Pacific Journal of Technology Enhanced Learning
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Redesigning Tutorials : Web-based, Interactive Discussions of Real-Life Case Studies to Develop Project Management Skills
Get PDF IT Project and Change Management (ISYS90050) is a core subject in the Master of Information Systems course, designed to be practice oriented. It helps students develop technical and interpersonal skills essential for becoming effective IT project managers. Managing real-world projects requires more than conceptual understanding—it requires abilities to make informed decisions and apply project management skills in complex situations. A key teaching challenge was bridging the gap between theoretical skills and their real-world application (Hanney, 2021). Multiple studies highlight the positive impact of roleplay on learning (Boyle et al., 2014; Qian, 2016; Weidner, 2012). To address this gap, we embedded web-based, interactive discussions and roleplays of real-life case studies into all our tutorials, enabling students to apply their skills in realistic project situations. These tutorials incorporated gamification elements to enhance engagement and offer immediate feedback, aligning well with the symposium theme. Our work supports the university's Advancing Student Experience strategy by highlighting practices that leverage digital tools, improve teaching quality, and enhance student experience.
The tutorials were redesigned to incorporate web-based, interactive discussions and roleplay of real-life case studies. The roleplays reenact real-life project management issues and foster situated and problem-based learning (Sherwood, 2004). To enhance the learning experience, Animaker was used to create animated videos featuring characters engaging in conversations to present the case scenarios. Students were then introduced to various concepts through HTML-based drag-and-drop tasks and multiple-choice quizzes, all presented in one place using H5P. While students engaged in group discussions, they also received immediate individual feedback upon submitting their answers online. Throughout the tutorials, tutors facilitated the learning process.
The effectiveness is evaluated through various methods. These include student responses from the End-of-Semester Survey (ESS) and analytics from the H5P platform, such as the number of attempts and improvement across multiple attempts. Tutor reflection offers additional insights into the learning process, while discussions with students during the tutorials further validate the effectiveness.
Tutors reported that the new tutorial design enhanced student engagement, increased active learning, and encouraged more discussions. Learning analytics from H5P tracked 17 tutorial activities from 2021 until 2025. On average, 408 students attempted each activity and made over 18,000 recorded attempts. These statistics represent multiple attempts by students across different semesters, with each student typically attempting each activity on an average of 2 – 3 times to reach the correct answer. Their score increased from 71% in their first attempt to 94% in their final attempt. Students also highlighted the tutorials as one of the best aspects in the ESS.
Our work offers a practical, low-cost, and highly effective method for transforming tutorials into an engaging classroom experience, supporting situated and problem-based learning. This approach has catered to around 300 students each year since 2021. Additionally, this interactive design using H5P on Canvas was shared with colleagues in one workshop as an example of how tutorials can be structured on Canvas to promote engaging learning.
We plan to show a brief example of an animated case study and a live demo of some interactive tutorial activities. During this, we will explain the backstories, design choices, and pedagogical reasoning behind the design
Virtual Plus Physical: Designing Accessible Site-Based Learning Experiences
Get PDFVirtual Site Visits (VSVs) can address long-standing barriers to student engagement in place-based learning (Tuthill & Klemm, 2002). Since 2019, the BEL+T group has developed over 50 VSVs across a range of disciplines, using technologies such as 360° cameras, LiDAR scanners and drones to create interactive environments that simulate, augment and extend real-world sites. These experiences have been delivered to over 8,000 undergraduate and postgraduate students, enabling site-based learning regardless of physical location, mobility constraints or other barriers to participation.
The design and implementation of VSVs can be considered through the lens of learning design. This perspective influences both how virtual environments are constructed, and their function within the broader curriculum. The authors’ previously published typology categorised VSVs by learning aims and formats (Tregloan et al., 2023). It offers examples of VSVs from diverse built environment subjects that have delivered searchable ‘fields of objects’; ’theatre sets’ introducing participants and places; ‘demonstrations of process’; ‘situations’ of abstract concepts or standards; and ‘starting points’ for creative responses. It distinguishes VSVs developed to inspire and contextualize; those that demonstrate or demarcate; and those that ground abstract experiences via specific locations.
