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Journal Issue
Volume 17 Issue 2 / Jun 2019  pp66‑172

Editor: Antonios Andreatos, Cleo Sgouropoulou, Klimis Ntalianis

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The Patras Blended Strategy Model for Deep and Meaningful Learning in Quality Life‑Long Distance Education  pp66‑78

Stylianos Mystakidis, Eleni Berki, Juri Valtanen

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Critical Components of Formative Assessment in Process‑Oriented Guided Inquiry Learning for Online Labs  pp79‑92

Saptarshi Purkayastha, Asha K. Surapaneni, Pallavi Maity, Anushri S. Rajapuri, Judy W. Gichoya

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Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices  pp93‑106

Dolores López Carrillo, Amelia Calonge García, Teresa Rodríguez Laguna, Germán Ros Magán, José Alberto Lebrón Moreno

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Exploring the Potential of the Learning Designer as a Teacher Support Tool  pp107‑117

Eleni Zalavra, Kyparisia Papanikolaou

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Driving High Inclination to Complete Massive Open Online Courses (MOOCs): Motivation and Engagement Factors for Learners  pp118‑130

Lee Yen Chaw, Chun Meng Tang

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3‑M Model for Uncovering the Impact of Multi‑level Identity Issues on Learners’ Social Interactive Engagement Online  pp131‑143

Paula Charbonneau-Gowdy, Jessica Chavez

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Bridging Audio and Augmented Reality towards a new Generation of Serious Audio‑only Games  pp144‑156

Emmanouel Rovithis, Andreas Floros, Nikos Moustakas, Konstantinos Vogklis, Lily Kotsira

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A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists  pp157‑170

Dimitra Pappa, Homer Papadopoulos

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Abstract

Immersive technologies are gaining momentum in professional training. Advanced AR/VR and gaming technologies allow for authentic learning experiences that are close to real‑life conditions, problems, and applications, something that can revolutionise fields like medical training, which traditionally relied on textbook‑based theoretical education and clinical placements. The present paper discusses the application of advanced gaming and immersion technologies for the continuous training of physiotherapists. Presently, this professional group remains largely underserved by online training services. The paper argues that the inherent complexity of physical therapy training could be served effectively by immersive learning innovations and professionals could benefit greatly. The paper applies the Design Science Research Methodology (DSRM) to design a suitable training solution for the promotion of authentic, comprehensive learning. Our analysis targets and consolidates the findings from three distinct pillars: (a) the requirements of the application area in question; (b) the current state‑of‑the‑art and emerging directions in game‑based professional education and training; and (c) existing applications of game‑based learning in the field of healthcare. Subsequently, the paper consolidates the findings to produce the system requirements and presents the design of a prototype training environment for physiotherapists that builds on advanced gaming technologies. Within the proposed system design, augmented reality modules are embedded alongside the game simulation and virtual world environment to provide participants with an authentic simulated game scenario in which to immerse themselves. 

 

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Editorial for EJEL Volume 17 Issue 2 2019  pp171‑172

Antonios Andreatos

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