It is a dynamic way of historicising and manipulating the knowledge produced and shared within the current technological system (Centorrino, Nucera 2017 AU100: The in-text citation "Centorrino, Nucera 2017" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Ubiquitous, Wearable, Mobile: Paradigm Shifts in E-Learning and Diffusion of Knowledge
Sebastiano Nucera (University of Messina, Italy), Gennaro Tartarisco (Institute of Applied Sciences and Intelligent Systems, Italy), Aldo Epasto (University of Messina, Italy), Donatello Smeriglio (University of Messina, Italy), Alessandro Mazzeo (University of Messina, Italy), Giovanni Pioggia (Institute of Applied Sciences and Intelligent Systems, Italy), and Alessandra Anastasi (University of Messina, Italy)
Copyright: © 2018
|Pages: 22
DOI: 10.4018/978-1-5225-2706-0.ch018
Abstract
Ubiquitous devices and wearable technologies are becoming smaller and more rich in features to meet user demands and applications. The emergence of ever more sophisticated technologies has created new relationships between real, virtual, and augmented world. This is quite evident, within educational contexts. This chapter will explore new learning approaches based on virtual and augmented reality technologies. Virtual and augmented realities dispense specific knowledge and information. This chapter will discuss augmented reality and education applications based on virtual reality. The chapter will differentiate between ways in which wearable technologies enhance and restructure teaching and learning processes. To circumscribe a well-defined level of analysis, the chapter will examine experiences of using wearable technology within educational contexts.