Immersive technologies for education have been investigated for some time; it is only recently that Virtual Reality has been widely adopted within nursing and healthcare professions. In this work in progress, we present the current status of our immersive 360 video Antepartum 360, which is targeted towards undergraduate nursing students. We discuss the creation process of Antepartum 360 including the design of the lesson structure, design of the user experience and interactions, and the filming and editing the 360 video itself. We then present the initial findings from a user study testing the effectiveness of Antepartum 360. Participant results show high levels of engagement with the 360 video, satisfaction with the effectiveness of the video, and confidence in using the application.

Although much has been written about the benefits of situated learning, its technology implementations have remained bounded in space and time in the form of scheduled sessions or designated spaces. Relatively little research has investigated how learning can be situated in the messy world outside of formal learning contexts. We propose that wearables like smartwatches, because of their intrinsic attributes such as persistence and ease-of-access, present an apt opportunity to explore how such 'messy' situated learning can happen. This paper investigates the notion of context in a 3-week study whereby 18 elementary school students used a custom smartwatch app called ScienceStories to record reflections related to specific science topics throughout the course of their everyday lives.

Relatively little research exists on the use of smartwatches to support learning. This paper presents an approach for commodity smartwatches as a tool for situated reflection in elementary school science. The approach was embodied in a smartwatch app called ScienceStories that allows students to voice record reflections about science concepts anytime, anywhere. We conducted a study with 18 fifth-grade children to investigate first, the effects of ScienceStories on students' science self-efficacy, and second the effects of different motivational structures (gamification, narrative-based, hybrid) designed into the smartwatch app on students' quality and quantity of use. Quantitative results showed ScienceStories increased science self-efficacy especially with a motivational structure. The gamified version had the highest quantity of use, while narrative performance performed worst. Qualitative findings described how students' recordings related to science topics and were contextualized. We discuss how our findings contribute to understanding of how to design smartwatch apps for educational purposes.

Little is understood on how to design wearables for education, especially for children. We explore how smartwatches may allow children to see the world through the lens of science. In our study, 20 children are tasked to record stories related to specific scientific concepts in their daily life and drawing from their embodied experiences using a commodity smartwatch. Our findings describe the types of "science stories" that the children capture through the smartwatch, and how the stories relate to science. From our findings, we elicit seven areas of future research needed to catalyze the design of wearable apps to support informal science learning for children.