We propose that the learning potential of site can be achieved—and amplified—through multiple, complementary experiences that together support broader learning outcomes (Tregloan et al., 2023). VSVs offer alternative modes of engagement that can supplement and extend in-person experiences. When designed as part of a broader pedagogical sequence, VSVs can shift the focus from virtual replication to achieving learning outcomes through a purposeful blend of tools and experiences. We encourage educators to think critically about how students’ engagements with site, experienced through these complementary avenues, can be sequenced, scaffolded and integrated within their own subjects.
Effective VSVs must be designed with a clear understanding of both their advantages and limitations. While they offer scalability, controlled environments and enhanced accessibility, they may lack the sensory immediacy or social dynamics of physical site visits. These differences matter. Educators must consider not just the content of the site, but how and why students are engaging with it—and select technologies and tailor learning experiences accordingly. Some formats may better serve specific pedagogical goals than others, and thoughtful alignment between technology and intent is essential.
Ultimately, this work highlights how VSVs can enrich place-based learning when embedded in a broader pedagogical strategy, encouraging educators to reimagine how virtual and physical modalities can work together to achieve inclusive, meaningful student learning.
References:
Klippel, A., Zhao, J., Oprean, D., Wallgrün, J. O., Stubbs, C., La Femina, P., & Jackson, K. L. (2020). The value of being there: Toward a science of immersive virtual field trips. Virtual Reality, 24(4), 753–770. https://doi.org/10.1007/s10055-019-00418-5
Tregloan, K., Thompson, J., Holland, S., & Song, H. (Sarah). (2023). Unreal … a Typology for Learning from Virtual Site Visits. International Journal of Construction Education and Research, 0(0), 1–21. https://doi.org/10.1080/15578771.2023.2294198
Tuthill, G., & Klemm, E. B. (2002). Virtual field trips: Alternatives to actual field trips. International Journal of Instructional Media, 29(4), 453–468
Integration of virtual reality into veterinary science teaching
Get PDFAll Australasian veterinary science degrees have a requirement that graduates must be omnicompetent at graduation across relevant species, including livestock such as sheep and cattle (Australian Veterinary Boards Council, 2024). The majority of students entering veterinary degrees come from urban backgrounds and most intend to graduate into roles in small animal practice, rather than rural livestock practice (Feakes et.al, 2019). Veterinary educators need to rapidly upskill students in livestock production systems so they are competent graduates, particularly as significant numbers of students move into mixed practice work, including livestock, when their initial intention may only have been small animals such as dogs and cats (Feakes et.al, 2019). Students studying the veterinary degree come from a diversity of backgrounds with significant numbers of international students (VSANZ, 2024). Any curriculum development therefore needs to include consideration and inclusion of the needs of a diverse group of learners across different city/country background, cultural and historical learning background amongst other factors. One method to rapidly provide students with access to enterprises is to produce virtual farm enterprise visits (Hallein et.al, 2025). Virtual visits can be used as adjuncts to a visit to real farms to extend the geographic range and temporal nature of what is available during a teaching period/s. A range of virtual media can be collected on-site, most commonly 360-degree photo or video content, 360-degree audio and also standard photos, videos or audio to further illustrate particular aspects of the farm. This can then feed into innovative technology enhanced learning, improving the quality of the learning content and experience. This concept has broad potential over any subject requiring an understanding of an environment, including viewing change over time.
The production of 360-degree imaging content can be used within a subject or course, or between different courses. In particular, direct integration with a learning management system (LMS) both in learning modules and for assessment purposes can optimise the use of a resource. This can avoid requirements for new equipment such as VR devices, but still utilising the resource. The system however may also be used as a standalone VR experience with extra support. In this case, our virtual farming enterprises were inserted into the learning management system (LMS) Canvas using an embed code. This allows full interaction of viewing each 360-degree photo through time and over the farm within the LMS. This has been used as a single or multiple person activity including assessment with students collecting screen captures, similar to a treasure hunt for particular images containing a learning outcome. In some situations students are asked to explore the enterprise to find certain information, in other tasks they are given more directed instruction. The large volume of images has potential for further use in gamification.
