fiee 14(1): e6

Research Article

The Immersive Education Laboratory: understanding affordances, structuring experiences, and creating constructivist, collaborative processes, in mixed-reality smart environments

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  • @ARTICLE{10.4108/fiee.1.1.e6,
        author={M. R.  Gardner and J. B. Elliott},
        title={The Immersive Education Laboratory: understanding affordances, structuring experiences, and creating constructivist, collaborative processes, in mixed-reality smart environments},
        journal={EAI Endorsed Transactions on Future Intelligent Educational Environments},
        volume={1},
        number={1},
        publisher={ICST},
        journal_a={FIEE},
        year={2014},
        month={9},
        keywords={Smart classrooms, intelligent campus, virtual \& mixed reality learning environments, digitally enhanced teaching laboratories, technologically supported pedagogy, AI tutoring systems, instructional design methods, models and tools.},
        doi={10.4108/fiee.1.1.e6}
    }
    
  • M. R. Gardner
    J. B. Elliott
    Year: 2014
    The Immersive Education Laboratory: understanding affordances, structuring experiences, and creating constructivist, collaborative processes, in mixed-reality smart environments
    FIEE
    ICST
    DOI: 10.4108/fiee.1.1.e6
M. R. Gardner1,*, J. B. Elliott2
  • 1: University of Essex, Wivenhoe Park, Colchester, CO43SQ, UK
  • 2: Voorstellen, LLC, USA
*Contact email: mgardner@essex.ac.uk

Abstract

In this paper we describe how the iClassroom and other technologies are providing the testbed through which we are able to design, develop, and research future intelligent environments. We describe the process of distinguishing between the technical and pedagogical aspects of immersive learning environments, while simultaneously considering both in the redefinition of effective intelligent learning spaces. This paper describes how our laboratory is working on specific projects that increase our understanding of the distinct advantages of technical design elements, like immersive visual displays, and pedagogical design elements that need to be in place as we go through the process of structuring learning situations that create constructivist, collaborative experiences. We describe specific technologies and their design across these multiple dimensions and the ways in which they are helping us better understand how to maximize technological affordances for increased positive learning outcomes. Finally, through this design research process, as we begin to better understand the affordances and iteratively create design guidelines, our hope is that eventually a prescriptive framework emerges that informs both the practice of embedded technology development and the deliberate incorporation of technical attributes into both the educational space and the pedagogy through which students learn.