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What is Immersive Learning Environment

Chapter 11
Virtual and Augmented Reality in Mental Health Treatment
A virtual environment where students can connect, interact, find 360-degree learning objects, and complete educational tasks wearing a special head-mounted display.
Published in Chapter:
Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) Children: From Users to Creators of Virtual Reality Learning Content
Giuliana Guazzaroni (Università Politecnica delle Marche, Italy)
Copyright: © 2019 |Pages: 23
DOI: 10.4018/978-1-5225-7168-1.ch011
Abstract
Autism spectrum disorder (ASD) is a serious neurological disorder. Using virtual reality (VR), researchers are exploring alternative solutions to treat ASD. Recent experiences show that VR can be a motivating platform to safely practice social and communication skills for children with ASD. It is also seen as an effective method to build empathy and help improve the general understanding of the condition. This study will focus on using and experimenting different 360-degree immersive learning environments for ASD and attention-deficit/hyperactivity disorder (ADHD) pupils and their schoolmates. The chapter will report on a few ASD students who use VR facilities to communicate, learn, improve self-awareness, autobiographical memory, and reduce school pressure, and a few ADHD students who enjoy a VR environment to improve concentration and self-esteem. Both the ASD students and the ADHD ones decided, during the trial, to become VR creators building their own content, with the help of a facilitator.
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Chapter 8
Immersive Virtual Reality in Sports: Coaching and Training
An environment or simulation where the participant can experience or initiate actions in a virtual world.
Published in Chapter: Immersive Virtual Reality in Sports: Coaching and Training; From: Implementing Augmented Reality Into Immersive Virtual Learning Environments
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Chapter 9
Virtual Reality (VR) for School Children With Autism Spectrum Disorder (ASD): A Way of Rethinking Teaching and Learning
A virtual environment where students can connect, interact, find 360-degree learning objects and complete educational tasks wearing a special head-mounted display.
Published in Chapter: Virtual Reality (VR) for School Children With Autism Spectrum Disorder (ASD): A Way of Rethinking Teaching and Learning; From: Virtual and Augmented Reality in Mental Health Treatment
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Chapter 6
Perceptions of Presence and Community in Immersive Online Learning Environments
A technology-based learning system in which participants can interact in real-time with others, as well as resources and tools situated within the environment – one in which they feel truly immersed.
Published in Chapter: Perceptions of Presence and Community in Immersive Online Learning Environments; From: Emerging Technologies in Virtual Learning Environments
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Chapter 8
Information Literacy in Virtual Environments: Changing Needs of P-12 Learners
A digital space built in 3D for individuals to interact and learn through simulation across a computer network or grid.
Published in Chapter: Information Literacy in Virtual Environments: Changing Needs of P-12 Learners; From: Handbook of Research on Gaming Trends in P-12 Education
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Chapter 9
Advancing Emergency Nurse Practitioner Training Using Virtual Nursing Centers
A learning setting where students engage in live learning events without direct instruction.
Published in Chapter: Advancing Emergency Nurse Practitioner Training Using Virtual Nursing Centers; From: Implementing Augmented Reality Into Immersive Virtual Learning Environments
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Chapter 10
Role of Emotions in Interactive Museums: How Art and Virtual Reality Affect Emotions
A virtual environment where students can connect, interact, find 360-degree learning objects and complete educational tasks wearing a special head-mounted display. Informal learning : Informal learning allows people to learn from daily experience, within the individual’s environment (e.g. family, friends, other students etc.) and outside the formal established organization. Consequently, learning does not happen in traditional spaces and it is not centred on the teacher. Today's learners can create and share content and aggregate themselves in informal social networks ( Leone, Guazzaroni, Carletti & Leo, 2010 ). Here the boundaries between learning, gaming, being a citizen, being a tourist are not well-defined.
Published in Chapter: Role of Emotions in Interactive Museums: How Art and Virtual Reality Affect Emotions; From: Virtual and Augmented Reality in Education, Art, and Museums
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