Digital Learning Across Boundaries: Immersive technologies supporting changemaking in an international context

Whewell, E., Caldwell, H., Garrett, B. and Malloch, G. (2021) Digital Learning Across Boundaries: Immersive technologies supporting changemaking in an international context. Research in Education and Learning Innovation Archives. 27(27), pp. 19-32. 2659-9031.

Whewell_etal_Realia_2021_Digital_Learning_Across_Boundaries_DLAB_Immersive_technologies_supporting_changem ... (1MB)

Item Type:	Article
Abstract:	The Digital Learning Across Boundaries: Developing Changemakers (DLAB) project uses immersive technologies in education to explore three challenges across three years: physical, personal and environmental. This paper focuses on the first of these, bringing together the themes of digital making and changemaking to cross physical boundaries by raising awareness about physical inactivity in 11 and 12 year old school pupils. Immersive technologies such as augmented and virtual reality enabled the development of empathy and intercultural understanding among participants, fostered an understanding of changemaking, and created environments for sharing prototype exergames. Research data is analysed to seek evidence of the development of changemaker attributes and impact within a sample group of 60 English school pupils.
Uncontrolled Keywords:	/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:	Whewell, Emma, Caldwell, Helen, Garrett, Beth and Malloch, Grant
Faculties, Divisions and Institutes:	?? ASSCI ?? Research Centres > Centre for Physical Activity and Life Sciences
Date:	15 July 2021
Date Type:	Publication
Page Range:	pp. 19-32
Journal or Publication Title:	Research in Education and Learning Innovation Archives
Volume:	27
Number:	27
Number of Pages:	14
Language:	English
DOI:	https://doi.org/10.7203/realia.27.18019
ISSN:	2659-9031
Status:	Published / Disseminated
Refereed:	Yes
Related URLs:	https://ojs.uv.es/index.php/realia/artic... https://pure.northampton.ac.uk/en/public...
URI:	http://nectar.northampton.ac.uk/id/eprint/14926

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