Augmented reality has the potential to create compelling learning experiences. However there are few research works exploring the design and evaluation of AR for education. In our research, we treat AR as a type of multimedia that is situated in authentic environments and apply multimedia learning theory as a framework for developing our educational applications. We share our experiences in dev...

This paper presents a design framework for online learning. The framework is based upon the taxonomy devised by Dettmer (2006). In a learner-centered focus, it draws together the cognitive, affective, social, and sensorimotor domains of learning, and is situated with the concept of online personal learning spaces and environments. It is at this intersection of learning domains that the graduate...

Clinical simulations in a skills laboratory setting are used to explore role-play as a context for experiential and reflective learning. The impact on the quality of learning by using simulated patients who are skilled in both acting and facilitating is explored. A sample of dialogue provides rich data for analysing this environment as a context for situated learning. Furthermore, we use reflec...

In order to interpret the behaviour of cognitive systems, the integration into their specific cultural environment must be considered. The phenomenon of situatedness is a crucial determinant of this behaviour. We derive the notion of situatedness from the interplay between agent, situation, and context (divided into interand intracontext). The main objective of this paper is to connect a theore...

The perspective of modeling knowledge in Artificial Intelligence is that these models are equal to the knowledge itself (e.g. equate the map with the territory). This encoding view treats knowledge as if it were primarily verbal and assumes that verbal concepts themselves can be replaced by descriptions of concepts--as if a body of descriptions and neural categorizations were equivalent mechani...

The theory of situated learning emphasizes the importance of authentic learning contexts and the central role of social interaction. In the light of this theory and based on our previous experience, we propose an approach for the development of context-based virtual learning environments. These are virtual worlds, which the learners themselves can create and modify. They therefore provide a cus...