References
- Adamopoulous, P. (2013). What makes a great MOOC? An interdisciplinary analysis of student retention in online courses. In Proceedings of the 34th International Conference on Information Systems (ICIS’ 13), Milan, Italy.
- Alfalah, S. F. (2018). Perceptions toward adopting virtual reality as a teaching aid in information technology. Education and Information Technologies, 23(6), 2633–2653.
- Annamalai, N., Tan, K. E., & Abdullah, A. (2016). Teaching presence in an online collaborative learning environment via Facebook. Journal of Social Science & Humanities, 24(1), 197–212.
- Aoki, H., Oman, C. M., & Natapoff, A. (2007). Virtual-reality-based 3D navigation training for emergency egress from spacecraft. Aviation, Space, and Environmental Medicine, 78(8), 774–783.
- Arbaugh, J. B. (2008). Does the Community of Inquiry framework predict outcomes in online mba courses? International Review of Research in Open & Distance Learning, 9(2), 1–21.
- Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a Community of Inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136.
- Bastug, E., Bennis, M., Médard, M., & Debbah, M. (2017). Toward interconnected virtual reality: Opportunities, challenges, and enablers. IEEE Communications Magazine, 55(6), 110–117.
- Berge, Z. L., & Collins, M. P. (1995). Computer mediated communication and the online classroom. Online Information Review, 30(2), 194–195.
- Bogusevschi, D., Muntean, C., & Muntean, G. M. (2019, March). Teaching and learning physics using 3D virtual learning environment: A case study of combined virtual reality and virtual laboratory in secondary school. In Society for Information Technology & Teacher Education International Conference (pp. 467–474). Association for the Advancement of Computing in Education (AACE).
- Chang-Tik, C. (2017). Impact of learning styles on the Community of Inquiry presences in multi-disciplinary blended learning environments. Interactive Learning Environments, 26(6), 827–838.
- Chang, R. I., Hung, Y. H., & Lin, C. F. (2015). Survey of learning experiences and influence of learning style preferences on user intentions regarding moocs. British Journal of Educational Technology, 46(3), 528–541.
- Chen, W., Chao, J. G., Chen, X. W., Wang, J. K., & Tan, C. (2015). Quantitative orientation preference and susceptibility to space motion sickness simulated in a virtual reality environment. Brain Research Bulletin, 113, 17–26.
- Chen, C. Y., Shih, B. Y., & Yu, S. H. (2012). Disaster prevention and reduction for exploring teachers’ technology acceptance using a virtual reality system and partial least squares techniques. Natural Hazards, 62(3), 1217–1231.
- Cho, Y. H., Yim, S. Y., & Paik, S. (2015). Physical and social presence in 3D virtual role-play for pre-service teachers. The Internet and Higher Education, 25, 70–77.
- Chu, L., Chen, W., Tan, Y., & Zheng, S. (2019). Rebuliding the experience: Extended reality (XR) technology and its education application outlook: Also discuss the trend of “education and new technology integration”. Journal of Distance Education, 1, 17–31.
- Coates, G. (1992). Program from invisible site-a virtual sho, a multimedia performance work presented by george coates performance works. San Francisco, CA.
- Dewey, J. (1897). My pedagogic creed (1897). School Journal, 54(3), 77–80.
- Dillenbourg, P., & Hong, F. (2008). The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning, 3(1), 5–23.
- Domingo, J. R., & Bradley, E. G. (2018). Education student perceptions of virtual reality as a learning tool. Journal of Educational Technology Systems, 46(3), 329–342.
- Elbamby, M. S., Perfecto, C., Bennis, M., & Doppler, K. (2018). Toward low-latency and ultra-reliable virtual reality. IEEE Network, 32(2), 78–84.
- Erbay, H. N., Şimşek, İ, & Kirişçi, M. (2019). Teaching Fractions in 5th grade with a three-dimensional virtual learning environment: An example using second life. Journal of Kirsehir Education Faculty, 20(1), 1–16.
- Falah, J., Charissis, V., Khan, S., Chan, W., Alfalah, S. F., & Harrison, D. K. (2014, August). Development and evaluation of virtual reality medical training system for anatomy education. In Science and Information Conference (pp. 369–383).
- Garrison, D. R. (2007). Online Community of Inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61–72.
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
- Garrison, D. R., Cleveland-Innes, M., & Fung, T. (2004). Student role adjustment in online communities of inquiry: Model and instrument validation. Journal of Asynchronous Learning Networks, 8(2), 61–74.
- Ghergulescu, I., Lynch, T., Bratu, M., Moldovan, A., Muntean, C. H., & Muntean, G. M. (2018, July). STEM Education with atomic structure virtual lab for learners with special education needs. In International Conference on Education and New Learning Technologies (EduLearn).
- Grieve, R., Padgett, C. R., & Moffitt, R. L. (2016). Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking. The Internet and Higher Education, 28, 8–16.
