（例如脚手架措施）相关的潜在差异效应。结果表明，IVR可以有效地促进K-6学习者的知识获取和转移，优于模拟教学方法和非沉浸式VR。这些收益似乎部分是由于能动性和存在感的增加，以及动机和认知因素的调节。然而，与之前的证据相反，年龄和先验知识等个人特征并不能始终如一地调节IVR对学习的影响。初步证据进一步强调了教学环境的重要性，特别是包括反思活动和脚手架措施。为了最大限度地发挥IVR在教育中的潜力，进一步的研究应该系统地检查IVR的个体和互动效应，认知和动机因素，以及教学设计。

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引用次数: 0

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

Computers & Education: X Reality

Pub Date : 2025-09-15 DOI: 10.1016/j.cexr.2025.100116

Anna Maria Gianni, Nikolaos Nikolakis, Nikolaos Antoniadis

Rapid technological advancements present challenges in computer science education, as traditional instructional approaches often fail to maintain learner engagement or adapt effectively to diverse learning needs. To address these limitations, this study proposes an innovative adaptive learning framework integrating real-time feedback from large language models (LLMs), personalized learning via model-agnostic meta-learning (MAML), and game-theoretic incentives in an immersive XR environment. Learners are modeled as strategic agents whose individual and collaborative behaviors dynamically align with course objectives. Preliminary evaluation in a real-world computer science course demonstrated a 22 % increase in student-reported motivation and over 40 % fewer task retries compared to a traditional digital baseline. These early findings highlight the framework's practical potential to significantly enhance engagement, personalization, and effectiveness in technical education.

快速的技术进步给计算机科学教育带来了挑战，因为传统的教学方法往往不能保持学习者的参与或有效地适应不同的学习需求。为了解决这些限制，本研究提出了一个创新的自适应学习框架，该框架集成了来自大型语言模型（llm）的实时反馈、通过模型不可知元学习（MAML）进行的个性化学习以及沉浸式XR环境中的博弈论激励。学习者被建模为战略代理，其个人和协作行为与课程目标动态一致。在真实的计算机科学课程中进行的初步评估表明，与传统的数字基线相比，学生报告的动机增加了22%，任务重试次数减少了40%以上。这些早期发现突出了该框架在显著提高技术教育的参与度、个性化和有效性方面的实际潜力。

引用次数: 0

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

Computers & Education: X Reality

Pub Date : 2025-09-04 DOI: 10.1016/j.cexr.2025.100115

Jason Zagami

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.

本研究调查了虚拟现实（VR）平台、CoSpaces和Minecraft以及人工智能（AI）工具在小学技术教育课程中的整合，重点关注它们在虚拟创客空间中的作用。通过准实验设计，140名职前教师参与了虚拟教室空间的设计和使用，在CoSpaces和Minecraft之间交替进行，以检查每个平台的优势。虚拟创客空间作为协作环境，参与者可以在这里探索创造性的教室布局、教学策略以及建构主义和情境学习理论的应用。调查结果显示，教学信心和理解能力有了显著提高，《我的世界》在培养创造力和复杂设计方面表现出色，而CoSpaces则促进了快速原型制作和互动。高参与度和协作得分强调了虚拟创客空间在模拟现实世界教学场景中的价值。回归分析发现自我效能感是成功的关键预测因素，标题评估强调了虚拟教室设计的教育相关性和创新性。这项研究促进了沉浸式技术在教师教育中的发展，为使用虚拟创客空间为未来的教育工作者准备技术丰富的教室提供了可行的见解。

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引用次数: 0

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

Computers & Education: X Reality

Pub Date : 2025-07-31 DOI: 10.1016/j.cexr.2025.100111

Casey Smith, Mike Tissenbaum

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.

创客空间允许学生通过构建和分享对个人有意义的项目来参与21世纪的技能，如批判性思维、协作和解决问题。基于建构主义和社会文化学习理论，这些以学生为中心的空间支持学习者在实践社区中通过与同龄人共享工作来构建知识。然而，获得当地专业知识和同伴支持的机会不均衡，可能会使公平参与创客活动变得困难。为了将同地制作的好处扩展到远距离交互，本研究调查了一种相机投影仪设备的协作功能，REACH（远程增强协作帮助实现），该设备通过投影工件以共享观看和手势来增强用户的工作空间。这项技术增强了跨距离学习的物理性，允许学生在没有公共物理空间的情况下一起讨论、调整和探索人工制品。REACH创新的手势驱动协作方法支持认知和沟通过程，让学生通过远程但有形的互动加深理解。这与正在进行的教育改革努力相一致，即调整教学实践和工具，以解决远程和数字学习的复杂性，最终使人们更容易获得制作的好处。

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引用次数: 0