About this paper

Appears in:
Page: 6835 (abstract only)
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.1587

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

VIRTUAL AND PHYSICAL IMMERSION CLASSROOM FOR ENHANCED LEARNING IN THE BEHAVIOURAL AND SOCIAL SCIENCES

J. Sparf, E. Petridou

Risk and Crisis Research Centre, Mid Sweden University (SWEDEN)
Virtual reality (VR) and augmented reality (AR) have become well-established tools in higher education, both in information technology and for visualisation and simulation purposes in other disciplines. In a basic review, two issues in the application of this technology in higher education emerge. Firstly, the application of the technology in the social and behavioural sciences has not been integrated in all disciplines. The primary field of application is in psychology, criminology, and to some extent human geography whereas the application level in social psychology, sociology and political sciences is much lower. This lacuna allows for development in the latter disciplines. Secondly, these technologies seem to push out traditional means of augmented learning such as on-site practice and real life experiences. Partly to address this gap, a unique social sciences lab is being built at Mid Sweden University combining VR and AR with traditional simulation tools for a full immersion experience. The lab combines 360° virtual and video projections with surround sound, light effects, smoke, olfactory stimulants, vibrations, heat/cold, and props to let students experience and train in a wide range of settings and scenarios. The lab specifically targets students in crisis management, paramedics, social services, and emergency services, but also a wider audience of students in disciplines such as sociology and political science among others. The idea is to combine VR and AR with traditional special effects and also to use film and sound in order to enhance the learning experience through an active classroom design. In this paper we describe the lab and the process of designing it, and also address some of the challenges in integrating it with the regular work at the department. The challenge is not so much about setting up the facility but primarily the training of staff and instructors to make full use of the technical facilities. The discussion deals with experiences from other, similar labs on how to develop and integrate traditional teaching with the full immersion technology to reach an optimal level of learning experience.
@InProceedings{SPARF2017VIR,
author = {Sparf, J. and Petridou, E.},
title = {VIRTUAL AND PHYSICAL IMMERSION CLASSROOM FOR ENHANCED LEARNING IN THE BEHAVIOURAL AND SOCIAL SCIENCES},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.1587},
url = {http://dx.doi.org/10.21125/inted.2017.1587},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {6835}}
TY - CONF
AU - J. Sparf AU - E. Petridou
TI - VIRTUAL AND PHYSICAL IMMERSION CLASSROOM FOR ENHANCED LEARNING IN THE BEHAVIOURAL AND SOCIAL SCIENCES
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.1587
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 6835
EP - 6835
ER -
J. Sparf, E. Petridou (2017) VIRTUAL AND PHYSICAL IMMERSION CLASSROOM FOR ENHANCED LEARNING IN THE BEHAVIOURAL AND SOCIAL SCIENCES, INTED2017 Proceedings, p. 6835.
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