Multimodal teaching, learning and training in virtual reality: a review and case study
Fecha
2020Autor
Philippe, Stéphanie
Souchet, Alexis D.
Lameras, Petros
Petridis, Panagiotis
Caporal, Julien
Coldebouef, Gildas
Duzan, Hadrien
Resumen
It is becoming increasingly prevalent in digital learning research to encompass an array of
different meanings, spaces, processes, and teaching strategies for discerning a global perspective on
constructing the student learning experience. Multimodality is an emergent phenomenon that may
influence how digital learning is designed, especially when employed in highly interactive and immersive
learning environments such as Virtual Reality (VR). VR environments may aid students' efforts to be
active learners through consciously attending to, and reflecting on, critique leveraging reflexivity and
novel meaning-making most likely to lead to a conceptual change. This paper employs eleven industrial
case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically
rich strategy that may be designed, mapped and visualized through distinct VR-design elements and
features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging
discourse that couples system design-based paradigms with embodied, situated and reflective praxis in
spatial, emotional and temporal VR learning environments.
Palabras clave
Virtual reality; Multimodality; Training; Teaching and learning; Semiotic resourcesEnlace al recurso
https://doi.org/10.1016/j.vrih.2020.07.008Colecciones
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