Journal Article

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

Fealy, Shanna, Siang See, Zi, Matthews, Benjamin, Har Ooi, Wooi, Jones, Donovan, Amin, Manisha, Ledger, Susan, L Goodman, Lizbeth

2023

Overview

Aim/Purpose: 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. Background: 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. Methodology: 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. Contribution: 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. Findings: 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. Recommendations for Practitioners: 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. Recommendation for Researchers: 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. Impact on Society: 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. Future Research: 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.

• Publisher: Informing Science Institute
• Subject: Active Learning / Augmented reality / College Students / Community Education / Computer & video games / Computer Simulation / Course Content / Curriculum Design / Curriculum Development / Educational Games / Educational Technology / Elementary Secondary Education / Foreign Countries / Higher education / Influence of Technology / Interdisciplinary Approach / Learner Engagement / Literacy / Opportunities / Pedagogical Content Knowledge / Physical Environment / Postsecondary Education / Preservice Teachers / Professional Training / Retention (Psychology) / Simulated Environment / Simulation / STEM education / Technology Education / Technology Uses in Education / Units of Study / Virtual reality