This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The ...

Virtual, augmented and mixed reality in K–12 education: a review of the literature

The increasing popularity of Virtual Reality (VR) has provoked scholars’ and educators’ interest to explore its potential as a learning environment for various fields of education. Along this line,...

Virtual reality in language learning: a systematic review and implications for research and practice

https://www.jstage.jst.go.jp/article/jfuzzy/14/1/14_KJ00002088986/_pdf

発達の最近接領域(Zone of Proximal Development, ZPD, Zoped、最近接発達領域)

who ‘‘look’’ are middle-class U.S. men with the means to travel to Mexico or Columbia for a week. Their hope is to meet a local woman who embodies domestic stability, family values and passion. The male lookers are fueled by a frustration with feminism and modern life in the United States. They traverse national boundaries to rejuvenate their masculinity and ultimately the nation’s stock. The Latin American women are actively looking to escape traditional definitions of gender, sexuality and womanhood as well as unstable and corrupt governments. Schaeffer noted that Mexican men and the State of Mexico were often conflated in the comments of Mexican women. Women enter into cyber-space to find a sensitive, successful and hardworking male when they cannot find him in their local culture. In addition to an ideal partner, they are seeking upward mobility that will offer them a better life than they have in their home country. Another way they ‘‘look’’ is by attending romance parties with over 200 other women, all hoping to meet one of the forty U.S. men at this matchmaking event. The looking continues through emails, phone calls, and monetary support. Through this process of ‘‘looking,’’ Schaeffer illuminates the visions or ideals of a ‘‘better life’’ versus ‘‘warmth and sensuality’’ backlit by colonialism, modern self-help movements, transnational capitalism and ideals of a futuristic society. This reader would have welcomed a fuller description and analysis of when and how relationships shift from looking to finding. The final chapter concludes with a discussion of love and patriotism from individuals in successful and failed transnational marriages by describing the structural challenges that foreign brides and local grooms face in transforming their looking and finding into success. When it fails, the foreign bride transforms from the caring, passionate, sexual patriot into an ungrateful, traditional or obsolete female, and the egalitarian male groom who shared in household chores and offered economic stability and opportunities becomes an angry and distant partner in response to structural challenges. When the marriage succeeds it is the triumph of love and patriotism. Ultimately cross-national marriages respond to and rearrange structural boundaries defining foreign and native, tradition and modern, and citizen and outlaw.

College (Un)Bound: The Future of Higher Education and What It Means for Students

Augmented reality in language learning: A state-of-the-art review of 2014–2019

This paper outlines a Tele-presence framework to facilitate teaching in future mixed reality spaces. In a world where the increasing use of Massive Open Online Courses (MOOC) are beginning to compete with traditional university education, due in part to the rapid increase in student fees across the world, is there a middle ground where the advantages of MOOC's can be balanced with advantages of traditional teaching spaces? This future mixed reality space diverges from other Multi-User Virtual Learning Environments (MUVLE) by aiming to create mixed reality spaces in which the lecturer and students can not only be virtually present anywhere in the world, but also be physically present. The work presented here is to discuss the current state of technologies and explore the multiple issues, both social and technical, of providing such a resource to students in the future. The first step in order to create this space was to model a real world location that could also be used as a Mixed Reality Campus; this was carried out using 3D modelling tools and runs a simulation using a game engine that supports the Oculus VR HMD / VIVE HMD. Users would able to explore this space utilising different interfaces, from a desktop interface to a full 3D immersive interface, using the HTC VIVE. Webcams, 360 panorama video and 2D holograms create a shared space that will allow 2D holographic lecturers to be a virtual entity in the real world lecture room. This was achieved using inexpensive reflective films allowing for projection onto glass. This paper proposes a future Mixed Reality Space that combines these technologies and will allow both lecturers and students to maintain a joint space supporting the constructivist teaching and the traditional approaches.

Kevin Santiago

Papers

Future mixed reality educational spaces