ABSTRACT. Immersive learning research is a field of study that emphasizes diversity of scholarship and subject areas. This diversity presents a challenge for understanding the breadth and width of the field of immersive learning, a challenge that led to the Immersive Learning Research Network’s call for the community of immersive learning researchers to develop a conceptual framework supporting a common understanding of this diverse field - The Immersive Learning Knowledge Tree. However, this structure has not had its underlying assumptions validated by the larger, diverse community of immersive learning researchers and practitioners. Thus, we developed, validated, and disseminated across associations of the field a questionnaire for analyzing the assumptions, structure, and relevance of the Knowledge Tree proposal. Early results enabled further validation of the questionnaire and corroborated assumptions on the theoretical status of the field and on the relevance of a conceptual framework.

ABSTRACT. 360° photos can be used to place learners in different environments and additional virtual information can be added to augment the environment with virtual overlays. This way, more information can be provided than usually, resembling context-based augmented reality (AR). Both contextuality and interactivity are important aspects when it comes to AR- and 360° photo-based learning environments. To find out more about the specific impact the context and the interaction with the learning material has in an augmented 360° photo environment, we conducted an experimental 2x2 between-subjects design with the factors context (visible vs. non-visible) and interaction (learner vs. system control) with N = 138 participants. We examined variables concerning immersion, motivation and learning outcome. Concerning immersion, we found a large positive main effect of learner control. Concerning motivation, we found positive main effects of context visibility and learner control. For a subfactor of motivation, satisfaction, we found an interaction effect showing a disadvantage of non-visible context and system control in comparison to all other conditions. We found no effects on learning outcome. We discuss the limitations and implications of the study considering the theoretical background.

ABSTRACT. Virtual reality (VR) has been widely applied as a promising technology for individuals with autism spectrum disorder (ASD). However, most studies in the literature have been conducted by researchers who are not disabled or autistic, resulting in products that are less user-centered. To address this issue, Project PHoENIX is initiated to gather information from stakeholders, including autistic people, caregivers, and parents, about their needs and preferences when using VR. Throughout the development cycle, a variety of user-centered learning experience design methods and process were employed. To assess the usability and user experience of Project PHoENIX, a formative evaluation with multiple usability sessions was conducted across two phases: Phase I Usability Testing and Phase II Pilot Testing. In this paper, we present the co-design process of Project PHoENIX with autistic stakeholders, followed by the results of a formative evaluation on the VR environments in Project PHoENIX. Multiple usability evaluation methods were utilized in both phases. The quantitative and qualitative findings suggest that utilizing co-design and user experience design methods, Project PHoENIX was designed using an innovative approach and is perceived as a highly usable, relevant, and satisfying VR technology, with the potential to scale to serve a broader community of individuals with autism.

ABSTRACT. This practice-based inclusive design and creative technology innovation research entitled “Augmenting the Learning Experience: The A L E X Implementation Framework for Higher Business Education” investigates and measures the effectiveness and impact of novel, innovative augmented reality (AR) experience driven learning approaches on higher education business students’ learning experience. Hereby, the term “learning experience” incorporates three core components, namely motivation, engagement, and knowledge acquisition. This thesis narrates previous research covering Augmented Reality (AR) in education settings, the science of learning, educational technologies (EdTech) and Design, and learning psychology.

To address and find conclusive answers to the research question, this research utilised a mixed method research approach sampling, testing, and measuring data from research participants enrolled in selected undergraduate business degree programmes at this project’s research site, namely UCD’s College of Business. The author utilised the Intrinsic Motivation Inventory (IMI) to measure and compare student motivation while the university student engagement inventory (USEI) was utilised to measure and investigate the impact AR learning has had on overall student engagement levels.

Research findings suggest that the novel learning approach utilising AR experiences can be regarded as an optimum tool for higher business education. Subsequently, the author proposes an Augmented Learning Experience (ALEX) Implementation framework offering stakeholders in the higher educator sector with an opportunity to successfully utilise Augmented Reality while enabling learners to engage with curriculum material in a much more meaningful way resulting in both improved knowledge transfer and knowledge retainment.

ABSTRACT. This Practitioner Stream oral presentation focuses on a case study analysis of user experience data generated during the implementation phase of an asynchronous, online immersive technology course designed to develop effective problem-solving skills in learning experience designers using human-centered design strategies and immersive technologies such as augmented reality. The presentation explores the evidence for student learning developed from secondary data analysis that includes user experience narratives observed in online, video-based discussion forums. In industrial applications, immersive technologies such as augmented reality (AR), virtual reality (VR), and mixed reality (MR) already serve critical training needs in diverse fields such as commercial aviation, the military, and healthcare. While these industries are pushing the boundaries of what is possible in training and development, higher education could benefit from new or enhanced instructional approaches.

ABSTRACT. What are the biggest design obstacles currently faced by the iLRN community? How do we quickly develop a shared understanding of these issues? As we begin working on these challenges, how do we allow interdisciplinary synergies to flourish?

To answer these questions, the iLRN working group for the “Framework for Aggregation and Identification of Design Standards” (FAIDS) is proposing a two-part workshop at the iLRN 2023 annual meeting, for the virtual and in-person conferences. This will be a continuation of the work that began at the annual meeting in 2022 in Vienna, where the FAIDS working group engaged in-person attendees to identify and describe “standards for the development and implementation of immersive learning environments,” which is summarized in the two-page proceedings document (https://immersivelrn.org/resources/ilrn-publications-proceedings/70/ilrn2022-synthesis-of-faids-workshops).

The two-part workshop proposed for 2023 will provide an opportunity for the iLRN community to discover a topic we want to better understand and then collaboratively explore that topic. Using the design thinking methodology developed for the conference in Vienna, FAIDS will guide attendees of the virtual conference in an ideation session, which will result in a topic to be more thoroughly explored by a large portion of the in-person attendees in California. This will allow the iLRN community to determine a large, pressing issue for which we are all interested in developing language and standards towards a shared understanding. The results of this workshop will be published in a proceedings document and/or paper by the FAIDS working group.

ABSTRACT. The IEEE Education Society Technical Committee on Immersive Learning Environments (TC-ILE) serves as a comprehensive effort for the area of Immersive Learning Environments. The aim of this activity at iLRN 2023 is to connect the IEEE TC-ILE and the iLRN community as well as to share knowledge and establish collaboration activities. A 90 Minutes hybrid event is proposed during the main conference open for all iLRN 2023 participants and IEEE TC-ILE members (on site only for conference participants) to Introduce IEEE TC-ILE and working groups, to share updates on WG activities and findings, and to explore and initiate research and development collaborations.