Abstract
The first three industrial revolutions were characterized by the invention of water and steam engine, centralized electric power infrastructure and mass production as well as digital computing and communications technology. The current developments caused by the fourth revolution, also known as “Industry 4.0”, pose major challenges to almost every kind of work, workplace, and the employees. Due to the concepts of cyber-physical systems, Internet of Things and the increasing globalization, remote work is a fast-growing trend in the workplace, and educational strategies within virtual worlds become more important. Especially methods as teaching and learning within virtual worlds are expected to have an enormous impact on advanced education in the future. However, it is not trivial to transfer a reliable educational method from real to the virtual worlds. Therefore, it is important to adapt, check and change even small didactic elements to guarantee a sustainable learning success. As there is a lot of ongoing research about using virtual worlds for the training of hazardous situations, it has to be figured out which potential those environments bear for the everyday education of academic staff and which competencies and educational support trainers need to have respectively can give in those worlds. The used approach for this study was to investigate the trainers’ didactic perspective on mixed-reality teaching and learning. A total of ten trainers from different areas in Germany took part in this study. Every participant pursued both roles: the teaching and the learning part in a virtual learning environment. In order to assess the learning success and important key factors the experiment yields data from the participants’ behavior, their answers to a semi-structured interview and video analysis, recorded from the virtual world. Resulting data were analyzed by using different qualitative as well as quantitative methods. The findings of this explorative research suggest the potential for learning in virtual worlds and give inside into influencing variables. The online gaming experience and the age of participants can be shown to be related to participants’ performance in the virtual world. It looks like the barriers for the affected trainers are low regarding utilization of virtual worlds. Together with the mentioned advantages and possible usages, the potential of these setups is shown.
Keywords
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
C.B. Frey, M.A. Osborne. The future of employment: how susceptible are jobs to computerisation?, 2013
Federal Ministry for Economic Affairs and Energy. Industrie 4.0 und Digitale Wirtschaft: Impulse für Wachstum, Beschäftigung und Innovation, 04/2015
R. Geissbauer, S. Schrauf, V. Koch, S. Kuge. Industrie 4.0: Chancen und Herausforderung der vierten industriellen Revolution, 10/2014
S. Jeschke. Everything 4.0 – drivers and challenges of cyber physical systems, 04.12.2013. http://www.ima-zlw-ifu.rwth-aachen.de/keynotes/Forschungsdialog4Dez2013.pdf
K. Schuster, K. Groß, R. Vossen, A. Richert, Preparing for industry 4.0 – collaborative virtual learning environments in engineering education. In: The International Conference on E-Learning in the Workplace Conference Proceedings, ed. by D. Guralnick. 2015
A. Sursock, Trends 2015: Learning and Teaching in European Universities. Brussels, Belgium, 2015
P. Moreno-Ger, I. Martinez-Ortiz, M. Freire, B. Manero, B. Fernandez-Manjon, Serious games: A journey from research to application. In: Frontiers in Education Conference Proceedings. 2014, pp. 1–4. 10.1109/FIE.2014.7044052
R.S. Baker, Educational data mining: An advance for intelligent systems in education. IEEE Intelligent Systems 29 (3), 2014, pp. 78–82. 10.1109/MIS.2014.42
M. Tesar, K. Stöckelmayr, R. Pucher, M. Ebner, J. Metscher, F. Vohle, Multimediale und interaktive Materialien: Gestaltung von Materialien zum Lernen und Lehren. In: Lehrbuch für Lernen und Lehren mit Technologien, ed. by M. Ebner, S. Schön, 2013
W. LeRoy Heinrichs, P. Youngblood, P.M. Harter, P. Dev, Simulation for team training and assessment: case studies of online training with virtual worlds. World journal of surgery 32 (2), 2008, pp. 161–170. 10.1007/s00268-007-9354-2
J.L. Encarnação. Serious games, ss 2008, 2008
P. Sawers. 60% of uk employees working remotely within a decade, 22.02.2012. http://thenextweb.com/uk/2012/02/22/home-sweet-home-60-of-uk-employees-could-be-working-remotely-within-a-decade/
R. Ubell, Virtual Teamwork: Mastering the Art and Practice of Online Learning and Corporate Collaboration. Wiley, New York, 2010
A. Höpner. Steuerungstechnik: Die ferngesteuerte Fabrik, 30.07.2012. http://www.handelsblatt.com/technik/forschung-innovation/steuerungstechnik-die-ferngesteuerte-fabrik/6913260-all.html
K. Schuster, Einfluss natürlicher Benutzerschnittstellen zur Steuerung des Sichtfeldes und der Fortbewegung auf Rezeptionsprozesse in virtuellen Lernumgebungen. Dissertation, RWTH Aachen University, Aachen, [Im Druck]
D. Short, Teaching scientific concepts using a virtual world - minecraft. Teaching Science (3), 2012, pp. 55–58
C. Schifter, M. Cipollone, Minecraft as a teaching tool: One case study. In: Proceedings of Society for Information Technology & Teacher Education International Conference, ed. by R. McBride, M. Searson. Association for the Advancement of Computing in Education (AACE), 2013, pp. 2951–2955
S. Höntzsch, U. Katzky, K. Bredl, F. Kappe, D. Krause, Simulationen und simulierte Welten: Lernen in immersiven Lernumgebungen. In: Lehrbuch für Lernen und Lehren mit Technologien, ed. by M. Ebner, S. Schön, 2013
K.A. Wilson, W.L. Bedwell, E.H. Lazzara, E. Salas, C.S. Burke, J.L. Estock, K.L. Orvis, C. Conkey, Relationships between game attributes and learning outcomes: Review and research proposals. Simulation & Gaming 40 (2), 2008, pp. 217–266. doi:10.1177/1046878108321866
E.J. Simpson, The classification of educational objectives in the psychomotor domain. Gryphon House, Washington, DC, 1972
M. Dezuanni, J. O’Mara, C. Beavis, ‘redstone is like electricity’: Children’s performative representations in and around minecraft. E-Learning and Digital Media (12(2)), 2015, pp. 147–163. doi:10.1177/2042753014568176
M. Herkersdorf. Virtuell-interaktives Training (vipol) - eine bundesweit einmalige Lösung der Polizei BW, 15.10.2013. http://www.pfa.nrw.de/PTI_Internet/pti-intern.dhpol.local/TagSem/Seminar/Nr48_13/07_Herkersdorf_Internet/TriCAT_ViPol_15102013.pdf
C. Lecon, M. Herkersdorf, Virtual blended learning virtual 3d worlds and their integration in teaching scenarios. In: Computer Science Education (ICCSE), 2014 9th International Conference on. 2014, pp. 153–158. doi:10.1109/ICCSE.2014.6926446
Acknowledgments
This work is part of the project “ELLI – Excellent Teaching and Learning in Engineering Sciences” and was funded by the federal ministry of education and research, Germany.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Plumanns, L., Sommer, T., Schuster, K., Richert, A., Jeschke, S. (2016). Investigating Mixed-Reality Teaching and Learning Environments for Future Demands: The Trainers’ Perspective. In: Jeschke, S., Isenhardt, I., Hees, F., Henning, K. (eds) Automation, Communication and Cybernetics in Science and Engineering 2015/2016. Springer, Cham. https://doi.org/10.1007/978-3-319-42620-4_31
Download citation
DOI: https://doi.org/10.1007/978-3-319-42620-4_31
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-42619-8
Online ISBN: 978-3-319-42620-4
eBook Packages: Mathematics and StatisticsMathematics and Statistics (R0)