Multimodal teaching, learning and training in virtual reality: a review and case study

Stephanie Philippe, Alexis D. Souchet, Petros Lameras, Panagiotis Petridis, Julien Caporal, Gildas Coldeboeuf, Hadrien Duzan

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Abstract

It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings, spaces, processes, and teaching strategies for discerning a global perspective on constructing the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality (VR). VR environments may aid students’ efforts to be active learners through consciously attending to, and reflecting on, critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change. This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system designbased paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments.
Original languageEnglish
Pages (from-to)421-442
Number of pages22
JournalVirtual Reality & Intelligent Hardware
Volume2
Issue number5
Early online date14 Oct 2020
DOIs
Publication statusE-pub ahead of print - 14 Oct 2020

Bibliographical note

©Copyright 2020 Beijing Zhongke Journal Publishing Co. Ltd., Publishing services by Elsevier B.V. on behalf of KeAi Communication Co. Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by/4.0/).

Keywords

  • Virtual reality
  • Multimodality
  • Training
  • Teaching and learning
  • Semiotic resources

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