Research Article
The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance
@INPROCEEDINGS{10.1007/978-3-031-31392-9_8, author={Emma Edstrand and Jeanette Sj\o{}berg and Sylvana Sofkova Hashemi}, title={The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance}, proceedings={Design, Learning, and Innovation. 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21-22, 2022, Proceedings}, proceedings_a={DLI}, year={2023}, month={4}, keywords={Co-design Design-based research Learning Multilingual study guidance Virtual reality}, doi={10.1007/978-3-031-31392-9_8} }- Emma Edstrand
Jeanette Sjöberg
Sylvana Sofkova Hashemi
Year: 2023
The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance
DLI
Springer
DOI: 10.1007/978-3-031-31392-9_8
Abstract
Recently, the use of immersive technology has gained an increasingly interest in teaching. Virtual reality (VR) is an example of a resource offering prominent potentials for students’ learning. The purpose of the study is to investigate the ways adaptive VR environments can foster students learning in multilingual study guidance. There are large differences at a national level in how multilingual study guidance is designed. Based on a co-design approach, combining methods of action research and design-based research, this study seeks answers to how to didactically design multilingual study guidance for promoting the development of students’ conceptual knowledge with adaptive VR environments. Expected outcomes of the study can be related to the development of a didactically adaptive multilingual study guidance with the purpose to promote students’ conceptual knowledge by means of adaptive VR environment. These results will be based on the development process leading to a didactical design of multilingual study guidance with adaptive VR environments, which will be tested in collaboration between teachers, students, VR designer and researchers.
