ERIC Number: EJ1472197
Record Type: Journal
Publication Date: 2025-Jun
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2211-1662
EISSN: EISSN-2211-1670
Available Date: 2024-12-12
Teachers and Students Envisioning Mixed Reality Remote Learning: A Qualitative Exploration on Fostering Academic Engagement
Naska Goagoses1; Heike Winschiers-Theophilus2; Selma Auala2; Nicolas Pope3; Erkki Rötkönen4; Helvi Itenge6; Calkin Suero Montero5; Tomi Suovuo4; Erkki Sutinen4
Technology, Knowledge and Learning, v30 n2 p685-709 2025
Mixed reality (MR) provides new opportunities and affordances for fostering student engagement in remote learning. The current qualitative case study set out to (1) explore teachers' perspective of academic engagement in traditional classrooms, (2) explore how teachers' and students' envision engaging lessons using MR for remote learning, and (3) extrapolate limitations and affordances for the further development of MR for remote learning. Eight students and four teachers from a primary school in Namibia participated. Each participant wore the HoloLens 2, interacting with others who were live streamed from another room. Group interviews with the teachers revealed core practices and strategies focused on the centrality of students, student-teacher relationships, rewards and evaluations, and the physical environment for creating engagement in traditional classrooms. Teachers and students participated in role-plays centered around fostering emotional, behavioral, and agentic engagement in imagined lessons that used MR for live streaming from different locations. The role-playing teachers mainly used verbal practices and strategies for fostering closeness, as well as giving feedback and evaluations. However, many strategies previously named or found in the literature were not enacted and symbolic MR boundaries were crossed. Based on our results, we derived affordances and future directions for the further design and development of MR for remote learning.
Descriptors: Distance Education, Computer Simulation, Learner Engagement, Teacher Attitudes, Conventional Instruction, Elementary School Teachers, Elementary School Students, Affordances, Foreign Countries, Role Playing, Teacher Student Relationship, Educational Practices, Classroom Environment, Electronic Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Namibia
Grant or Contract Numbers: N/A
Author Affiliations: 1Carl von Ossietzky University of Oldenburg, Department of Special Needs Education and Rehabilitation, Oldenburg, Germany; 2Namibia University of Science and Technology, Faculty of Computing and Informatics, Windhoek, Namibia; 3University of Eastern Finland, School of Computing, Joensuu, Finland; 4University of Turku, Department of Computing, Agora, Finland; 5Uppsala Universit, Ångström Laboratory, Lägerhyddsvägen, Department of Information Technology, Uppsala, Sweden; 6Namibia University of Science and Technology, Department of Technical and Vocational Education and Training, Windhoek, Namibia