{"id":608,"date":"2021-05-11T20:18:12","date_gmt":"2021-05-12T03:18:12","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/?p=608"},"modified":"2021-06-06T11:25:20","modified_gmt":"2021-06-06T18:25:20","slug":"lrnt526-assignment2-part-1","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/lrnt526-assignment2-part-1\/","title":{"rendered":"LRNT 526 | Assignment 2 | Part 2 | Augmented and Virtual Reality in Education"},"content":{"rendered":"<div style=\"font-size: 12pt;line-height: 2\">\n<h1 style=\"text-align: center\">Augmented and Virtual Reality in Education<\/h1>\n<style>\n       .errordiv { padding:10px; margin:10px; border: 1px solid #555555;color: #000000;background-color: #f8f8f8; width:500px; }#advanced_iframe {visibility:visible;opacity:1;vertical-align:top;}.ai-info-bottom-iframe { position: fixed; z-index: 10000; bottom:0; left: 0; margin: 0px; text-align: center; width: 100%; background-color: #ff9999; padding-left: 5px;padding-bottom: 5px; border-top: 1px solid #aaa } a.ai-bold {font-weight: bold;}#ai-layer-div-advanced_iframe p {height:100%;margin:0;padding:0}<\/style><script type=\"text\/javascript\">var ai_iframe_width_advanced_iframe = 0;var ai_iframe_height_advanced_iframe = 0;var aiOnloadScrollTop=\"true\";var aiShowDebug=false;\n\t\tif (typeof aiReadyCallbacks === 'undefined') {\n\t\t\tvar aiReadyCallbacks = [];\n\t\t} else if (!(aiReadyCallbacks instanceof Array)) {\n\t\t\tvar aiReadyCallbacks = [];\n\t\t}    function aiShowIframeId(id_iframe) { jQuery(\"#\"+id_iframe).css(\"visibility\", \"visible\");    }    function aiResizeIframeHeight(height) { aiResizeIframeHeight(height,advanced_iframe); }    function aiResizeIframeHeightId(height,width,id) {aiResizeIframeHeightById(id,height);}<\/script><iframe id=\"advanced_iframe\"  name=\"advanced_iframe\"  src=\"\/\/drive.google.com\/file\/d\/1JgK8c8vi1QdrVR8EzWtbn18qveU9btjx\/preview\"  width=\"100%\"  height=\"2050\"  frameborder=\"0\"  border=\"0\"  allowtransparency=\"true\"  loading=\"lazy\"  style=\";border-width: 0px;;border: none;;width:100%;;height:2050px;\" ><\/iframe><script type=\"text\/javascript\">var ifrm_advanced_iframe = document.getElementById(\"advanced_iframe\");var hiddenTabsDoneadvanced_iframe = false;\nfunction resizeCallbackadvanced_iframe() {}<\/script><script type=\"text\/javascript\"><\/script><p style=\"display:block !important; visibility:visible !important;margin: -18px 14px 0 0;padding-left: 3px;padding-top:3px;background: white; overflow: hidden; position: relative; line-height:15px;width: fit-content;\"><small style=\"display:block !important;visibility:visible !important\">powered by Advanced iFrame<\/small><\/p>\n<h2 style=\"text-align: center\"><a href=\"https:\/\/drive.google.com\/file\/d\/1JgK8c8vi1QdrVR8EzWtbn18qveU9btjx\/view?usp=sharing\" target=\"_blank\" rel=\"noopener\">[ Direct Link to Document ]<\/a><\/h2>\n<hr>\n<h2>Pedagogy<\/h2>\n<p><span data-preserver-spaces=\"true\">One of the most considerable challenges when establishing measured pedagogical approaches using virtual reality is the disparity between the rhetoric and the reality of its practice (Selwyn, 2010, p. 72). This disparity is nothing new in educational technology; as observed by Weller, when &#8220;new technolog[ies] arrive, [they] tend to be used in old ways&#8221; (2020, p. 64). By critically analyzing the affordances of the technology with content and pedagogy, an emergent form of knowledge can be formed that moves beyond the three disciplines (Mishra &amp; Koehler, 2006, pp. 1028-1029).\u00a0<\/span><\/p>\n<p><span data-preserver-spaces=\"true\">Fowler (2015) expands on the affordances of immersion by viewing it in three dimensions: (1) empathy, the ability for the user to empathize with the virtual world, (2) reification, the way interactions respond in realistic or at least believable manners, and (3) identification, the likelihood that the user will be able to engage in thoughtful, structured discourse about the experience (p. 417). Fowler&#8217;s\u00a0<\/span><em><span data-preserver-spaces=\"true\">Enhanced Model of Learning in 3D Virtual Learning Environments<\/span><\/em><span data-preserver-spaces=\"true\">\u00a0utilizes the technology affordances of virtual reality, pairs it with a pedagogical framework, and filters it through an intentional learning content system to develop a technologically infused pedagogy (p. 418).