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Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment,...
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Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation

A special issue of Computers (ISSN 2073-431X).

Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 26572

Special Issue Editors

Dr. Angélica Monteiro

E-Mail Website
Guest Editor
Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
Interests: digital literacy; social inclusion; teacher education; lifelong learning
Special Issues, Collections and Topics in MDPI journals
Dr. José António Moreira

E-Mail Website
Guest Editor
Department of Education and Distance Learning, Universidade Aberta, 1250-100 Lisbon, Portugal
Interests: digital literacy; e-learning, b-learning, digital technologies; collaborative learning; hybrid learning environments

Special Issue Information

Dear Colleagues,

In a hyper-connected world, communication processes are increasingly multimodal and multicultural. Considering UNESCO's 2021 report entitled Reimagining our future together, all spaces, all times, and all forms of education are important to think about education towards 2050. This challenge implies conceiving education in a global and inclusive way, as sustainable ecosystems that connect natural, built, and virtual spaces of learning.

In this Special Issue, our goal is to bring together contributions from teachers, researchers, and experts in the fields of educational sciences, curriculum, and technologies, among others, on immersive virtual learning environments and other educational processes, and evaluations that occurred in different spaces and times, within diverse cultural contexts and digital technologies.

Dr. Angélica Monteiro
Dr. José António Moreira
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Computers is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • virtual reality
  • augmented reality
  • metaverse
  • digital technologies in education
  • open educational resources
  • artificial intelligence

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Published Papers (10 papers)

