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The educational applications of extended reality (XR) modalities, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), have increased significantly over the last ten years. Many educators within the Architecture, Engineering, and Construction (AEC) related degree programs see student benefits that could be derived from bringing these modalities into classrooms, which include but are not limited to: a better understanding of each of the subdisciplines and the coordination necessary between them, visualizing oneself as a professional in AEC, and visualization of difficult concepts to increase engagement, self-efficacy, and learning. These benefits, in turn, help recruitment and retention efforts for these degree programs. However, given the number of technologies available and the fact that they quickly become outdated, there is confusion about the definitions of the different XR modalities and their unique capabilities. This lack of knowledge, combined with limited faculty time and lack of financial resources, can make it overwhelming for educators to choose the right XR modality to accomplish particular educational objectives. There is a lack of guidance in the literature for AEC educators to consider various factors that affect the success of an XR intervention. Grounded in a comprehensive literature review and the educational framework of the Model of Domain Learning, this paper proposes a decision-making framework to help AEC educators select the appropriate technologies, platforms, and devices to use for various educational outcomes (e.g., learning, interest generation, engagement) considering factors such as budget, scalability, space/equipment needs, and the potential benefits and limitations of each XR modality. To this end, a comprehensive review of the literature was performed to decipher various definitions of XR modalities and how they have been previously utilized in AEC Education. The framework was then successfully validated at a summer camp in the School of Building Construction at Georgia Institute of Technology, highlighting the importance of using appropriate XR technologies depending on the educational context.
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Conceptualizing a shared definition and future directions for extended reality (XR) in teacher education
Scholarship on extended reality (XR) in teacher education is emerging at an increasing rate. As additional forms of XR become more common in the profession, there is a need for teacher educators to consider how the various forms of XRbased representations of practice are conceptualized. The papers in this special issue of JTATE on XR in teacher education each define XR in similar ways, but often with different terminology. In this editorial, we note how such definitions are characteristic of much of the good scholarship on XR in teacher education. With this in mind, this editorial focuses on how the field may begin to consider defining XR within the boundaries of perceptual capacity—a concept that align with definitions in various other professional fields and with theory and practice in teacher education.
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- Award ID(s):
- 1908159
- PAR ID:
- 10340467
- Date Published:
- Journal Name:
- Journal of technology and teacher education
- Volume:
- 29
- Issue:
- 3
- ISSN:
- 1059-7069
- Page Range / eLocation ID:
- 257-278
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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