Metaverse-enabled learning is an immersive educational method blending virtual elements and real-world environments. This paper adopts a 6C model-based framework to analyze how inclusiveness, interactivity, and adaptability can be improved in learning environments through metaverse-enabled learning. Vision Pro is used as the core platform of the framework to incorporate several technologies, such as eye-tracking, spatial interaction, and virtual avatars. With these advanced technologies, the framework creates an accessible and engaging learning environment. A case study of a student competition demonstrates the framework’s practical application in developing Vision Pro applications. The 6C model-based framework guides the design and enhancement of these applications to promote a transformative and inclusive metaverse-enabled educational ecosystem.

This paper is about the creation, deployment, and refinement of a smartphone-based virtual reality geographic environment for an entry-level geography course. The topics covered will be the development of the virtual reality prototype, the problems and solutions in implementation, the results of its deployment, and future development of this line of study.

In the digital era, learners are closely engaged with various kinds of technologies. Particularly, virtual reality (VR) has revolutionized our conventional ways of teaching and learning. Despite the wide adoptions of VR in education, our knowledge of how VR can facilitate EFL learners’ L2 linguistic and L1 native culture learning is fairly limited. The present work-in-progress paper reports on an on-going study that explores a self-developed VR system, which aims to support Chinese learners in improving their English language knowledge and Chinese culture knowledge via a simulated world. Research design and methods will also be discussed in this short paper.

Virtual reality (VR) not only expands the learning field and enriches the learning experience, but also provides an effective presentation for scarce educational resources. However, because VR mainly depends on image processing technology, its application in the field of education mostly stays at the level of knowledge observation, and many challenges are gradually exposed, such as untimely interaction and weak sense of existence. In recent years, haptics has gradually become the development frontier of human-computer interaction, breaking through the limitation of single visual stimulation of VR to a great extent. Some researchers began to explore the teaching mode of VR with haptics, in order to mobilize learners’ multi-sensory stimulus responses such as hearing, touch, force and movement, and enhance learners’ on-the-spot experience and flow experience. In order to deeply explore the effectiveness of VR with haptics in teaching and explore the regulatory variables affecting this teaching method, 1646 academic papers published from 2010 to 2020 were screened based on WOS and Scopus databases. After meta-analysis of 50 selected research data, it is found that: (1) from the perspective of overall effect, VR with haptics can significantly improve learners’ learning performance and efficiency; (2) Through the analysis of the effects of three regulatory variables, it is found that VR with touch has a positive impact on learning performance; VR with haptics has a positive impact on learning efficiency, especially for learners who have no previous learning experience and take practical skills as their learning goal for a long time. This discovery provides an important data reference for building an effective “virtual reality with haptics” teaching scene.

The interdisciplinary field of immersive learning research is scattered. Combining efforts for better exploration of this field from the different disciplines requires researchers to communicate and coordinate effectively. We call upon the community of immersive learning researchers for planting the Knowledge Tree of Immersive Learning Research, a proposal for a systematization effort for this field, combining both scholarly and practical knowledge, cultivating a robust and ever-growing knowledge base and methodological toolbox for immersive learning. This endeavor aims at promoting evidence-informed practice and guiding future research in the field. This paper contributes with the rationale for three objectives: 1) Developing common scientific terminology amidst the community of researchers; 2) Cultivating a common understanding of methodology, and 3) Advancing common use of theoretical approaches, frameworks, and models.

Although some experimental research investigated the positive effect of VR games on learning, the problematic use of VR games has become increasingly severe among a large proportion of learners. One of these is learner addiction in VR games. However, there is still a lack of literature on VR game addiction in the learning context. This study examines the formation process of addiction with a particular focus on the abilities of VR technology to understand the mechanism of VR game addiction. Based on the cognitive-behavioral model, this study used empirical data to generate findings and implications. This study used multiple mediations and hierarchal regression for moderation evaluation with a multi-perspective approach, which is developing the cognition behavioral changes of users. Findings show that addictive behavior is determined by VR experiences (i.e., presence and flow experience) of VR games. Besides, these experiences are influenced by Mental Imagery (MI), VR Game Curiosity (VGC), and VR Affordance (VRF). We enhance the cognitive-behavioral model in the current context by identifying MI, VGC, and VRF as distal causes and perceived presence and flow experiences as proximal causes. The practical implications of preventing VR game addiction are also discussed in this research.

As technology becomes more portable, Mobile Learning (mLearning) has been a powerful trend in teaching, learning and training. With the help of Cloud Computing, mLearning overcomes obstacles related to mobile computing and holds considerable promise for future development and delivery in the education sector. This paper proposes a comprehensive model, Location, Technology, Culture, and Satisfaction (LTCS), for mLearning design. Principles derived from this model can be used to guide effective mLearning design.

The occurrence of learning transfer is an important criterion for checking whether learning has taken place. In recent years, simulation games have been applied widely in the field of skill training and education. But research about whether learning transfer occurs in simulation games is still limited. This paper aims to examine whether learning transfer occurs among learners and to explore the characteristics of the transfer, if any, occur, when they play a learning simulation game called Farmtasia 2. The case study shows students provided with question prompts are more likely to have learning transfer, and they can reach a cognitive level of analysis, synthesis, and evaluation. In contrast, students not provided with question prompts are more likely to think about the questions they had in the game at a level between factual and conceptual understanding. They did not show activities that require higher order thinking and evidence the occurrence of learning transfer.

This paper describes the development of an robotic helicopter for monitoring pollution and habitat in natural reserves. The particular environment under investigation is Tijuana River Estuary (TRE) south of the city of San Diego on the US-Mexico border. The ecology of TRE is briefly reviewed and the motivation for using an robotic helicopter is discussed. Next the application of aerial imaging to natural reserves is mentioned. An overview of the helicopter and its autonomy is given. The autonomous flight and capturing of images tagged with GPS and attitude are described. A method is presented to correct (rectify) aerial images that are distorted due to helicopter rolling and pitching leading to non-vertical photography. Flight test results are also provided.

The presentation will review the evolution of learning, from classroom to E-, to mobile, and to the recently emerged cloud learning, with a focus on the latter two. It'll showcase Dr. Wang's achievement in each area, including a well-recognized instructional design model (Cybergogy for Engaged Learning), an innovative mobile learning system, and her recent envision of models and intelligent systems associated with mobile cloud learning.

Learning has evolved significantly, creating several challenges for the traditional educational system. This paradigm shift in education is imminent and has since gathered a great deal of interest in recent years, as an attempt to bridge the technological gap in the educational sector. Under EBTIC's international iCampus (intelligent campus) initiative [1], this paper examines mobile cloud-education -- a novel cutting-edge research in the area of intelligent learning, based on the design, development and testing of a mobile cloud learning system. This system can provide smart anytime-anywhere learning that is customised and adapted to individuals, and delivered via personal portables devices. A preliminary testing of the system reveals its effectiveness in supporting teaching and learning in an intelligent campus environment.

With the fast development of mobile computing terminals and wireless network, mobile learning (ML) is becoming one of the most popular research and development areas in today's e-learning. Through convenient and flexible mobile terminals and network, researchers and developers strive to provide users with teaching and learning resources and services that can be accessible anytime anywhere. This paper describes the design and implementation of a mobile learning system that can deliver live broadcast of realtime classroom teaching to online students with mobile devices. The system allows students to customize their ways of receiving, based on when and where they are tuning into the broadcast. To increase interactivity between the instructor and online students in large classes, the system also supports short text-messaging and instant polls. Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately