Abstract
Virtual learning spaces provide the opportunity to create authentic, immersive and high-fidelity experiences for learners; often enhanced with new technology to increase the interaction and perception with the learning space. Instead of creating mock-ups in classrooms, educators are able to recreate a controlled replica of the real world, i.e. scenarios and situations can be created that are difficult or impossible to achieve otherwise. However, an unrestricted and unsupervised exploration imposes challenges to monitor the learner, offer supportive guidance and provide formative feedback. Preliminary studies demonstrated that different approaches are able to engage the learner, create an intrinsic motivation and therefore provide curiosity to drive the self-paced learning; yet the use-case-based exploration is not transferred to a framework including a comprehensive tool for education. In this chapter, we demonstrate the prototype of the nDiVE framework, which combines authentic education, gamification, emerging technology and design principles used in the game industry to create an engaging learning space for students and workers.
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Note that the linked website also includes a video showing the set-up of the experiment; however, the video is for marketing and not for research purposes.
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Note that this could be reduced by going through a set-up process before the experiment, which takes up to 5 min. Furthermore, the next model of the HDM device will have a higher resolution and better sensors to counteract the dizziness.
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Acknowledgements
Support for the production of this publication has been provided by the Australian Government Office for Learning and Teaching (Grant: Development of an authentic training environment to support skill acquisition in logistics and supply chain management, ID: ID12-2498). The views expressed in this publication do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.
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Reiners, T. et al. (2018). Self-guided Exploration of Virtual Learning Spaces. In: Gregory, S., Wood, D. (eds) Authentic Virtual World Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-6382-4_5
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