A combination of VR and on-farm experience is more effective and has better knowledge and application retention than solely on-farm experience.
Our use of virtual reality as part of the overall teaching process appears to have assisted student understanding of enterprises. This is predominantly based on verbal and written student feedback but requires greater investigation to provide demonstrable evidence of improved outcomes. It reduces some of the variation seen with solely enterprise visits where environmental variables such as heavy rainfall, wind and heat can impact teaching and learning. It can also reduce impacts where students may have physical limitations being able to attend on-farm exercises.
Virtual reality has significant potential to enable students to understand concepts more rapidly than historical teaching methods alone. Further evidence-based review is required to demonstrate these outcomes.
This presentation will include the use of virtual reality shared on screen mirroring the headset view. The audience will view the same resources as veterinary students use in class using DookieVR. This will investigate the provocation statement in practice.
References:
Australian Veterinary Boards Council (2024). Day One Competencies, Version 1, https://avbc.asn.au/wp-content/uploads/2023/01/AVBC-Day-One-Competencies_Final_2024-v1-Jan-24.pdf Accessed 3/4/2025
Feakes, A.M., Palmer, E. J., Petrovski, K.R., Thomsen, D.A., Hyams, J.H., Cake, M.A., Webster, B. and Barber S.R., (2019), Predicting career sector intent and the theory of planned behaviour; survey findings from Australian veterinary science students, BMC Veterinary Research, 15:27, https://doi.org/10.1186/s12917-018-1725-4
Hallein, E., Shallcross, D., Dalvean, J., Celi, P., McGowan, M., Jacobson, C., Bramley, E., Weston, J., Barber, S. (2025), Collaborative development of a farm systems learning platform “4D Virtual Farm”, Journal of Veterinary Medical Education, Volume 52, Number 1, https://doi.org/10.3138/jvme-2023-0023
Veterinary Schools of Australia and New Zealand (VSANZ), (2024), Rethinking veterinary education, https://vsanz.org/review-of-veterinary-education/. Accessed 4/4/2025.
 
Transformative musical futures: Building tomorrow’s virtual performances together
Get PDFAbstract (Trendsetter Presentation)
This presentation will provide an overview of the work being conducted around the use of virtual simulation technology to assist performance preparation. Our research addresses challenges in music performance training, including performance anxiety and limited access to realistic performance conditions.
By investigating immersive performance technologies during the COVID-19 lockdowns, our research demonstrated the potential to simulate the psychological and physiological markers of performance anxiety while facilitating remote teaching of performance psychology skills. Building on this work, we have now developed a VR application that simulates a concert hall environment. This virtual performance application offers a realistic environment for students to experience challenging scenarios with the aim to develop their resilience and confidence in a safe, controlled setting.
Our recent research with music students from the Faculty of Fine Arts and Music provides valuable insights into the performer experience. This participant feedback has enabled iterative improvements to the VR application’s realism and effectiveness within a design-based research framework. Key areas of development have focussed on realistic hall environment and lighting, enhancing audio with reverb and environmental sounds, the incorporation of performance distractions, and simulating the backstage to onstage transition.
Students have reported that the virtual environment successfully induces performance-related nervousness while indicating a strong interest in using the application to further their performance training. Future developments include exploring more creative aspects of the virtual space, incorporating gamification, mixed reality experiences, biometric capture and generative AI feedback. Our virtual performance research aims to improve performance preparation by re-imagining how the next generation of musicians train, create, and engage with audiences
3E Pedagogy through XR: Inclusive Educational Practices for Students with Special Educational Needs
Get PDFFormal education today is out of sync with how we now understand learning. Schools still use old structures from the 19th century and rely on teaching methods from the 20th century that see thinking as separate from the body and environment (Abrahamson, 2014). However, modern neuroscience and newer theories—like 4E and 3E cognition—offer a different view. These ideas say that thinking is shaped by the body, actions, and surroundings (Parada et al., 2024). This new perspective supports more inclusive teaching methods, especially when combined with immersive technologies that help students with Special Educational Needs (SEN) (Videla et al., 2025).