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Research

15 pages, 6919 KiB  
Article
CollabVR: VR Testing for Increasing Social Interaction between College Students
by Diego Johnson, Brayan Mamani and Cesar Salas
Computers 2024, 13(2), 40; https://doi.org/10.3390/computers13020040 - 29 Jan 2024
Viewed by 2162
Abstract
The impact of the COVID-19 pandemic on education has accelerated the shift in learning paradigms toward synchronous and asynchronous online approaches, significantly reducing students’ social interactions. This study introduces CollabVR, as a social virtual reality (SVR) platform designed to improve social interaction among [...] Read more.
The impact of the COVID-19 pandemic on education has accelerated the shift in learning paradigms toward synchronous and asynchronous online approaches, significantly reducing students’ social interactions. This study introduces CollabVR, as a social virtual reality (SVR) platform designed to improve social interaction among remote university students through extracurricular activities (ECAs). Leveraging technologies such as Unity3D for the development of the SVR environment, Photon Unity Networking for real-time participant connection, Oculus Quest 2 for immersive virtual reality experience, and AWS for efficient and scalable system performance, it aims to mitigate this social interaction deficit. The platform was tested using the sociability scale of Kreijns et al., comparing it with traditional online platforms. Results from a focus group in Lima, Peru, with students participating in online ECAs, demonstrated that CollabVR significantly improved participants perceived social interaction, with a mean of 4.65 ± 0.49 compared to traditional platforms with a mean of 2.35 ± 0.75, fostering a sense of community and improving communication. The study highlights the potential of CollabVR as a powerful tool to overcome socialization challenges in virtual learning environments, suggesting a more immersive and engaging approach to distance education. Full article
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
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16 pages, 1060 KiB  
Article
Attitudes towards Digital Educational Technologies Scale for University Students: Development and Validation
by Irina A. Novikova, Polina A. Bychkova, Dmitriy A. Shlyakhta and Alexey L. Novikov
Computers 2023, 12(9), 176; https://doi.org/10.3390/computers12090176 - 5 Sep 2023
Viewed by 2529
Abstract
Numerous studies of the digitalization of higher education show that university students’ attitudes toward digital educational technologies (DETs) are one of the important psychological factors that can hinder or facilitate the optimal implementation of digital technologies in education. International researchers have developed many [...] Read more.
Numerous studies of the digitalization of higher education show that university students’ attitudes toward digital educational technologies (DETs) are one of the important psychological factors that can hinder or facilitate the optimal implementation of digital technologies in education. International researchers have developed many tools for diagnosing the attitudes of university students toward various aspects of the digitalization of education; however, until recently, similar scales in Russian have not been developed, which determined the purpose of this present research. The proposed version of the Attitudes towards DETs Scale for University Students (ATDETS-US) includes the cognitive, emotional, and behavioral subscales corresponding components of the attitude according to the ACB Model. The validation sample included 317 (160 females and 157 males) bachelor and master students from different Russian universities. Psychometric testing using Cronbach’s Alpha and McDonald’s Omega coefficients, hierarchical factor analysis, and CFA confirm the high internal consistency, reliability of the ATDETS-US and its subscales, and the good fit of the model. ATDETS-US will be used for obtaining reliable data on the attitudes towards DETs in university students, which should be taken into account when designing programs for their psychological support in the educational process and developing their digital competence. Full article
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
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20 pages, 3604 KiB  
Article
Digital Competence of Higher Education Teachers at a Distance Learning University in Portugal
by José António Moreira, Catarina S. Nunes and Diogo Casanova
Computers 2023, 12(9), 169; https://doi.org/10.3390/computers12090169 - 24 Aug 2023
Cited by 2 | Viewed by 1706
Abstract
The Digital Education Action Plan (2021–2027) launched by the European Commission aims to revolutionize education systems, prioritizing the development of a robust digital education ecosystem and the enhancement of teachers’ digital transformation skills. This study focuses on Universidade Aberta, Portugal, to identify the [...] Read more.
The Digital Education Action Plan (2021–2027) launched by the European Commission aims to revolutionize education systems, prioritizing the development of a robust digital education ecosystem and the enhancement of teachers’ digital transformation skills. This study focuses on Universidade Aberta, Portugal, to identify the strengths and weaknesses of teachers’ digital skills within the Digital Competence Framework for Educators (DigCompEdu). Using a quantitative approach, the research utilized the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population, to evaluate teachers’ perceptions of their digital competences. A total of 118 teachers participated in the assessment. Findings revealed that the teachers exhibited a notably high overall level of digital competence, positioned at the intersection of B2 (Expert) and C1 (Leader) on the DigCompEdu scale. However, specific areas for improvement were identified, particularly in Digital Technologies Resources and Assessment, the core pedagogical components of DigCompEdu, which displayed comparatively lower proficiency levels. To ensure continuous progress and alignment with the Digital Education Action Plan’s strategic priorities, targeted teacher training initiatives should focus on enhancing competences related to Digital Technologies Resources and Assessment. Full article
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
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13 pages, 312 KiB  
Article
Kids Surfing the Web: A Comparative Study in Portugal
by Angélica Monteiro, Cláudia Sousa and Rita Barros
Computers 2023, 12(9), 168; https://doi.org/10.3390/computers12090168 - 23 Aug 2023
