A New Pedagogical Domain Application of Extended Reality and Other Gizmos to Educate Todays Students Education Elevated Conference Kent State University Bill McCreary Vice President CIOCTO ID: 766072
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“A New Pedagogical Domain: Application of Extended Reality and Other Gizmos to Educate Today’s Students” Education Elevated Conference – Kent State UniversityBill McCrearyVice President CIO/CTO University of Toledo
More academically diverse students – at arrivalTrend of many new learning styles – especially visualReading books = novelty (“i m digitul”) Learning by “doing” – project based learningDisciplined critical thinking styles not developedLanguage and communication variability – “du u spk txt”Team and collaboration skill variability Tech savvy = really?The Challenge in Today’s Universities
What Reality?Virtual Augmented/Mixed RealityVisualization AcuityDepth Experiential ComplexityGizmos that take us there – and content distributionDistribution pointsUsage points What Extended Reality?
Gizmo #1 - 3D VIR on a “cube”
Gizmo #2 - 3D Curved CAD Wall
Gizmo #3 – MT Wall
Gizmo #3 – more fun at the MT wall
Gizmo #4 – MS HoloLens mixed reality
Gizmo #5 – X-Box driving fun and edutainment
Gizmo #5 - Xbox Controller driving APR
Gizmo #6 – Web application w/2.5D visuals Cardiac Cycle Leaf Anatomy iMold
Gizmo #7 – Multi-platform delivery of Code Cart game - Web application, A/R w/Hololens or VR in theater
Gizmo #8 – Web application sim game “Sales Leadership” has low visualization but high experiential complexity
Simulation Game Studio – former junk room
Simulation Game Studio Workplace
Simulation Game Studio Workplace
Where high visualization experience can increase learningWhere high experiential complexity can increase learningMedicine/healthcare – anatomy, medical simulation Natural science – chemistry, physics, astronomy, biology, geologyEngineering – Bio, EE, ChemE, design Business – every areaEducation Commercial – simulation and gamification Where can these technologies apply?
Research is mixed – not many true experiments Open research questions around these XR Gizmos being used as pedagogical instruments Do XR gizmos positively impact learning?If “A”is true, do XR gizmos have a more positive impact on learning in specific academic disciplines? If “B” is true, do XR gizmos have a more positive impact on learning in specific segments of specific disciplines?If “A” is true, do XR gizmos have a more positive impact on learning in a specific academic discipline for a specific type of learner? Efficacy of these gizmos as a teaching artifact