The Immersive Power of Social Interaction
The chapter reviews new technologies and their impact on learning and students’ motivation. The main argument is that in order to achieve immersion, social interactions should be fostered. Therefore, three technologies are discussed which either inherentl
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The Immersive Power of Social Interaction Using New Media and Technology to Foster Learning by Means of Social Immersion Nicole C. Krämer Abstract The chapter reviews new technologies and their impact on learning and students’ motivation. The main argument is that in order to achieve immersion, social interactions should be fostered. Therefore, three technologies are discussed which either inherently draw on social interactions (pedagogical agents, transformed social interaction) or can be enriched by including collaborative learning elements (augmented reality). For each of the three realms, a short overview on the state of current developments as well as on empirical studies and results is given. Also, it is discussed to what extent they built on social interaction, how this might be extended and whether beneficial outcomes can be expected from this.
Keywords Immersion Pedagogical agents Augmented reality Transformed social interaction Collaborative learning Social interaction
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Introduction
Recent years have seen the development of new and affordable Virtual Reality technology that is widely disseminated and especially made available for entertainment and leisure time use. For example, the WII uses video analysis to capture people’s behavior and transfer it to virtual, animated worlds, Oculus rift allows to be immersed in 3D worlds and augmented reality games like Pokemon Go are played on every street. While the entertainment industry has grasped the potential and optimized the technology for leisure time use, applications targeted at educational use still have to catch up. It is, however, highly plausible to assume that these interactive technologies will also be beneficial in education. This is not only due to the fact that people experience fun when using these technologies which might lead N.C. Krämer (&) Department for Computer Science and Applied Cognitive Science, University Duisburg-Essen, Forsthausweg 2, 47057 Duisburg, Germany e-mail: [email protected] URL: https://www.uni-due.de/sozialpsychologie/index_en.php © Springer Nature Singapore Pte Ltd. 2017 D. Liu et al. (eds.), Virtual, Augmented, and Mixed Realities in Education, Smart Computing and Intelligence, DOI 10.1007/978-981-10-5490-7_4
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to increased learning motivation, but they might have inherent benefits for learning applications. It has, for example, been described that augmented reality technologies which provide location-based virtual overlays in the real world enable learning at the exact right time and place (Bower, Howe, McCredie, Robinson, & Grover, 2014; Yuen, Yaoyuneyong, & Johnson, 2011). However, it is certainly not sufficient to simply bring these technologies to classrooms and other learning situations and to expect that they will (a) widely be used because of their popularity in other realms and (b) automatically lead to beneficial results. In parallel to their employment, the technologies need to be adapted to the educational goal and to be orchestrated in order to best enhance learning
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