<\/span><\/p>\n<h2>Security<\/h2>\n<p><span data-preserver-spaces=\"true\">Virtual reality technology is increasingly being used in K-12 classrooms (Papanastasiou et al., 2019). Private companies controlling the VR market gather data on a user&#8217;s location, movements, communication, interactions, and more, sharing it with third parties for marketing purposes (LaChance &amp; Hunt, 2017). Despite being considered non-personally identifiable, movement tracking is enough to identify individuals in VR, and eye tracking can reveal sensitive data about users (Hosfelt &amp; Shadowen, 2020; Miller et al., 2020). Educators must weigh the benefits of requiring VR use in the classroom against the implications of offering up students&#8217; data to private companies.<\/span><\/p>\n<h2>Virtual Exam Proctoring<\/h2>\n<p><span data-preserver-spaces=\"true\">Proctoring of closed-book examinations is a significant challenge for online education. Institutions are struggling to ensure academic integrity. Suspicious gestures or eye movements can lead to wrongful persecution. Understandably, students are increasingly distrustful of the proctoring process (Harwell, 2020). Virtual proctoring via an application controlled by the institution through an iPad to VR headset and controllers may prove effective, removing the strong-armed proctor while maintaining students&#8217; dignity and safety.<\/span><\/p>\n<h2>Virtual Reality and Healthcare Education<\/h2>\n<p><span data-preserver-spaces=\"true\">Virtual reality is set to revolutionize the healthcare industry in the coming years. The benefits of virtual reality in dentistry are constantly being assessed as a method or an adjunct to improve fine motor skills and hand-eye coordination in pre-clinical settings (Roy et al., 2017).<\/span><\/p>\n<p><span data-preserver-spaces=\"true\">The TPACK instructional design modeling has proven to be a positive adjunct to health care education. It combines critical reflection, technology, learning theories, and collaborative problem-solving methodologies that allow learners to be immersed in a virtual reality learning environment that encourages a deeper understanding of educational content and clinical experiences (Perry et al., 2015).<\/span><\/p>\n<h2>Augmented and Virtual Reality (AR\/VR) in Second Language Acquisition<\/h2>\n<p><span data-preserver-spaces=\"true\">Authenticity and cultural context are essential elements of language mastery (Yang &amp; Liao, 2014, p. 107). Second language instruction often stems from constructivist theory: situating tasks in real-world contexts, use of\u2026 modeling and coaching\u2026 [and] collaborative learning (Ertmer &amp; Newby, 2013, p. 58) in an attempt to simulate an immersive, naturalistic environment. However, despite attempts by second language educators, &#8220;language learning activities often remain artificially contextualized as pedagogical or rehearsal tasks in the classroom at best&#8221; (Lee, &amp; Park, 2020, p. 937). Therefore, the critical affordance of AR\/VR to provide immersive, interactive context-based learning environments offers excellent potential for second language acquisition.<\/span><\/p>\n<h2>Conclusion\u00a0<\/h2>\n<p><span data-preserver-spaces=\"true\">Augmented and virtual reality in education is expanding as costs decrease and new tools and software are created and tested. As a result, researchers, designers, and educators must address how to use the affordances of AR\/VR most effectively and how to best address current and future challenges.<\/span><\/p>\n<h2 style=\"text-align: center\">References<\/h2>\n<p><span data-preserver-spaces=\"true\">Dalgarno, B. &amp; Lee, M. (2010). What are the learning affordances of 3-D virtual environments?\u00a0<\/span><em><span data-preserver-spaces=\"true\">British Journal of Educational Technology, 41<\/span><\/em><span data-preserver-spaces=\"true\">, 10\u201332.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/doi.org\/10.1111\/j.1467-8535.2009.01038.x\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/doi.org\/10.1111\/j.1467-8535.2009.01038.x<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Edvardsen, \u00d8., &amp; Steensrud, T. (1998). Virtual reality in medical education.\u00a0<\/span><em><span data-preserver-spaces=\"true\">Tidsskrift for Den Norske Laegeforening<\/span><\/em><span data-preserver-spaces=\"true\">,\u00a0<\/span><em><span data-preserver-spaces=\"true\">118<\/span><\/em><span data-preserver-spaces=\"true\">(6), 902\u2013906.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/doi.org\/10.4018\/978-1-7998-2521-0.ch004\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/doi.org\/10.4018\/978-1-7998-2521-0.ch004<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Ertmer, P. A., &amp; Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.\u00a0<\/span><em><span data-preserver-spaces=\"true\">Performance Improvement Quarterly<\/span><\/em><span data-preserver-spaces=\"true\">,\u00a0<\/span><em><span data-preserver-spaces=\"true\">26<\/span><\/em><span data-preserver-spaces=\"true\">(2), 43-71.