This book constitutes the proceedings of the10th International Conference on Immersive Learning, iLRN 2024, held in Glasgow, UK during June 10-13, 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