This paper presents a new inclusive teaching framework based on 3E cognition and a method called SpEED (Special Education and Embodied Design) (Tancredi et al., 2021). The research follows a qualitative, constructivist approach influenced by post-cognitive views and cognitive anthropology (Creswell, 2017). It uses multiple case studies with an ethnographic focus. The goal was to explore teaching practices in Chile that support learning through doing, across physical, technological, and cultural settings. Data were collected through observations, field notes, photos, and videos to show how technology and teaching methods created inclusive learning experiences in primary and secondary schools.
One example involved 12 high school students in Chile with specific learning difficulties (SLD). Five students with language challenges worked on reading comprehension using augmented reality (AR) and 3D scenes. They used tools like CoSpaces and Merge Cube to mix audio, group reading, and visual storytelling. This helped them understand the text better and learn through hands-on, interactive experiences. At the same time, seven students with math difficulties used virtual reality (VR) headsets and Gravity Sketch to explore geometry. They moved from 2D problems to paper models, then to virtual 3D shapes. This helped them understand concepts better and improve focus and spatial thinking.
The findings show that immersive technologies like AR and VR, when used with active teaching methods and environmental support, can change traditional classrooms into more dynamic learning spaces. These tools increased student interest, understanding, and motivation, while adapting to each learner’s needs. The study suggests that XR technologies don’t just improve teaching—they reshape the learning environment to be more inclusive and responsive. By using AR/VR and culturally meaningful apps, this framework goes beyond Universal Design for Learning (UDL) by focusing on multimodal perception, embodied learning, and context-aware design. This work adds to the discussion on inclusive education by offering real-life strategies that can be used more widely. In short, the study shows that immersive and ecologically grounded education can support fairness and cognitive justice in today’s digital world. It reimagines classrooms as active partners in learning, where the brain, body, and environment work together, creating new paths for inclusive and embodied teaching (Macrine and Fugate, 2022)
Bridging Engagement and Learning Outcomes: Evaluating ERPsim’s Effectiveness in Information Systems Education
Get PDFEnterprise Resource Planning (ERP) systems are central to modern organizational operations, yet effectively teaching these complex systems to students remains a significant pedagogical challenge in higher education (Wijaya, 2023). ERPsim, a simulation-based learning tool built on SAP ERP, is now widely implemented to provide students with immersive, experiential learning in realistic business environments (HEC Montréal., 2025). While ERPsim has been extensively studied and shown to improve student comprehension of ERP concepts, gaps remain in understanding its effectiveness in achieving specific learning outcomes within information systems (IS) subjects and how it can be strategically integrated into broader curricula to balance hands-on experience with critical theoretical understanding (Faisal et al., 2022). To address these gaps, we integrated ERPsim into tutorials of a master’s-level IS subject at a leading Australian university. We assessed its effectiveness against three defined learning outcomes, with the aim of systematizing its integration into the curriculum.
The study examined ERPsim in an IS subject with three critical learning outcomes: (1) understand the benefits that ERP systems provide to organizations, (2) explain the mechanisms through which ERP systems deliver these benefits, and (3) develop practical skills in operating ERP systems. ERPsim’s logistics sustainability game was deployed across three tutorial sessions, each with 20-minute rounds (10 virtual days, 2 mins/day), requiring students to work in teams and make real-time operational decisions in response to market dynamics. The simulation increased in complexity each week. Debriefing was conducted after gameplay to help students reflect on how their hands-on experience demonstrated ERP benefits and mechanisms.