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/doi.org\/10.1002\/piq.21143\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/doi.org\/10.1002\/piq.21143<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Fowler, C. (2015). Virtual reality and learning: Where is the pedagogy?\u00a0<\/span><em><span data-preserver-spaces=\"true\">British Journal of Educational Technology<\/span><\/em><span data-preserver-spaces=\"true\">,\u00a0<\/span><em><span data-preserver-spaces=\"true\">46<\/span><\/em><span data-preserver-spaces=\"true\">(2), 412\u2013422.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/doi.org\/10.1111\/bjet.12135\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/doi.org\/10.1111\/bjet.12135<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Fragkaki, M., Mystakidis, S., Hatzilygeroudis, I., Kovas, K., Palkova, Z., Salah, Z., Hamed, G., Khalilia, W. M., &amp; Ewais, A. (2020). Tpack Instructional Design Model in Virtual Reality for Deeper Learning in Science and Higher Education: From &#8220;Apathy&#8221; To &#8220;Empathy.&#8221;\u00a0<\/span><em><span data-preserver-spaces=\"true\">EDULEARN20 Proceedings<\/span><\/em><span data-preserver-spaces=\"true\">,\u00a0<\/span><em><span data-preserver-spaces=\"true\">1<\/span><\/em><span data-preserver-spaces=\"true\">(July), 3286\u20133292.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/doi.org\/10.21125\/edulearn.2020.0943\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/doi.org\/10.21125\/edulearn.2020.0943<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Harwell, D. (2020, November 12).\u00a0<\/span><em><span data-preserver-spaces=\"true\">Cheating-detection companies made millions during the pandemic. Now students are fighting back.<\/span><\/em><span data-preserver-spaces=\"true\">\u00a0The Washington Post.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.washingtonpost.com\/technology\/2020\/11\/12\/test-monitoring-student-revolt\/\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/www.washingtonpost.com\/technology\/2020\/11\/12\/test-monitoring-student-revolt\/<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Hosfelt, D., &amp; Shadowen, N. (2020). Privacy Implications of Eye Tracking in Mixed Reality.\u00a0<\/span><em><span data-preserver-spaces=\"true\">ArXiv E-Prints<\/span><\/em><span data-preserver-spaces=\"true\">,\u00a0<\/span><em><span data-preserver-spaces=\"true\">2007<\/span><\/em><span data-preserver-spaces=\"true\">, 6.<\/span><\/p>\n<p><span data-preserver-spaces=\"true\">LaChance, C., &amp; Hunt, C. (2017, May 24). VR and your privacy: How are these companies treating your data?\u00a0<\/span><em><span data-preserver-spaces=\"true\">VRHeads<\/span><\/em><span data-preserver-spaces=\"true\">.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.vrheads.com\/vr-and-your-privacy-how-are-these-companies-treating-your-data\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/www.vrheads.com\/vr-and-your-privacy-how-are-these-companies-treating-your-data<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Lee, S. M., &amp; Park, M. (2020). Reconceptualization of the context in language learning with a location-based AR app.\u00a0<\/span><em><span data-preserver-spaces=\"true\">Computer Assisted Language Learning, 33<\/span><\/em><span data-preserver-spaces=\"true\">(8), 936-959.<\/span><\/p>\n<p><span data-preserver-spaces=\"true\">Miller, M. R., Herrera, F., Jun, H., Landay, J. A., &amp; Bailenson, J. N. (2020). Personal identifiability of user tracking data during observation of 360-degree VR video.\u00a0<\/span><em><span data-preserver-spaces=\"true\">Scientific Reports<\/span><\/em><span data-preserver-spaces=\"true\">,\u00a0<\/span><em><span data-preserver-spaces=\"true\">10<\/span><\/em><span data-preserver-spaces=\"true\">, 17404.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/doi.org\/10.1038\/s41598-020-74486-y\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/doi.org\/10.1038\/s41598-020-74486-y<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Mishra, P., &amp; Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.\u00a0<\/span><em><span data-preserver-spaces=\"true\">Teachers College Record, 108<\/span><\/em><span data-preserver-spaces=\"true\">(6), 1017\u20131054.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/doi.org\/10.1111\/j.1467-9620.2006.00684.x\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/doi.org\/10.1111\/j.1467-9620.2006.00684.x<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., &amp; Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students&#8217; twenty-first century skills.