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Content and language integrated learning and immersion classrooms

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Beyond manikins: Virtual simulation training in a post-COVID era

Anaesthesiology residents at Leiden University Medical Center regularly undergo simulation training with a full-body manikin. This is a vital aspect of the clinical programme providing a stressful yet safe environment for effective critical resource management (CRM) training. Unfortunately, the COVID-19 pandemic made real-life simulations challenging due to organizational and preventive measures. As a result, we explored asynchronous training opportunities utilizing a multiplayer virtual reality (VR) simulation. VR simulations can create personalized scenarios, facilitating differentiated learning through enhanced sensory immersion. VR offers full immersion with a high potential for visual effects, simultaneously allowing changes in patient characteristics such as sex, weight, external trauma and age, which is impossible with regular manikin training. The three-step approach involved (1) identifying user requirements, (2) developing a prototype and (3) assessing the projectandapos;s viability and interest for expansion.

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Beyond manikins: Virtual simulation training in a post-COVID era

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Personal and social recent history in Fragments of Him: defining and exploring ‘Immersion’ in video games.

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Immersive experience framework: a Delphi approach.

The concept of immersion has been widely used for the design and evaluation of user experiences. Augmented, virtual and mixed-reality environments have further sparked the discussion of immersive user experiences and underlying requirements. However, a clear definition and agreement on design criteria of immersive experiences remains debated, creating challenges to advancing our understanding of immersive experiences and how these can be designed. Based on a multidisciplinary Delphi approach, this study provides a uniform definition of immersive experiences and identifies key criteria for the design and staging thereof. Thematic analysis revealed five key themes – transition into/out of the environment, in-experience user control, environment design, user context relatedness, and user openness and motivation, that emphasise the coherency in the user-environment interaction in the immersive experience. The study proposes an immersive experience framework as a guideline for industry practitioners, outlining key design criteria for four distinct facilitators of immersive experiences–systems, spatial, empathic/social, and narrative/sequential immersion. Further research is proposed using the immersive experience framework to investigate the hierarchy of user senses to optimise experiences that blend physical and digital environments and to study triggered, desired and undesired effects on user attitude and behaviour.

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Ethnographic strategies for making the familiar strange: Struggling with ‘distance’ and ‘immersion’ among Moroccan-Dutch students

Ethnographic fieldwork is a balancing act between distancing and immersing. Fieldworkers need to come close to meaningfully grasp the sense-making efforts of the researched. In methodological textbooks on ethnography, immersion tends to be emphasized at the expense of its counterpart. In fact, ‘distancing’ is often ignored as a central tenet of good ethnographic conduct. In this article we redirect attention away from familiarization and towards ‘defamiliarization’ by suggesting six estrangement strategies (three theoretical and three methodological) that allow the researcher to develop a more detached viewpoint from which to interpret data. We demonstrate the workings of these strategies by giving illustrations from Machteld de Jong’s field- and text-work, conducted among Moroccan-Dutch students in an institution of higher vocational education.

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Ethnographic strategies for making the familiar strange: Struggling with ‘distance’ and ‘immersion’ among Moroccan-Dutch students

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Deconstructing immersion in the experience economy framework for immersive dining experiences through mixed reality.

In this study, we test the immersive character in an interactive content narrative developed for Microsoft HoloLens 2 mixed reality glasses in the dining context. We use retrospective think aloud protocol (RTAP) and galvanic skin response (GSR) to explore different types of immersion that can be created through interactive content narratives. Leaning on the core dimensions of the experience economy, we expand the current understanding on the role of immersion through integration of four immersive experience facilitators. The study revealed that these immersive experience facilitators occur simultaneously and can be enhanced through interactive content narrative design. Perceived novelty and curiosity were identified as key determinants to keep consumers engaged in the immersive experience and engage with the content. The study verifies the use of galvanic skin response in combination with retrospective think aloud protocol as a suitable approach to measure emotional engagement potential in interpreting consumers’ recollection of immersive experiences.

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Four categories for meaningful discussion of immersion in video games.

The term ‘immersion’ is used frequently by professional video game developers (in both the entertainment and serious/applied industries), academics, journalists, and players. However, this word can refer to a range of different modes of engagement for players and standardisation would improve discussion of the topic. This paper suggests and explains four categories: 1. 'Systems immersion' can be used to describe when players are deeply engaged with the mechanics, challenges, and rules of a game, and is similar to a state of ‘flow’. 2. 'Spatial immersion' is the sense of a player being present in, or transported to, the virtual world, and is linked to the concept of embodiment. 3. 'Empathic/social immersion' describes the connection that a player may develop towards the characters (AI or human) and the social context of a game.4. 'Narrative/sequential immersion' can be used to describe a player’s compulsion to see how a sequence of events continues, typically in a narrative, but this is related to any progression, such as exploring new spaces or evolving gameplay mechanics.

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Ethnographic strategies for making the familiar strange: Struggling with "distance" and "immersion" among Moroccan students

Ethnographic fieldwork is a balancing act between distancing and immersing. Fieldworkers need to come close to meaningfully grasp the sense-making efforts of the researched. In methodological textbooks on ethnography, immersion tends to be emphasized at the expense of its counterpart. In fact, ‘distancing’ is often ignored as a central tenet of good ethnographic conduct. In this article we redirect attention away from familiarization and towards ‘defamiliarization’ by suggesting six estrangement strategies (three theoretical and three methodological) that allow the researcher to develop a more detached viewpoint from which to interpret data. We demonstrate the workings of these strategies by giving illustrations from Machteld de Jong’s field- and text-work, conducted among Moroccan-Dutch students in an institution of higher vocational education.

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Ethnographic strategies for making the familiar strange: Struggling with "distance" and "immersion" among Moroccan students

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Revolutionizing our understanding of immersion

Immersion is a concept that is frequently used in themed entertainment. Yet, while we all have an intuitive understanding of what immersion is, most industry members regard it as a fuzzy concept. I would like to give an overview of what the scientific literature has to say about immersion, where the concept is also being regarded as ill-defined. To tackle this conceptual unclarity, I would like to revolutionize the discussion by proposing a psychological framework to better understand immersion by drawing from the theory of play. Practical implementations will be included to make the framework useful for practitioners as well.

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Content and language integrated learning and immersion classrooms

Beyond manikins: Virtual simulation training in a post-COVID era

Personal and social recent history in Fragments of Him: defining and exploring ‘Immersion’ in video games.

Immersive experience framework: a Delphi approach.

Ethnographic strategies for making the familiar strange: Struggling with ‘distance’ and ‘immersion’ among Moroccan-Dutch students

Deconstructing immersion in the experience economy framework for immersive dining experiences through mixed reality.

Four categories for meaningful discussion of immersion in video games.

Ethnographic strategies for making the familiar strange: Struggling with "distance" and "immersion" among Moroccan students

Revolutionizing our understanding of immersion

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Products 556

Content and language integrated learning and immersion classrooms

Beyond manikins: Virtual simulation training in a post-COVID era

Personal and social recent history in Fragments of Him: defining and exploring ‘Immersion’ in video games.

Immersive experience framework: a Delphi approach.

Ethnographic strategies for making the familiar strange: Struggling with ‘distance’ and ‘immersion’ among Moroccan-Dutch students

Deconstructing immersion in the experience economy framework for immersive dining experiences through mixed reality.

Four categories for meaningful discussion of immersion in video games.

Ethnographic strategies for making the familiar strange: Struggling with "distance" and "immersion" among Moroccan students

Revolutionizing our understanding of immersion