Gaming, Mobile Learning, Augmented Reality, and Immersive Learning Environment in Teaching and Learning

     

       I was born and raised in an air force family.  My father is both a retired civil airlines pilot and retired air force fighter jet pilot.  My little brother still serves in air force as a F-16 fighter pilot.  I always wanted to become a pilot if I did not get near-sighted during junior high school years.  However, because of family tradition and influence, I am very interested in flying sort of things.  Therefore, not only do I enjoy flight simulation games and other virtual reality simulations, I also understand how important the virtual simulation, augmented reality and immersive learning environment are for effective and efficient professional training for all real-world airlines and air force pilots.
    
        To begin with, almost every pilot, no matter in civil airlines or air force, is required to complete flight simulator training programs on the ground before they can really fly the real jumbo jets or fighter jets.  Familiarization by simulator training can not only address flight safety concerns but also can effectively reduce the cost by training in real airplanes.  There are lots of very complicated PC games for flight simulation available in market with goals to "train" players how to fly a plane in a manner as real as possible.

   

       Furthermore, Head-Up-Display(HUD) (http://en.wikipedia.org/wiki/Head-up_display) equipped on military planes and civil airliner jets is actually an augmented reality device which provides pilot with the most current altitude and speed reading, artificial horizontal line, flight path indicator and other crucial flight information through a reflective glass panel mounted either on the front dashboard in cockpit or directly on pilot's helmet.  So the augmented reality equipment effectively enhances pilot's situation awareness. 
   

       As a matter of fact, gaming/simulation, augmented reality, and immersive training environment are commonly used for military training purposes by all services.  These technologies are also used for training law enforcement officers regarding how to engage potential armed suspects, training firefighters how to effective and safely put out a fire in different scenarios, as well as for medical surgery training purpose so doctors can practice the specific procedure of complex operation in virtual reality before they use it on real patient.  Some other simulation games/programs, like an epic simulation game "Civilization", are designed to train users (in other words, users will learn) how to efficiently allocate limited resources in governance. 
    

 

        Now, we can certainly utilize gaming, mobile learning, augmented reality and immersive environment for teaching and learning purpose.  According to experiential learning theory, "experiential learning is a cyclical process that capitalizes on the participants' experiences for acquisition of knowledge. This process involves setting goals, thinking, planning, experimentation, reflection, observation, and review. By engaging in these activities, learners construct meaning in a way unique to themselves, incorporating the cognitive, emotional, and physical aspects of learning.  Experiential learning theory "provides a holistic model of the learning process and a multilinear model of adult development" (Baker, Jensen, Kolb, 2002, p. 51). In other words, this is an inclusive model of adult learning that intends to explain the complexities of and differences between adult learners within a single framework. The focus of this theory is experience, which serves as the main driving force in learning, as knowledge is constructed through the transformative reflection on one's experience (Baker, Jensen, Kolb, 2002)." (Oxendine, Robinson, Willson, 2004)

The graphic above is a representation of the Experiential Learning Cycle, which includes the components of experience, critical reflection, abstract conceptualization, active experimentation, and more critical reflection. Real experiences help the individual learn advanced abstract concepts. The experiences might result in paths, which allow the individual to actively collect information to learn and become a member of the community of practice. Perhaps critical thinking and reflection may refine ideas or lead the individual to consider alternate possibilities. Each phase potentially leads to another and builds upon the former. By Frank LaBanca (2008).

        But what are the reasons and challenges of using these emerging technologies in education?  Here are some thoughts:

Reasons to use emerging technologies in teaching and learning:

Educational Benefits for teaching and learning:

·    Can be used with task-based teaching/learning techniques so as to relate learning/training to real-world situations and develop problem solving skills (Gee, 2012);

·    Effective study and evaluation tool in the classroom;

·    Assisting learners with different learning styles (Dieterle, Dede, Schrier, 2007);

·    Enhancing classroom reflections;

·    Facilitating classroom projects;

·    Can be used to diversify the types of learning activities students partake in (or a blended learning approach);

·    Can be a useful add-on tool for students with special needs like ADHD (Attention Deficit Hyperactivity Disorder);

·    Can be used as a ‘hook’ to re-engage disaffected youth;

·    Devices with emerging technologies used are often more lightweight than books and PCs.

Social and Economic Benefits:

·    Relatively inexpensive opportunities, as the cost of mobile devices are significantly less than PCs and laptops;

·    Multimedia content delivery and creation options;

·    Continuous and situated learning support;

·    Decrease in training costs;

·    Potentially a more engaging and rewarding learning experience.

Challenges of using emerging technologies in teaching and learning:

Technical challenges:

·    Emerging technologies are often not matured thus not fully utilized for educational purposes;

·    Low digital fluency of faculty;

·    Pleasant using experience required high speed bandwidth, CPU and graphical computing for smooth/fast streaming and graphical presentation;

·    Number of file/asset formats supported by a specific device;

·    Content security or copyright issue from authoring group;

·    Multiple standards, multiple screen sizes, multiple operating systems; Frequent changes in device models, technologies, functionality etc.;

·    Reworking existing E-Learning materials for mobile platforms;

·    Risk of sudden technology obsolescence.

Social and educational challenges:

·    “Digital Divide”: Accessibility and cost barriers for end users ; access to and use of the technology in developing countries;

·    Inappropriate use of mobile devices (cell phones) by students;

·    Competition from new models of education;

·    How to support learning across many contexts;

·    Developing an appropriate theory of learning for the mobile age with emerging technologies;

·    Tracking of results and proper use of this information;

·    Protection on personal and private information and content;

·    Disruption of students' personal and academic lives;

·    Risk of distraction.


Reference:

1. Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved October 18, 2014, from http://epltt.coe.uga.edu/
2. Baker, A., Jensen, P., & Kolb, D. (2002). Conversational learning: An experiential approach to knowledge creation. Westport, Conn.: Quorum Books.
3. Gee, J. (2012). James Paul Gee on Learning with Video Games (YouTube). Retrieved October 18, 2014, from https://www.youtube.com/watch?v=JnEN2Sm4IIQ
4. Dieterle, E., Dede, C., & Schrier, K. (2007). “Neomillennial” learning styles propagated
   by wireless handheld devices. In M. Lytras & A. Naeve (Eds.), Ubiquitous and pervasive knowledge and learning management: Semantics, social networking and new media to their full potential. Hershey, PA: Idea Group, Inc. Retrieved October 18, 2014, from http://gseacademic.harvard.edu/~hdul/Dieterle-Dede-Schrier-NLS-2006.pdf