\u00a0<\/span><em><span data-preserver-spaces=\"true\">Virtual Reality<\/span><\/em><span data-preserver-spaces=\"true\">,\u00a0<\/span><em><span data-preserver-spaces=\"true\">23<\/span><\/em><span data-preserver-spaces=\"true\">(4), 425\u2013436.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/doi.org\/10.1007\/s10055-018-0363-2\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/doi.org\/10.1007\/s10055-018-0363-2<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Perry, S., Bridges, S. M., &amp; Burrow, M. F. (2015). A review of the use of simulation in dental education.\u00a0<\/span><em><span data-preserver-spaces=\"true\">Simulation in Healthcare<\/span><\/em><span data-preserver-spaces=\"true\">,\u00a0<\/span><em><span data-preserver-spaces=\"true\">10<\/span><\/em><span data-preserver-spaces=\"true\">(1), 31\u201337. https:\/\/doi.org\/10.1097\/SIH.0000000000000059<\/span><\/p>\n<p><span data-preserver-spaces=\"true\">Pottle, J. (2019). EDUCATION AND TRAINING Virtual reality and the transformation of medical education. In\u00a0<\/span><em><span data-preserver-spaces=\"true\">Future Healthcare Journal<\/span><\/em><span data-preserver-spaces=\"true\">\u00a0(Vol. 6).<\/span><\/p>\n<p><span data-preserver-spaces=\"true\">Rose, C. (2009). Virtual Proctoring in Distance Education: An Open-Source Solution. American Journal of Business Education, 2(2), 81\u201388. https:\/\/files.eric.ed.gov\/fulltext\/EJ1052849.pdf<\/span><\/p>\n<p><span data-preserver-spaces=\"true\">Roy, E., Bakr, M. M., &amp; George, R. (2017). The need for virtual reality simulators in dental education: A review.\u00a0<\/span><em><span data-preserver-spaces=\"true\">The Saudi Dental Journal<\/span><\/em><span data-preserver-spaces=\"true\">,\u00a0<\/span><em><span data-preserver-spaces=\"true\">29<\/span><\/em><span data-preserver-spaces=\"true\">(2), 41\u201347.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/doi.org\/https:\/doi.org\/10.1016\/j.sdentj.2017.02.001\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/doi.org\/https:\/\/doi.org\/10.1016\/j.sdentj.2017.02.001<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology.\u00a0<\/span><em><span data-preserver-spaces=\"true\">Journal of computer assisted learning, 26<\/span><\/em><span data-preserver-spaces=\"true\">(1), 65-73.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/onlinelibrary-wiley-com.ezproxy.royalroads.ca\/doi\/full\/10.1111\/j.1365-2729.2009.00338.x\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/onlinelibrary-wiley-com.ezproxy.royalroads.ca\/doi\/full\/10.1111\/j.1365-2729.2009.00338.x<\/span><\/a><\/p>\n<p><span data-preserver-spaces=\"true\">Weller, M. (2020).\u00a0<\/span><em><span data-preserver-spaces=\"true\">25 Years of ed tech<\/span><\/em><span data-preserver-spaces=\"true\">.\u00a0<\/span><em><span data-preserver-spaces=\"true\">Athabasca University Press<\/span><\/em><span data-preserver-spaces=\"true\">.<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.aupress.ca\/books\/120290-25-years-of-ed-tech\/\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a0https:\/\/www.aupress.ca\/books\/120290-25-years-of-ed-tech\/<\/span><\/a>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Augmented and Virtual Reality in Education [ Direct Link to Document ] Pedagogy One of the most considerable challenges when establishing measured pedagogical approaches using virtual reality is the disparity between the rhetoric and the reality of its practice (Selwyn, 2010, p. 72). This disparity is nothing new in educational technology; as observed by Weller, [&hellip;]<\/p>\n","protected":false},"author":175,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[9],"tags":[36],"class_list":["post-608","post","type-post","status-publish","format-standard","hentry","category-lrnt526","tag-virtual-reality"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/wp-json\/wp\/v2\/posts\/608","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/wp-json\/wp\/v2\/users\/175"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/wp-json\/wp\/v2\/comments?post=608"}],"version-history":[{"count":14,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/wp-json\/wp\/v2\/posts\/608\/revisions"}],"predecessor-version":[{"id":628,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/wp-json\/wp\/v2\/posts\/608\/revisions\/628"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/wp-json\/wp\/v2\/media?parent=608"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/wp-json\/wp\/v2\/categories?post=608"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/wp-json\/wp\/v2\/tags?post=608"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}