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Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation

Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation

Konrad J. Schönborn (Department of Science and Technology, Linköping University, Norrköping, Sweden), Gunnar E. Höst (Department of Science and Technology, Linköping University, Norrköping, Sweden), Karljohan E. Lundin Palmerius (Department of Science and Technology, Linköping University, Norrköping, Sweden) and Jennifer Flint (Department of Science and Technology, Linköping University, Norrköping, Sweden)
Copyright: © 2014 |Volume: 5 |Issue: 2 |Article: 4 |Pages: 17
ISSN: 1947-8518|EISSN: 1947-8526|DOI: 10.4018/ijvple.2014040104
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MLA

Schönborn, Konrad J., Gunnar E. Höst, Karljohan E. Lundin Palmerius and Jennifer Flint. "Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation." IJVPLE 5.2 (2014): 40-56. Web. 1 Jan. 2019. doi:10.4018/ijvple.2014040104

APA

Schönborn, K. J., Höst, G. E., Palmerius, K. E., & Flint, J. (2014). Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation. International Journal of Virtual and Personal Learning Environments (IJVPLE), 5(2), 40-56. doi:10.4018/ijvple.2014040104

Chicago

Schönborn, Konrad J., Gunnar E. Höst, Karljohan E. Lundin Palmerius and Jennifer Flint. "Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation," International Journal of Virtual and Personal Learning Environments (IJVPLE) 5 (2014): 2, accessed (January 01, 2019), doi:10.4018/ijvple.2014040104

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Abstract

The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens' and school students' interaction with the virtual nanoworld. Findings suggest that users' interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.

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