This book constitutes the proceedings of the10th International Conference on Immersive Learning, iLRN 2024, held in Glasgow, UK during June 1013, 2024.
The 30 full papers and 13 short papers presented in this volume were carefully reviewed and selected from 144 submissions. They were categorized under the topical section as follows:
Part I:
Foundations in Immersive Learning Research and Theory; Assessment and Evaluation (A&E); Galleries, Libraries, Archives and Museums (GLAM); Inclusion, Diversity, Equity, Access, and Social Justice (IDEAS); STEM Education (STEM); Medical & Healthcare Education (MHE); Workforce Development & Industry Training (WDIT); Self and Co-regulated Learning with Immersive Learning Environments (SCILE).
Part II:
Special Track 1: Immersive learning across Latin America: State of Research, Use Cases and Projects; Special Track 2: Sustainable Development and Immerse Learning in the Climate Emergency; Special Track 3: Literacy Equity and Immersive Learning.
.- Foundations in Immersive Learning Research and Theory.
.- The Vibrotactile Paradox: Corrective and Reenforcing Feedback in
Educational VR.
.- Scent Box: Prototyping and Instructions for Olfactory Enhancement of
VR-Experiences.
.- Measuring Cognitive Load with Eye-tracking during Mental Rotation with 2D
and 3D Visualization in AR.
.- Augmented Didactic: Interacting with 3D Models to Enhance the Memory
Systems.
.- Complexity of Agency in VR Learning Environments: Exploring Associations
with Interactivity, Learning Outcomes, and Affect.
.- Ready Student One: A Framework for Avatar Design in Higher Education.
.- A Literature Review and Taxonomy of In-VR Questionnaire User Interfaces.
.- Describing and Interpreting Immersive Learning Cases with the Immersion
Cube and the Immersive Learning Brain.
.- Exploiting the TARC framework: The Relations between Educators Attitudes
towards AR, Innovativeness, Digital Skills, and AR Skills in Education.
.- Perceptions of Higher Education Students on Immersive Virtual Reality for
Communication Skills Training. The Bodyswaps Case.
.- Adaptive Learning and Instruction with Augmented Reality: A Scoping
Review.
.- An Evaluation of Headset vs Desktop Use for Accessing Virtual Worlds in a
Higher Education Context.
.- Design of Virtual Reality Environments to Support Learning in History
Education.
.- Perfecting the Interdisciplinary Storm: Immersive Narrative Development
Workflows in Context of Meteorology Labs.
.- Assessment and Evaluation (A&E).
.- Is Usability always Productive in Learning Environments.
.- Galleries, Libraries, Archives and Museums (GLAM).
.- The Application of Procedurally Generated Libraries in Immersive Virtual
Reality.
.- Designing MetaHuman-Based Historical Characters in Virtual Exhibitions and
Scenes: A Case Study on St Andrews.
.- Inclusion, Diversity, Equity, Access, and Social Justice (IDEAS).
.- Preliminary Report: Innovations in Participatory Immersive XR Research for
Transition-Aged Autistic Adults.
.- Preliminary Analysis of Empathy-Driven Design and Inclusive Cybersecurity
Education: The Initial Phase of the uSucceed Project's Virtual Reality
Curriculum for Neurodiverse Adults in STEM.
.- Exploring the Inclusive Design and Use of Social MultiPlatform Virtual
Reality for a Post-Secondary Gender Diversity Workshop.
.- STEM Education (STEM).
.- A Computer-Supported Collaborative Learning Environment for Computer
Science Education.
.- AR for Science Education: Students Behaviour Patterns and the
Relationship between Cognitive Load, Knowledge Acquisition and Performance.
.- Spatial Audio Cues in an Immersive Virtual Reality STEM Escape Room Game:
A Comparative Study.
.- Lessons upon Dislikes: Educational Game Design Principles from Players
Negative Feedback.
.- Exploring the Influence of Immersive Virtual Reality on Science Learning
An Affordance Approach.
.- Immersive Learning in History Education: Exploring the Capabilities of
Virtual Avatars and Large Language Models.
.- The Potential of Virtual Reality for Immersive HCI Education: Insights
from an Empirical Study.
.- Promoting Science Identity Exploration: An Analysis of the Game Design
Features in WaterWays.
.- Medical & Healthcare Education (MHE).
.- Learning from Immersive Augmented Reality on COVID-19 Transmission.
.- Workforce Development & Industry Training (WDIT).
.- Breaking Barriers in Getting to Yes: Using Immersive Media for
Cross-cultural Negotiation Training.
.- Self and Co-regulated Learning with Immersive Learning Environments
(SCILE).
.- Creativo: Design and Evaluation of a Multi-User Collaborative Learning
Environment in Virtual Reality.
.- The Impact of Cognitive, Affective, and Psychomotor Learning Perception on
Learning Outcomes in the eXtended Reality based Nursing Simulation.
.- Immersive Virtual Learning Spaces for Emotional Engagement in Education
with the Classroom-ready Virtual Reality Device CLASSVR.
.- Method for Evaluation and Classification of Self and Co-regulation of
Learning in Immersive Narrative.
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