Cited by 1 | Viewed by 1841
Abstract
The conditions for safe Internet access and the development of skills enabling full participation in online environments are recognized in the Council of Europe’s strategy for child rights, from 2022. The guarantee of this right has implications for experiences inside and outside the [...] Read more.
The conditions for safe Internet access and the development of skills enabling full participation in online environments are recognized in the Council of Europe’s strategy for child rights, from 2022. The guarantee of this right has implications for experiences inside and outside the school context. Therefore, this study aims to compare the perceptions of students from different educational levels, who participated in a digital storytelling workshop, regarding online safety, searching habits, and digital competences. Data were collected through a questionnaire survey completed by 84 Portuguese students from elementary and secondary schools. A non-parametric multivariate analysis of variance was used to identify differences as children advanced across educational stages. The results revealed that secondary students tended to spend more time online and demonstrated more advanced search skills. Interestingly, the youngest children exhibited higher competences in creating games and practicing safety measures regarding online postings. These findings emphasize the importance of schools, in a joint action with the educational community, including parents, teachers and students, in developing a coordinated and vertically integrated approach to digital education that considers the children’s current knowledge, attitudes, and skills as a starting point for pedagogical intervention. Full article
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
21 pages, 7455 KiB  
Article
Technologies Supporting Screening Oculomotor Problems: Challenges for Virtual Reality
by Are Dæhlen, Ilona Heldal and Qasim Ali
Computers 2023, 12(7), 134; https://doi.org/10.3390/computers12070134 - 1 Jul 2023
Cited by 2 | Viewed by 1451
Abstract
Oculomotor dysfunctions (OMDs) are problems relating to coordination and accuracy of eye movements for processing visual information. Eye-tracking (ET) technologies show great promise in the identification of OMDs. However, current computer technologies for vision screening are specialized devices with limited screen size and [...] Read more.
Oculomotor dysfunctions (OMDs) are problems relating to coordination and accuracy of eye movements for processing visual information. Eye-tracking (ET) technologies show great promise in the identification of OMDs. However, current computer technologies for vision screening are specialized devices with limited screen size and the inability to measure depth, while visual field and depth are important information for detecting OMDs. In this experimental study, we examine the possibilities of immersive virtual reality (VR) technologies compared with laptop technologies for increased user experiences, presence, immersiveness, and the use of serious games for identifying OMDs. The results present increased interest in VR-based screening, motivating users to focus better using VR applications free from outside distractions. These limitations currently include lower performance and confidence in results of identifying OMDs with the used HMDs. Using serious games for screening in VR is also estimated to have great potential for developing a more robust vision screening tool, especially for younger children. Full article
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
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22 pages, 2266 KiB  
Article
A Learning Framework for Supporting Digital Innovation Hubs
by Joao Sarraipa, Majid Zamiri, Elsa Marcelino-Jesus, Andreia Artifice, Ricardo Jardim-Goncalves and Néjib Moalla
Computers 2023, 12(6), 122; https://doi.org/10.3390/computers12060122 - 15 Jun 2023
Cited by 3 | Viewed by 2576
Abstract
With the increasing demand for digital transformation and (digital) technology transfer (TT), digital innovation hubs (DIHs) are the new piece of the puzzle of our economy and industries’ landscapes. Evidence shows that DIHs can provide good opportunities to access needed innovations, technologies, and [...] Read more.
With the increasing demand for digital transformation and (digital) technology transfer (TT), digital innovation hubs (DIHs) are the new piece of the puzzle of our economy and industries’ landscapes. Evidence shows that DIHs can provide good opportunities to access needed innovations, technologies, and resources at a higher level than other organizations that can normally access them. However, it is critically important to note that DIHs are still evolving, under research, and under development. That is, there are many substantial aspects of DIHs that should be considered. For example, DIHs must cater to a wide spectrum of needs for TT. From this perspective, the contribution of this work is proposing a generic and flexible learning framework, aiming to assist DIHs in providing suitable education, training, and learning services that support the process of (digital) TT to companies. The proposed learning framework was designed, evaluated, and improved with the support of two EU projects, and these processes are discussed in brief. The primary and leading results gained in this way show that the learning framework has immense potential for application to similar cases, and it can facilitate and expedite the process of TT to companies. The study is concluded with some directions for future works. Full article
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
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12 pages, 1109 KiB  
Article
Theoretical Models Explaining the Level of Digital Competence in Students
by Marcos Cabezas-González, Sonia Casillas-Martín and Ana García-Valcárcel Muñoz-Repiso
Computers 2023, 12(5), 100; https://doi.org/10.3390/computers12050100 - 4 May 2023
Cited by 5 | Viewed by 4390
Abstract
In the new global scene, digital skills are a key skill for students to seize new learning opportunities, train to meet the demands of the labor market, and compete in the global market, while also communicating effectively in their everyday and academic lives. [...] Read more.
