Learning is integral in the present dynamic environment characterized by factors, such as intense technological innovation and global economy. Thus, learning is constantly required as, for example, rapid development of technologies is both a push factor in learning requirements and a vehicle to advance the learning process. The global nature of…

Pervasive worlds are computing environments where a virtual world converges with the physical world through context-aware technologies such as sensors. In pervasive worlds, technology is distributed among entities that may be distributed geographically. We explore the concept, possibilities, and challenges of distributed pervasive worlds in a case…

In this paper we present our experiences of teaching an annually organized virtual reality (VR) capstone course. We review three iterations of the course, during which a total of 45 students completed the course and 16 VR applications were implemented. Our comparative analysis describes the students' evaluation of the course, the applications…

Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative…

A Hypercontextualized Game (HCG) is a locally designed game that supports its players in gathering context-specific information and in-depth understanding and knowledge regarding the context of a site. LIEKSAMYST, an exciting mobile application, with which visitors can play various games based on stories, was originally developed for the open-air…

This study reports a case study in which a pedagogical model, namely the Global Virtual Education (GloVEd) model, which is based on the teaching-studying-learning process (TSL process) and the characteristics of meaningful learning, is developed and used to evaluate students' meaningful learning experiences during the Global Virtual Collaboration…

Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and…