A mixed-method approach was used to evaluate the effectiveness of ERPsim, guided by a conceptual framework incorporating gamification, self-determination theory, and situated learning theory (Alserri et al., 2019; Neys et al., 2014; Goel et al., 2010). Our subject had a total of 67 students. Pre- and post-game surveys, completed by 32 and 36 students respectively, measured changes in understanding of ERP concepts and confidence in operating SAP ERP. Additionally, enjoyment, engagement, and perceived authenticity were assessed. The survey results were analysed using the Mann–Whitney U test (Field, 2017). The teaching team also conducted reflective evaluations to assess the learning experience.
The survey results indicated that students showed improved understanding of ERP benefits and mechanisms with Mann–Whitney U values ranging from 293 to 390 (p < 0.05, r = 0.2771 to 0.4217), and gained confidence operating SAP ERP (U = 399, p < 0.05, r = 0.2637). While ERPsim supported students in better achieving the learning outcomes, the study found that it was best suited as an introductory learning tool, as its heavy automation often masked the intricate details of ERP systems. Additionally, the fast-paced gameplay limited opportunities for students to engage in deeper conceptual exploration.
Our findings suggest that while ERPsim effectively contextualized IS concepts to support the achievement of learning outcomes, it was insufficient for achieving them comprehensively. This aligns with the conclusions of Wang et al. (2024). Theoretically, this highlights the need to consider ERPsim not as a standalone solution but as a supportive tool within a broader pedagogical framework that fosters deep learning. Practically, it emphasizes the need for educators to design a holistic teaching strategy around ERPsim to maximize its educational impact
Designing gamified branching scenarios on a technological platform to enhance clinical reasoning in dental education
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Simulation and gamification offer valuable pedagogical approaches, providing safe environments for dental students to practice complex professional skills. Developing clinical reasoning is crucial as students perform irreversible procedures early in their training. Traditional methods may offer limited opportunities to experience decision consequences without risking patient harm. Simulation based learning in a branching scenario (BrSc) format, that incorporates gamification and productive failure (Kapur, 2008), bridges the gap between preclinical theory and clinical practice, addressing the need for engaging, relevant learning experiences (ASE Strategy). This project aligns with the University's ASE Strategy, 'A curriculum defined by quality and relevance' through innovative, inquiry-based learning and authentic assessment, and 'Environments and systems that enable innovation' by leveraging digital technologies.
This presentation details the design, implementation, and preliminary evaluation of a gamified BrSc developed to support clinical reasoning and understanding decision consequences for second-year dental and oral health students managing atypical dental pain. Informed by a validated serious gaming model (Argueta-Muñoz, 2023) and based on an authentic patient case, the BrSc was designed as an interactive narrative where student choices determine progression through multiple pathways. Key gamified features included 17 strategically placed 'learning points' representing common clinical errors, branching pathways with unique information and a dashboard for tracking progress. The design supported productive failure, allowing students to navigate suboptimal pathways discovering learning points which provided tailored feedback prompting them to revisit decisions.
A Design-Based Research (DBR) approach guided the project, emphasising iterative design and evaluation in a real-world classroom setting. A survey platform (Qualtrics) was selected for development due to its branching logic capabilities, built-in reporting for learning analytics, and low technical barrier to entry. Evaluation data included learning analytics automatically captured by the platform (tracking pathway choices, attempts, time, learning points unlocked), direct classroom observations of student engagement and interaction patterns (individual vs. collaborative), and qualitative feedback from students.
Preliminary results from implementation with 149 students (775 attempts) indicate the gamified BrSc fostered high engagement. The gamified 'learning point' tracking appeared effective; classroom observations showed students, particularly when working collaboratively after an initial individual attempt, actively discussed pathways and were motivated to explore different options, including incorrect paths, to 'unlock' all points. Learning analytics provided valuable insights for educators, visualising common decision pathways via Sankey diagrams and identifying specific points of difficulty, informing potential teaching interventions (ASE Strategy: Use of analytics to support the student experience). Student feedback directly informed iterative improvements, such as adding skip functionality for previously completed sections. The tool facilitated peer learning and discussion, contributing to 'A community in which
This work demonstrates how survey platforms can be effectively repurposed to create sophisticated, gamified BrSc for complex skill development. It offers insights into specific gamification design choices and their observed effects on student engagement and learning behaviour. It highlights the utility of learning analytics for informing educational practice and curriculum refinement, supporting evidence-based teaching (ASE Strategy: Valuing excellence in education).
