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The aim of the study was to explore aspects of learning in terms of gain in knowledge, confidence and empathy with immersive virtual reality (VR) from the patient perspective in undergraduate nursing students.

A pilot study integrating immersive VR experiences during clinical courses was facilitated based on the INACSL (2016) standards for simulation practices with a convenience sample of 165 nursing students in three levels of cohorts, using two different VR scenario simulations. Quantitative and qualitative data were collected through pre- and post-surveys.

Student participants embodied patients with chronic disease using immersive VR. Findings showed substantial gains in most measures of knowledge, confidence and empathy, with slightly less difference seen in lower level nursing students particularly with empathy and understanding.

Embodiment through immersive VR scenarios was shown to increase learner development. The positive findings from the pilot study justified continuance of integration of immersive VR in nursing education, recommending further use and research.

Simulated learning for nursing has known benefits on knowledge and understanding. Immersive VR is gaining recognition within nursing education as a method to enhance cognitive and affective knowledge. This paper hopes to add insights on the impact of immersive VR for student learning and encourage discussion about the future for innovative immersive teaching and learning approaches for experiential learning.

Labs are meant for the creation of new products and services or to overcome innovation challenges (Carstensen & Bason, 2012). Media labs, besides the name, go beyond the media industry concepts to respond to technology, communication, and economic changes (Bisso Nunes & Mills, 2021). For that, they integrate public spaces, media, arts, and tech. In short, media labs are organizational structures that allow for experimentation and development, and facilitate open innovation and individual and organizational learning. Many media labs are focused on accelerating media involvement in functional and experimental innovations and rise in a context unrelated to the temporality of media content production, on a systematic innovation approach. But media labs also represent great diversity. In this chapter, we explore key elements of the media lab phenomenon: history, definition, evolution and appearance globally and in Latin America, emergence beyond the media industry, and, by the end, final thoughts about media labs' roles amid future organizational and technological transformations.

This chapter highlights our survey that identifies faculty recommendations for incorporating emerging digital technologies to deliver eLearning content in online courses that help students learn more effectively. Results from the survey, which includes a sample of 478 online faculty at two higher education institutions, are presented.

In the findings of the survey, respondents identified several instructional technologies such as augmented reality (AR), virtual reality (VR), mixed reality (MR), and artificial intelligence (AI) as being on the cusp of changing learner engagement options and could soon become standard tools for the online course environment. While respondents predict an acceleration of new technology activity, they also caution that these technologies need a strong pedagogical foundation to match student needs and generate new use-learning real case scenarios.

This sentiment implies a more systematic approach to problem-solving that follows a process of identifying and refining multiple options to determine best practices for faculty preparation and staff development. The results of the survey included in this chapter are a directional means to help instructors and course designers explain what is relevant and exciting about techniques that can be employed and identify and use the emerging technological tools that enhance the delivery of instruction while meeting the ever-changing and dynamic needs of today’s learners.

The present study investigates human behavioral and emotional experiences based on human-built environment interaction with a specific interest in urban graffiti displaying fear and pleasure-inducing facial expressions. Regarding human behavioral and emotional experience, two questions are asked for the outcome of human responses and two hypotheses are formulated. H1 is based on the behavioral experience and posits that the urban graffiti displaying fear and pleasure-inducing facial expressions elicit specified behavioral fear and pleasure responses. H2 is based on emotional experience and states that the urban graffiti displaying fear and pleasure-inducing facial expressions elicit specified emotional fear and pleasure responses.

The research design is developed as a multi-method approach, applying a lab-based experimental strategy (N:39). The research equipment includes a mobile electroencephalogram (EEG) and a Virtual Reality (VR) headset. The behavioral and emotional human responses concerning the representational features of urban graffiti are assessed objectively by measuring physiological variables, EEG signals and subjectively by behavioral variables, systematic behavioral observation and self-report variables, Self-assessment Manikin (SAM) questionnaire. Additionally, correlational analyses between behavioral and emotional results are performed.

The findings of behavioral and emotional evaluations and correlational results show that specialized fear and pleasure response patterns occur due to the affective characteristics of the urban graffiti's representational features, supporting our hypotheses. As a result, the characteristics of behavioral fear and pleasure response and emotional fear and pleasure response are identified.

The present paper contributes to the literature on human-built environment interactions by using physiological, behavioral and self-report measurements as indicators of human behavioral and emotional experiences. Additionally, the literature on urban graffiti is expanded by studying the representational features of urban graffiti as a parameter of investigating human experience in the built environment.