In the new global scene, digital skills are a key skill for students to seize new learning opportunities, train to meet the demands of the labor market, and compete in the global market, while also communicating effectively in their everyday and academic lives. This article presents research aimed at relating the impact of personal variables on the digital competence of technical problem solving in Spanish students from 12 to 14 years old. A quantitative methodology with a cross-sectional design was employed. A sample of 772 students from 18 Spanish educational institutions was used. For data collection, an assessment test was designed (ECODIES®) based on a validated indicator model to evaluate learners’ digital competence (INCODIES®), taking as a model the European framework for the development of digital competence. Mediation models were used and theoretical reference models were created. The results allowed us to verify the influence of personal, technology use, and attitudinal variables in the improvement of digital skill in technical problem solving. The findings lead to the conclusion that gender, acquisition of digital devices, and regular use do not determine a better level of competence. Full article
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
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19 pages, 3445 KiB  
Article
Pedagogical Implications and Methodological Possibilities of Digital Transformation in Digital Education after the COVID-19 Epidemic
by Zoltán Szűts, György Molnár, Réka Racsko, Geoffrey Vaughan and Tünde Lengyelné Molnár
Computers 2023, 12(4), 73; https://doi.org/10.3390/computers12040073 - 4 Apr 2023
Cited by 5 | Viewed by 2237
Abstract
In the context of digital pedagogy, internet communication platforms, digital media interfaces, applications, and info-communication tools, best practices are stepping up in the educational process and forming a methodology. The focus areas targeted by the questionnaire presented in this study are digital transformation; [...] Read more.
In the context of digital pedagogy, internet communication platforms, digital media interfaces, applications, and info-communication tools, best practices are stepping up in the educational process and forming a methodology. The focus areas targeted by the questionnaire presented in this study are digital transformation; the smart use of digital tools; characteristics of the learning environment; classroom activities, learning organization, and methodology; content; and curriculum sharing. During the research, the authors asked what were the online communication channels and digital platforms that teachers have effectively used in terms of learning efficiency in distance learning ordered as a result of the COVID-19 emergency in Hungary. The empirical research goal was to explore the conditions among Hungarian teachers with the help of a questionnaire and a semi-structured online interview. Seven thousand teachers were contacted through email, and a return rate of 10.7% was achieved. The questionnaire was filled in online by n = 751 primary teachers. According to the respondents, the most effective tools in the transformation of education are self-made tutorial videos and real-time written and video-based chat. Full article
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
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13 pages, 2736 KiB  
Article
Safety in the Laboratory—An Exit Game Lab Rally in Chemistry Education
by Manuel Krug and Johannes Huwer
Computers 2023, 12(3), 67; https://doi.org/10.3390/computers12030067 - 20 Mar 2023
Cited by 8 | Viewed by 4020
Abstract
The topic of safety in chemistry laboratories in schools is crucial, as severe accidents in labs occur worldwide, primarily due to poorly trained individuals and improper behavior. One reason for this could be that the topic is often dry and boring for students. [...] Read more.
The topic of safety in chemistry laboratories in schools is crucial, as severe accidents in labs occur worldwide, primarily due to poorly trained individuals and improper behavior. One reason for this could be that the topic is often dry and boring for students. One solution to this problem is engaging students more actively in the lesson using a game format. In this publication, we present an augmented-reality-supported exit game in the form of a laboratory rally and the results of a pilot study that examined the use of the rally in terms of technology acceptance and intrinsic motivation. The study involved 22 students from a general high school. The study results show a high level of technology acceptance for the augmented reality used, as well as good results in terms of the intrinsic motivation triggered by the lesson. Full article
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
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24 pages, 2113 KiB  
Article
Data Analysis Model for the Evaluation of the Factors That Influence the Teaching of University Students
by William Villegas-Ch., Aracely Mera-Navarrete and Joselin García-Ortiz
Computers 2023, 12(2), 30; https://doi.org/10.3390/computers12020030 - 31 Jan 2023
Cited by 3 | Viewed by 2342
Abstract
Currently, the effects of the pandemic caused by the Coronavirus disease discovered in 2019 are the subject of numerous studies by experts in labor, psychological issues, educational issues, etc. The universities, for their continuity, have implemented various technological tools for the development of [...] Read more.
Currently, the effects of the pandemic caused by the Coronavirus disease discovered in 2019 are the subject of numerous studies by experts in labor, psychological issues, educational issues, etc. The universities, for their continuity, have implemented various technological tools for the development of their activities, such as videoconference platforms, learning management systems, etc. This experience has led the educational sector to propose new educational models, such as hybrid education, that focus on the use of information technologies. To carry out its implementation, it is necessary to identify the adaptability of students to a technological environment and what the factors are that influence learning. To do this, this article proposes a data analysis framework that identifies the factors and variables of a hybrid teaching environment. The results obtained allow us to determine the level of influence of educational factors that affect learning by applying data analysis algorithms to profile students through a classification based on their characteristics and improve learning methodologies in these educational models. The updating of educational systems requires a flexible process that is aligned with the needs of the students. With this analysis framework, it is possible to create an educational environment focused on students and allows for efficient change with the granular analysis of the state of the learning. Full article
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
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