- Guerrero, G., Ayala, A., Mateu, J., Casades, L., & Alamán, X. (2016). Integrating virtual worlds with tangible user interfaces for teaching mathematics: A pilot study. Sensors, 16(11), 1775.
- Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2), 147–166.
- Hashemian, A. M., & Riecke, B. E. (2017, July). Leaning-based 360 interfaces: Investigating virtual reality navigation interfaces with leaning-based-translation and full-rotation. In International Conference on Virtual, Augmented and Mixed Reality (pp. 15–32).
- Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320–341.
- Horrigan, J. (2007). A typology of information and communication technology users. Washington, DC: Pew Internet & American Life Project.
- Hostetter, C., & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of Scholarship of Teaching & Learning, 13(1), 77–86.
- Huang, K. T., Ball, C., Francis, J., Ratan, R., Boumis, J., & Fordham, J. (2019). Augmented versus virtual reality in education: An exploratory study examining science knowledge retention when using augmented reality/virtual reality mobile applications. Cyberpsychology, Behavior, and Social Networking, 22(2), 105–110.
- Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171–1182.
- Hussein, M., & Nätterdal, C. (2015). The benefits of virtual reality in education-a comparision study. (Bachelor thesis). Chlamers University of Technology, University of Gothenburg, Göteborg, Sweden.
- Ice, P. (2008, April). The impact of asynchronous audio feedback on teaching, social and cognitive presence. In First International Conference of the Canadian Network for Innovation in Education, Banff, Alberta.
- Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515–1529.
- Jung, Y., & Lee, J. (2018). Learning engagement and persistence in massive open online courses (Moocs). Computers & Education, 122, 9–22.
- Kaul, M., Aksela, M., & Wu, X. (2018). Dynamics of the Community of Inquiry (CoI) within a massive open online course (MOOC) for in-service teachers in environmental education. Education Sciences, 8(2), 40.
- Kazanidis, I., Pellas, N., Fotaris, P., & Tsinakos, A. (2018). Facebook and moodle integration into instructional media design courses: A comparative analysis of students’ learning experiences using the Community of Inquiry (CoI) model. International Journal of Human–Computer Interaction, 34(10), 932–942.
- Keles, E. (2018). Use of Facebook for the community services practices course: Community of Inquiry as a theoretical framework. Computers & Education, 116, 203–224.
- Keskitalo, T. (2011). Teachers’ conceptions and their approaches to teaching in virtual reality and simulation-based learning environments. Teachers and Teaching: Theory and Practice, 17(1), 131–147.
- Kreijins, K., Kirschner, P. A., Jochems, W., & Buuren, H. V. (2011). Measuring perceived social presence in distributed learning groups. Education and Information Technologies, 16(4), 365–381.
- Lameras, P., Savin-Baden, M., Petridis, P., Dunwell, I., & Liarokapis, F. (2014, July). Fostering science teachers’ design for inquiry-based learning by using a serious game. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 222–226).
- Lin, G. Y. (2004). Social presence questionnaire of online collaborative learning: Development and validity. Association for Educational Communications and Technology, 1, 588–591.
- Liu, D., Bhagat, K. K., Gao, Y., Chang, T. W., & Huang, R. (2017). The potentials and trends of virtual reality in education. In D. Liu, C. Dede, R. Huang, & C. Richards (Eds.), Virtual, augmented, and mixed realities in education (pp. 105–130). Singapore: Springer.
- Ma, B., & Mak, P. (2000). Using virtual reality in teaching secondary school physics. In Edmedia+ innovate learning (pp. 1436–1438). Montreal: Association for the Advancement of Computing in Education (AACE).
- Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2017). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236.
- Mano, R. M. C. (2019). The benefits of virtual reality in education (Doctoral dissertation, Hochschule für Angewandte Wissenschaften Hamburg).
- Matsukawa, H., & Nishimori, T. (2014). Classroom evaluation, social presence and influence of 3D video. Japan Society for Educational Technology, 38, 25–28.
- Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70(1), 29–40.
- Moro, C., Stromberga, Z., & Stirling, A. (2017). Virtualisation devices for student learning: Comparison between desktop-based (oculus rift) and mobile-based (gear vr) virtual reality in medical and health science education. Australasian Journal of Educational Technology, 33(6), 1–10.
- Muir, T., Allen, J. M., Rayner, C. S., & Cleland, B. (2013). Preparing pre-service teachers for classroom practice in a virtual world: A pilot study using second life. Journal of Interactive Media in Education, 1, 1–17.
- OECD. (2015). Students, computers and learning. Making the connection. Paris: OECD. doi: 10.1787/9789264239555-en
- Padilla, B. I., & Kreider, K. E. (2018). Community of inquiry framework for advanced practice. Nursing Students:The Journal for Nurse Practitioners, 14(5), e87–e92.