A brief demonstration of the branching scenario's gamified elements, discussion of the design decisions and challenges, and posing a reflective question: "How might the principles of gamified feedback and pathway exploration be adapted using technologies within your own teaching context to enhance student learning through simulation?"
References
Argueta-Muñoz FD, Olvera-Cortés HE, Durán-Cárdenas C, Hernández-Gutiérrez L, Gutierrez-Barreto SE. Instructional design and its usability for branching model as an educational strategy. Cureus [Internet]. 2023 May 18 [cited 2023 Sep 5];15(5). Available from: https://research.ebsco.com/linkprocessor/plink?id=18f651fd-54f2-316d-8038-e6d44d4b1e4c
Kapur M. Productive failure. Cogn Instr [Internet]. 2008 Jul 1 [cited 2023 Sep 4];26(3):379–425. Available from: https://research.ebsco.com/linkprocessor/plink?id=80f6be87-d06d-3d8b-9aa7-f03a246ed424
White, M., Dal Santo, K., Copley, J., Mustchin, C., and Jones, B. (2024). Designing branching scenarios to support clinical reasoning in dental education. In Cochrane, T., Narayan, V., Bone, E., Deneen, C., Saligari, M., Tregloan, K., Vanderburg, R. (Eds.), Navigating the Terrain: Emerging frontiers in learning spaces, pedagogies, and technologies. Proceedings ASCILITE 2024. Melbourne (pp. 415-419). https://doi.org/10.14742/apubs.2024.1150  
From Industry to Education: Enhancing Chemical Engineering Learning with Operator Training Simulators and Generative AI
Get PDFOperator Training Simulators (OTS) are commonplace in the chemical engineering industry but often underutilized in universities (Patle et al., 2019). Like a ‘flight simulator’ for engineers, they are ‘digital twins’ of real plants, that can run many safety scenarios. In tertiary education OTS offer scalable, active learning environments and authentic assessment, particularly when integrated with Generative AI (GenAI). Our pedagogical design is scaffolded through UTAUT2 (Unified Theory of Acceptance and Use of Technology), offering immersive, industry-aligned, practice-based engineering educational design (Honig et al., 2025), something that is often difficult to do in conventional classroom teaching (Honig et al., 2024).
Within the ASE core themes, this presentation on OTS integration will focus on technology-enhanced learning and authentic assessment. It will draw on learnings from the integration of GenAI into the OTS software: while most people think of interacting with GenAI through text-interfaces (like ChatGPT) here students can interact through the game-interface itself (for example opening a valve or if an alarm trips, the GPT ‘knows’ and can automatically respond).
In response to remote learning challenges presented during COVID-19 lockdowns (Honig et al., 2022), a modified industry-grade OTS (TSC Simulation) was embedded into undergraduate subjects. The simulator, originally designed for professional operator training, was adapted to educational needs by including assessment-focused scenarios and then augmented with a GPT-powered AI teaching assistant. Over four years, it has been used in both second- and third-year core Chemical Engineering subjects, providing students with a unique opportunity to interact with digital twins, analyze process safety incidents, and apply critical thinking in real-time problem-solving.
Using a Design-Based Research framework, the initiative evolved through iterative cycles of student use, feedback, and redesign. Mixed methods evaluation involved pre- and post-use surveys grounded in the UTAUT framework, performance data from quizzes and assignments, and qualitative student feedback. The integration of GenAI was evaluated for usability, performance expectancy, and impact on learning outcomes. Students’ comprehension of safety concepts was compared across user groups—with and without chatbot access—using assessments and reflective discussions.
