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Teachers’ Educational Design Using Adaptive VR-Environments in Multilingual Study Guidance to Promote Students’ Conceptual Knowledge

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Learning and Collaboration Technologies (HCII 2023)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14041))

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Abstract

Virtual Reality (VR) is an example of a technology offering interesting potentials for learning in schools. Through VR, information and knowledge are made accessible in new ways since the technology allows experience destinations and content in 3D format that goes beyond classroom. In addition, VR invites activities where teachers and students can engage in the creation of content. The study has a particular interest in teachers’ educational design using adaptive VR-environments in multilingual study guidance. Multilingual study guidance is a support in Swedish schools to enhance the development of subject content learning in native language. Based on a co-design approach combining methods of action research and design-based research the aim of the study is to explore how to didactically design multilingual study guidance to promote the development of students’ conceptual knowledge with adaptive VR-environments. The research questions posed are: (1) How do study guidance (SG) teachers plan and organize for multilingual study guidance with adaptive VR-environments? and (2) In what way is the subject content enacted in adaptive VR-environments? The data concerns interviews and workshop discussions with two SG-teachers reflecting on opportunities and challenges with multilingual study guidance carried out in VR-environments. The results show in what ways adaptive VR-environments function as a bridge between students’ first language and the subject area content and that the SG-teachers act as pillars of support. Furthermore, the study contributes to increasing the quality of multilingual study guidance, which is a field where research is limited.

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Acknowledgments

This research has received financing within the ULF agreement: Utveckling (Development), Lärande (Learning) and Forskning (Research), a national initiative to develop sustainable collaboration models between academia and education. The authors wish to particularly thank the participating teachers and students in this research study.

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Authors and Affiliations

  1. Halmstad University, Kristian IV:S Väg 3, 301 18, Halmstad, Sweden

    Emma Edstrand & Jeanette Sjöberg

  2. University of Gothenburg, Läroverksgatan 11, 411 20, Gothenburg, Sweden

    Sylvana Sofkova Hashem

Authors
  1. Emma Edstrand
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  2. Jeanette Sjöberg
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  3. Sylvana Sofkova Hashem
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Correspondence to Emma Edstrand .

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Editors and Affiliations

  1. Cyprus University of Technology, Limassol, Cyprus

    Panayiotis Zaphiris

  2. Cyprus University of Technology, Limassol, Cyprus

    Andri Ioannou

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Edstrand, E., Sjöberg, J., Sofkova Hashem, S. (2023). Teachers’ Educational Design Using Adaptive VR-Environments in Multilingual Study Guidance to Promote Students’ Conceptual Knowledge. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2023. Lecture Notes in Computer Science, vol 14041. Springer, Cham. https://doi.org/10.1007/978-3-031-34550-0_6

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  • DOI: https://doi.org/10.1007/978-3-031-34550-0_6

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