- Pantelidis, V. S. (2010). Reasons to use virtual reality in education and training courses and a model to determine when to use virtual reality. Themes in Science and Technology Education, 2(1–2), 59–70.
- Parker, J. (2017). An authentic online community of learning framework for higher education: Development process. Journal of Educational Multimedia and Hypermedia, 26(4), 343–356.
- Pellas, N., & Boumpa, A. (2017). Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using open Sim and Sloodle. Education and Information Technologies, 22(3), 939–964.
- Pellas, N., & Kazanidis, I. (2014). The impact of computer self-efficacy, situational interest and academic self-concept in virtual communities of inquiry during the distance learning procedures through second life. World Wide Web, 17(4), 695–722.
- Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21–40.
- Pool, J., Reitsma, G. M., & Van den Berg, D. N. (2017). Revised Community of inquiry framework: Examining learning presence in a blended mode of delivery. Online Learning, 21, 153–165.
- Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612.
- Reiners, T., Teräs, H., Chang, V., Wood, L. C., Gregory, S., Gibson, D., & Teräs, M. (2014). Authentic, immersive, and emotional experience in virtual learning environments: The fear of dying as an important learning experience in a simulation. Transformative, innovative and engaging. Proceedings of the 23rd Annual Teaching Learning Forum, 30–31, January 2014. Perth: The University of Western Australia.
- Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Network, 7(1), 68–88.
- Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 50–71.
- Sáez-López, J. M., Miller, J., Vázquez-Cano, E., & Domínguez-Garrido, M. C. (2015). Exploring application, attitudes and integration of video games: MinecraftEdu in middle school. Educational Technology & Society, 18(3), 114–128.
- Sampaio, A. Z., Ferreira, M. M., Rosário, D. P., & Martins, O. P. (2010). 3D and VR models in civil engineering education: Construction, rehabilitation and maintenance. Automation in Construction, 19(7), 819–828.
- Shea, P. J., Pickett, A. M., & Pelz, W. E. (2003). A follow-up investigation of teaching presence in the Sunny Networks. Journal of Asychronous Learning Networks, 7(2), 61–80.
- Short, A., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons.
- Simsek, I. (2016). The effect of 3D virtual learning environment on secondary school third grade students’ attitudes toward mathematics. Turkish Online Journal of Educational Technology-TOJET, 15(3), 162–168.
- So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318–336.
- Stacey, E. (2002). Social presence online: Networking learners at a distance. Education and Information Technologies, 7(4), 287–294.
- Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education Communication & Information, 2(1), 23–49.
- Swan, K., Richardson, J. C., Ice, P., Garrison, D. R., Cleveland-Innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. E-mentor, 2(24), 1–12.
- Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115–136.
- Teng, Y. (2013). The review of social presence research. Modern Educational Technology, 23(3), 64–70.
- Tu, C. H. (2001). How Chinese perceive social presence: An examination of interaction in online learning environment. Educational Media International, 38(1), 45–60.
- Tu, C. H., & Mcisaac, M. (2002). The relationship of social presence and interaction in online classes. American Journal of Distance Education, 16(3), 131–150.
- Wang, J., & Lindeman, R. W. (2015). Object impersonation: Towards effective interaction in tablet-and HMD-based hybrid virtual environments. 2015 IEEE virtual reality (VR) (pp. 111–118). IEEE.
- Wiener, M., & Mehrabian, A. (1968). Language within language: Immediacy, a channel in verbal communication. Owatonna: Ardent Media.
- Xu, S., Luo, H., & Tan, Y. (2018, August). Re-examining the Community of Inquiry framework from the perspective of learning analytics. In 2018 13th International Conference on Computer Science & Education (ICCSE) (pp. 1–5).
- Youngblut, C. (1998). Educational uses of virtual reality technology (No. IDA-D-2128. Institute for Defense Analyses, Alexandria, Virginia.
- Zafar, S., Khan, N. F., & Hussain, S. (2017, September). Evaluating collaborative learning using Community of Inquiry framework for a blended learning formal methods course. In International Conference on Interactive Collaborative Learning (pp. 86–95).
- Zhao, D., Chis, A. E., Muntean, G. M., & Muntean, C. H. (2018). A large-scale pilot study on game-based learning and blended learning methodologies in undergraduate programming courses. In EDULEARN Conference, Palma de Mallorca, Spain.
- Zulkanain, N. A., & Rahim, E. E. A. (2017a, June). A guideline for the development of blended learning platform based on the observation of students’ reaction in a Virtual World. In 2017 10th International Conference on Developments in eSystems Engineering (DeSE) (pp. 115–119).
- Zulkanain, N. A., & Rahim, E. E. A. (2017b, June). An adapted Community of Inquiry (COI) framework with the inclusion of instructor presence. In 2017 10th International Conference on Developments in eSystems Engineering (DeSE) (pp. 109–114).