Across cohorts, the OTS was rated highly for its realism and performance benefits, with a Likert average of 4.32 (out of 5) on performance expectancy. The GenAI chatbot, acting as a plant supervisor, facilitated guided root-cause analyses and reflection. Within a limited sample size, students with access to the AI assistant indicated higher quiz performance (67%) than those without (59%). However, effort expectancy for the OTS rated lower, highlighting the complexity of adapting industry-grade software to educational contexts. Improvements were made by redesigning activities to fall within students’ Zones of Proximal Development, particularly when supported with new GPT-based adaptive learning assistants, utilizing an agent structure.
This initiative offers a replicable model for incorporating industry technologies and GenAI into curriculum-aligned, scalable assessment formats. It demonstrates how immersive learning tools can address gaps in traditional practicals, support student autonomy, and align with ASE’s call for flexible, digitally enhanced, and inclusive educational experiences. We will share initial learnings.
Significant broader outcomes have also emerged from the work: as well integrating GPTs into simulators as AI-assistants for education, GPTs can similarly be integrated into real plants as AI-engineers for process control.
The presentation will outline opportunities for GenAI integration into tertiary education, with a specific focus on integration into simulation based learning itself (as opposed to interaction through a chat interface).
The presentation will have an interactive component allowing participants to build a customized chatbot through a purpose built interface for the conference presentation.
References
Honig, C., Rios, S., & Desu, A. (2025). Generative AI in engineering education: understanding acceptance and use of new GPT teaching tools within a UTAUT framework. Australasian Journal of Engineering Education, 1-13.
Honig, C. D., Desu, A., & Franklin, J. (2024). GenAI in the classroom: Customized GPT roleplay for process safety education. Education for Chemical Engineers, 49, 55-66.
Honig, C. D., Sutton, C. C., & Bacal, D. M. (2022). Off-campus but hands-on: Mail out practicals with synchronous online activities during COVID-19. Education for Chemical Engineers, 39, 84-93.
Patle, D. S., Manca, D., Nazir, S., & Sharma, S. (2019). Operator training simulators in virtual reality environment for process operators: a review. Virtual Reality, 23, 293-311
Welcome to ‘The Island': A large-scale low-tech simulation to teach public health and epidemiology
Get PDFImagine stepping into a tropical paradise where public health crises unfold in real-time and you must gain the skills and knowledge to address them. Welcome to 'The Island' - not your typical vacation spot, but a novel educational simulation transforming how we teach public health and epidemiology.
Throughout a full-semester subject, students assume the role of 'Interns' at the fictional Island Department of Health. In this immersive environment, they tackle real-world public health challenges through a series of weekly evolving scenarios. This approach was adapted from a similar simulated island concept originally developed to teach statistics (Bulmer M & Haladyn K, 2011).
To develop the subject, a constructive alignment approach was utilised, incorporating a flipped classroom model. Each week follows the same structure:
Epidemiological scenario: The Secretary of the Department of Health (Subject Coordinator) introduces the weekly problem via a video recording.
Online stepped modules: Students engage with weekly online modules presented by 'Experts in the Field'. The modules include written material, quizzes, and short videos, with the design approach based on the four-component instructional design (4C/ID) model (Frerejean et al., 2019).
Collaborative problem solving in-class: Students work in collaborative peer groups during the weekly in-class session to tackle the epidemiological scenario posed at the start of the week. Within these groups, students take turns as the 'Chief Health Officer' and in this role organise the small collaborative group and report to the larger class. This approach encourages leadership skills and peer learning.
Final review: The week concludes with a Final Review. This takes the form of a question-and-answer session with the Secretary of the Department of Health, allowing students to consolidate their learning and clarify any remaining questions.
This structure aligns with cognitive load and social learning theories, fostering student connection through extensive peer interaction (Bandura, 2001; Sweller et al., 2019).
Over three years, the subject has consistently received high student satisfaction scores, particularly for engagement and peer interaction. Students value the simulated approach, the clear structure, and opportunities for collaborative problem-solving. Additionally, staff value the opportunity to be creative within the simulation and engage in real-world scenarios with students. The simulation runs as a standard subject without additional costs, demonstrating its potential as a scalable, low-cost educational tool.
