Special Issue "Virtual & Augmented Reality Innovations for Teachers, Teacher Education, and Professional Development"

A special issue of Computers (ISSN 2073-431X).

Deadline for manuscript submissions: 31 July 2022.

Special Issue Editors

Dr. Athanasios Christopoulos
E-Mail Website
Guest Editor
Centre for Learning Analytics, Department of Computing, University of Turku, 20500 Turku, Finland
Interests: educational technology; immersive technologies, STEM dducation; digital instructional design; artificial intelligence, learning analytics, educational data mining
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Stylianos Mystakidis
E-Mail Website
Guest Editor
School of Natural Sciences, University of Patras, GR-2504 Patras, Greece
Interests: e-learning; distance education; open education; massive open online courses; game-based learning; gamification; serious games; playful learning; problem-based learning; digital storytelling; virtual worlds; virtual reality; immersive education; augmented reality; deep meaningful learning; blended learning; educational technology; technology enhanced learning; learning innovation; personal learning environments
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The rapid advancement of information and communication technology (ICT) has led to the emergence of manifold innovative systems and tools that can efficiently and effectively support both teachers in teaching and students in learning. However, in light of the recent world event (i.e., the COVID-19 pandemic outbreak), it became apparent that teachers’ skills in the integration of ICT solutions are mediocre, whereas their lifelong learning training is, in most cases, inadequate [1-3]. It is therefore, more than ever, necessary to identify ways and methods that can assist teachers in enhancing their digital literacy skills. Although, especially during this hectic period, various innovative teacher training schemes have emerged [4-6], very few efforts can be identified with regard to the use of solutions that stem from the cross-reality (XR) spectrum [7], despite the potential that virtual reality (VR) and augmented reality (AR) have on teaching and learning [8, 9]. Therefore, this Special Issue aims to increase our knowledge about the potential of immersive technologies in the context of teacher education, training, and professional development. To prospect authors’ interest, we provide the following generic guidelines: (a) from the educational perspective, we are interested in receiving works that focus on the technical skills and/or the pedagogical competencies that teachers need to develop as well as the safeguards of ethical use [10], whereas (b) from the developers’ side, we are looking for frameworks that allow the mass adaptation and modification of VR/AR systems from the education practitioners’ end.

References
  1. Christopoulos, A., & Sprangers, P. (2021). Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8(1),
  2. Hadar, L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573-586.
  3. Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia- Pacific Journal of Teacher Education, 48(3), 233-236.
  4. Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: A teacher education program ‘s response to COVID-19. Journal of Education for Teaching, 46(4), 472-483.
  5. Dreesen, T., Akseer, S., Brossard, M., Dewan, P. Giraldo, J.P., Kamei, A.; Mizunoya, S., Ortiz Correa, J.S. (2020). Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries. Innocenti Research Briefs, 2020(10), UNICEF Office of Research - Innocenti, Florence.
  6. Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607.
  7. Chen, C. (2020). New Approach of Teacher Training: The Virtual Reality Simulation. Journal of Education Research, (313), 19-34.
  8. Mystakidis, S., Christopoulos, A., Pellas, N. (2021). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Inf. Technol. doi:10.1007/s10639-021-10682- 1.
  9. Pellas, , Dengel, A., & Christopoulos, A. (2020). A Scoping Review of Immersive Virtual Reality in STEM Education. IEEE Transactions on Learning Technologies, 13(4), 748-761.
  10. Christopoulos, A., Mystakidis, S., Pellas, N., & Laakso, M.J. (2021). ARLEAN: An Augmented Reality Learning Analytics Ethical Framework. Computers, 10, 92, doi:10.3390/computers10080092.

Dr. Athanasios Christopoulos
Prof. Dr. Stylianos Mystakidis
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Computers is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teachers’ (in-service/preservice) professional development through or in XR
  • personalized learning and adaptive training in XR applications
  • assessment tools for XR systems
  • learning analytics and data visualization tools for educational XR tools
  • XR ethics training

Published Papers (1 paper)

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Research

Article
Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers
Computers 2021, 10(10), 134; https://0-doi-org.brum.beds.ac.uk/10.3390/computers10100134 - 17 Oct 2021
Cited by 1 | Viewed by 1353
Abstract
Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot [...] Read more.
Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies. Full article
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