The purpose of this paper is to review and highlight some recent examples of embedding education for sustainable development (ESD), within science and related curricula in ways that are meaningful and relevant to staff and students and reflect on different embedding strategies and discourses.

A review of recent selected UK and international teaching and learning practice drawing on an expert workshop and link to wider debates about student competencies and embedding ESD in the curriculum.

There are a number of practical ways of bringing sustainable development into science, technology, engineering and mathematics (STEM) related subjects. Successful implementation requires linking teaching activities to the core activities of the STEM discipline. Reformist approaches to curriculum re‐orientation are more likely to be successful than calls for radical, transformational models.

Embedding ESD into the core curricula of STEM subjects is potentially difficult. This paper highlights practical ways of doing this which can be adopted and introduced within the mainstream of STEM curricula and have a greater chance of being taken up than bolt‐on approaches.

The treatment of ESD in STEM subjects is relatively under‐developed compared to social sciences, humanities and subjects allied to environment. The economic and social significance of STEM subjects means that STEM‐related subjects are integral to sustainable development and therefore STEM education must be re‐oriented to sustainable development.

The purpose of this paper is to propose a simple, fast, and effective method for detecting measurement errors in data collected with low-cost environmental sensors typically used in building monitoring, evaluation, and automation applications.

The method combines two unsupervised learning techniques: a distance-based anomaly detection algorithm analyzing temporal patterns in data, and a density-based algorithm comparing data across different spatially related sensors.

Results of tests using 60,000 observations of temperature and humidity collected from 20 sensors during three weeks show that the method effectively identified measurement errors and was not affected by valid unusual events. Precision, recall, and accuracy were 0.999 or higher for all cases tested.

The method is simple to implement, computationally inexpensive, and fast enough to be used in real-time with modest open-source microprocessors and a wide variety of environmental sensors. It is a robust and convenient approach for overcoming the hardware constraints of low-cost sensors, allowing users to improve the quality of collected data at almost no additional cost and effort.

Globally, the governance has shifted from positivist to the regulatory-centric approach, necessitating accurate contouring of regulatory governance framework. The study proposes a novel approach to unravel the regulatory governance framework in the context of the Indian electronics industry – extendable to other sectors in India and other emerging economies.

The research objective has been operationalized through document analysis and thematic analysis of semi-structured interview transcripts in three steps: (1) arrive at parameters of the regulatory governance framework, (2) identify instruments against each parameter and (3) characterize parameters in terms of dominant instruments and their underlying modalities. The authors have adopted a set of 6 Cs modalities (control, communications, competition, consensus, code and collaboration) and regulatory space theory to analyze existing modalities mix in the dominant instruments.

In summary, the study has (1) identified eight macro and twenty micro regulatory governance parameters, (2) mapped regulatory governance parameters with instruments and institutions (3) revealed the top two dominant modalities for each regulatory governance parameter.

The existing modality characteristics of regulatory governance parameters can be used by manufacturers, investors and other stakeholders to make a realistic assessment of regulatory governance and reduce regulatory risk and regulatory burden.

The multidimensional use of parameters, instruments and modalities broadens the understanding of the existing regulatory governance framework and may assist the regulators in optimizing it to meet market requirements.

The datafication of teaching and learning settings continues to be of broad interest to the learning sciences. In response, this study aims to explore a non-traditional learning setting, specifically two Golf Teaching and Research Programs, to investigate how athletes and coaches capture, analyze and use performance data to improve their practice. Athletic settings are well known for spurring the proliferation of personal data about performance across a range of contexts and ability levels. In these contexts, interest in athletes’ experiences with data has often been overshadowed by a focus on the technologies capturing the data and their capabilities.

This ethnographic research focuses on the data-rich experiences of golf coaches and students during two pedagogical encounters. Using Balka and Star’s (2015) concept of shadow bodies, this article explores how golfing bodies can become infused with data, creating partial representations of a lived experience that can be augmented and manipulated for pedagogical purposes, depending on the context and the individuals involved.

Interaction analysis helps the authors to examine the embodied and interactional nature of coach-golfer pedagogical encounters across two sites, a local Professional Golf Association golf course and a Swing Analysis Lab. The authors also split these encounters into two episodes to identify how coaches and golfers use partial representations of their bodies to analyze performance and interpret data.

This research suggests that as data-driven practices continue to engulf athletic settings, and teaching and learning settings broadly, emphasis needs to be placed on ensuring that athletes (learners) – from the most recreational to elite users – have an embodied understanding of their performance to improve their ability. Furthermore, this article raises questions about what data gets shared between instructors and athletes and how that data is used.

This study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program.

The design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions.

The findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces.

The study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.