This case study contributes to scholarship by showcasing a large-scale, low-tech simulation that could be adapted to various disciplines. 'The Island' offers a unique and immersive learning experience that challenges students to apply theoretical knowledge to practical scenarios, enhancing their understanding of public health and epidemiological concepts.
References.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Bulmer, M., & Haladyn, J. (2011). Life on an island: A simulated population to support student projects in statistics. Technology Innovations in Statistics Education, 5(1). https://doi.org/10.5070/T551000187
Frerejean, J., van Merriënboer, J. J. G., Kirschner, P. A., Roex, A., Aertgeerts, B., & Marcellis, M. (2019). Designing instruction for complex learning: 4C/ID in higher education. European Journal of Education, 54(4), 513-524. https://doi.org/10.1111/ejed.12363
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-
It’s not just about text: AI-generated video in education
Get PDFAs generative artificial intelligence development advances, there is a growing need to investigate the ethics of AI-generated media production in learning environments. While research is emerging on large language models (Bozkurt et al., 2021; Zawacki-Richter et al., 2024), less is known about the educational design of synthetic media, particularly AI-generated avatars produced from text prompts. This study contributes to the emerging scholarship on technology-enhanced learning by exploring the educational potential of realistic AI-generated avatars, positioning this work within posthuman perspectives on learning with technology (Savin-Baden, 2021).
This research examines the implementation of AI-generated avatars as educational presenters in a business course at an Australian university. Over two iterations across 2022 and 2023, approximately 1,200 students engaged with learning resources featuring synthetic media presenters covering ethics in business intelligence (Vallis et al., 2024). The avatars were created using text-to-video software, providing an authentic use-case for students to critically examine ethical implications of AI technology. Based on initial feedback, the second iteration introduced three different AI presenters with varied accents and styles, allowing students to choose their preferred avatar (Vallis & Britton, 2024).
The author documented the design, development, and implementation challenges of creating and deploying AI-generated avatars with a multidisciplinary team (Vallis & Britton, 2023). To assess student perceptions, four focus groups were conducted across two course iterations, recruiting twenty participants in total. The research followed university ethics protocols (2019/892) and examined both student experiences with the avatars and production team observations throughout the development process.
Preliminary findings indicate that students were generally comfortable with synthetic media as part of their learning experience, though they expressed concerns about overuse. International students particularly appreciated the clear pronunciation and captioning options. Participants found the AI presenters less engaging than humans, yet some valued the convenience and flexibility of accessing content in their preferred style. Students expressed a desire for greater interactivity, regardless of whether content was delivered by human or AI presenters. From a production perspective, the process revealed complexities around transparency, intellectual property, and the entangled nature of human-technology relations in educational settings (Vallis et al., 2024).
This research contributes to educational practice through the development of 'VIEW', a practical guide for educators considering the use of AI-generated avatars (Vallis & Britton, 2024). VIEW prompts consideration of whether Video is the appropriate medium, Implementation feasibility, Ethical considerations, and Why design intentions should be clearly articulated. The study suggests that AI-generated avatars may offer new opportunities for collaborative content creation, multilingual delivery, and resource sharing, while questions remain about their ethical application. The findings support a posthuman perspective on learning technology that acknowledges the complex relationships between humans and nonhuman elements in educational environments (Ross & Collier, 2016).
Conference participants will be invited to examine sample AI-generated educational content and reflect on the question: “Why use synthetic media? How might educators balance the efficiencies of synthetic media with authentic human presence in learning?” These prompts will facilitate debate about the educational affordances (or otherwise) of AI-generated avatars and their ethical implications.
References
Bozkurt, A., Karadeniz, A., Baneres, D., Guerrero-Roldán, A. E., & Rodríguez, M. E. (2021). Artificial Intelligence and Reflections from Educational Landscape: A Review of AI Studies in Half a Century. Sustainability, 13(2), 800. https://doi.org/10.3390/su13020800
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