Immersive Interfaces for Engagement and Learning

By C. Dede. Science, 2009

1,562 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Developmental and Educational Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/d1c83e93b9524b4a397b8041cdcd782ed3ac4a01

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In Computer Vision and Pattern Recognition

In Developmental and Educational Psychology

In Human-Computer Interaction

Citations in the corpus

Designing for deeper learning in a blended computer science course for middle school students (2015, background): “New approaches to fostering and assessing transfer such as PFL (Schwartz, Bransford, & Sears, 2005) show promise in the context of science and mathematics learning at the secondary level (Dede, 2009; Schwartz & Martin, 2004).”
Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment (2016, background): “Previous studies have established that the educational value of AR has increased significantly in recent years, and is considered by some to be a likely candidate to emerge as a significant pedagogical tool for improving learning outcomes (Dede, 2009).”
COLLABORATIVE PROBLEM SOLVING AND THE ASSESSMENT OF COGNITIVE SKILLS: PSYCHOMETRIC CONSIDERATIONS (2013, background): “13 EcoMUVE (Dede, 2009; Metcalf et al., 2011) is a multiuser virtual environment for ecosystem education that is directed at high school and middle school students.”
Enhancing learning and engagement through embodied interaction within a mixed reality simulation (2016, background): “…that body-based experiences are more perceptually immersive and lead to greater feelings of “presence” such that learners may feel that they are in a more authentic and meaningful educational space (Dede, 2009; De Freitas, Rebolledo‐Mendez, Liarokapis, Magoulas, & Poulovassilis, 2010; Winn, 2003).”
Foundations of Game-Based Learning (2015, background): “Some have termed this preparation for future learning (see, e.g., Dede, 2009; Reese, 2007), where playing a game may not result in learning while playing, but prepares the player for later learning.”
The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis (2018, background): “Virtual Environments simulate real-world situations and offer real-time interaction (Dede, 2009; Hale & Stanney, 2014).”
The Potential of Simulated Environments in Teacher Education (2014, background): “This phenomenon of “pres-ence” is the key to an effective simulator (Dede, 2009).”
Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories (2016, background): “For instance, AR helps students to engage in authentic explorations in the real world (Dede, 2009).”
Augmented Reality Teaching and Learning (2014, methodology): “, GPS, camera, object recognition and tracking) to create “immersive” learning experiences within the physical environment, providing educators with a novel and potentially transformative tool for teaching and learning (Azuma, Baillot, Behringer, Feiner, Julier, & MacIntyre, 2001; Dede, 2009; Johnso”
Augmented reality in Education — Cases, places, and potentials (2013, background): “As such, teachers may need a very high level of support to ensure a positive outcome when using Augmented Reality (Dede, 2009).”
Current status, opportunities and challenges of augmented reality in education (2013, neutral): “First, AR technologies help learners engage in authentic exploration in the real world, and virtual objects such as texts, videos, and pictures are supplementary elements for learners to conduct investigations of the real-world surroundings (Dede, 2009).”
Educational virtual environments: A ten-year review of empirical research (1999-2009) (2011, background): “We believe that immersion is a result of the involvement of more than one perceptual channel and not only a subjective impression, as Dede (2009) notes.”