Playable Experiences Through Technologies: Opportunities and Challenges for Teaching Simulation Learning and Extended Reality Solution Creation

Zi Siang See, Susan Ledger, Lizbeth L Goodman, Benjamin Matthews, Donovan Jones, Shanna Fealy, Wooi Har Ooi, Manisha Amin
Journal of Information Technology Education: Innovations in Practice  •  Volume 22  •  2023  •  pp. 067-090

This paper describes a technologies education model for introducing Simulation Learning and Extended Reality (XR) solution creation skills and knowledge to students at the tertiary education level, which is broadly applicable to higher education-based contexts of teaching and learning.

This work is made possible via the model’s focus on advancing knowledge and understanding of a range of digital resources, and the processes and production skills to teach and produce playable educational digital content, including classroom practice and applications.

Through practice-based learning and technology as an enabler, to inform the development of this model, we proposed a mixed-mode project-based approach of study within a transdisciplinary course for Higher Education students from the first year through to the post-graduate level.

An argument is also presented for the utility of this model for upskilling Pre-service Teachers’ (PSTs) pedagogical content knowledge in Technologies, which is especially relevant to the Australian curriculum context and will be broadly applicable to various educative and non-Australian settings.

Supported by practice-based research, work samples and digital projects of Simulation Learning and XR developed by the authors are demonstrated to ground the discussion in examples; the discussion that is based around some of the challenges and the technical considerations, and the scope of teaching digital solutions creation is provided.

We provide a flexible technologies teaching and learning model for determining content for inclusion in a course designed to provide introductory Simulation Learning and XR solution creation skills and knowledge.

The goal was to provide key criteria and an outline that can be adapted by academic researchers and learning designers in various higher education-based contexts of teaching and inclusive learning design focused on XR.

We explore how educators work with entities in various settings and contexts with different priorities, and how we recognise expertise beyond the institutional interests, beyond discipline, and explore ‘what is possible’ through digital technologies for social good and inclusivity.

The next step for this research is to investigate and explore how XR and Simulation Learning could be utilised to accelerate student learning in STEM and HASS disciplines, to promote knowledge retention and a higher level of technology-enhanced learning engagement.

augmented reality, virtual reality, user experience study, extended realities, interactive media, human-computer interaction, simulation learning, serious games, digital media, higher education, virtual learning, education technologies, inclusive design, ethical design, digital technologies, design and technologies, digital literacy, technologies education, transdisciplinary, multidisciplinary, science technology engineering and mathematics (STEM), humanities and social sciences (HASS)
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