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Watch the Q&A session recording for this Tech-based Call on our YouTube Channel

Session recording

Developing Immersive Learning Experiences in AR, VR, and MR for Higher Education Students in Tecnológico de Monterrey – Sponsored by SEREX

ILEDC Call

The emergence and constant improvement of digital technologies such as Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR), has allowed for the development of immersive experiences where its users engage in fun, interactive, and engaging simulated scenarios. In AR, users view an overlay of digital elements in a physical setting, whereas in VR users are fully immersed in a digital environment, and in MR users perform hand-on tasks with a blend of physical and digital elements that interact with each other (Tremosa, 2022). Although many applications have been focused on recreation and entertainment, a growing number of developments are now focusing on using immersive experiences for education and training, where learners can immerse themselves in simulated real-world scenarios to perform learning activities by interacting with virtual objects and environments (Lampropoulos, 2022).

Studies in the literature have proven that the introduction of immersive experiences in learning environments can improve skills such as complex understanding (Takrouri et al., 2022), knowledge retention (Essoe et al., 2022), problem solving (Sonntag & Bodensiek, 2022), emotional responses (Riva, 2022), hands-on experience (Trigos & Tamayo-Enriquez, 2022), communication (van Ginkel, 2019), and spatial reasoning (Tuker, 2018), among others. Immersive learning experiences that take advantage of AR, VR, and AR, have been applied in different disciplines of study such as STEM (Sonntag & Bodensiek, 2022; Takrouri et al., 2022), Health-Care (Chen et al., 2020), Architecture (Carbonari et al., 2022), Arts (Cabero-Almenara et al., 2022), Psychology (Riva, 2022), and Marketing (de Regt et al., 2021), introducing innovative and disruptive ways to teach, engage, and motivate learners.

Despite the multiple benefits from introducing immersive experiences in learning environments, their development poses a great challenge for educators given that they require an appropriate instructional design and software development (Kuhail et al., 2022). Moreover, developing immersive learning experiences can be time-consuming and expensive, which often restricts the capacity for educators to take advantage of such technologies. In order to contribute to the future of education and promote the development of new innovative and disruptive immersive learning experiences in AR, VR, and MR at Tecnológico de Monterrey, the IFE Living Lab has partnered with SEREX (Mexico) to launch this call for proposals, inviting researchers and faculty members to submit a proposal that seeks to complement and enhance higher education in our institution.

Objective: This call for proposals aims at conducting research and development on the subject of innovative immersive experiences that enhance and complement the teaching and learning process in higher education courses at Tecnológico de Monterrey. Moreover, the sponsor of the call will bestow 10% royalties to Tecnológico de Monterrey from the external commercialization of the immersive learning experiences derived from this call.

Audience: We invite interdisciplinary teams (consisting of researchers and faculty members from Tecnológico de Monterrey) to submit a proposal for the design, development, and implementation of an immersive learning experience that makes use of either Augmented Reality, Virtual Reality, or Mixed Reality. We welcome proposals from any discipline of study (e.g. STEM, Social Sciences, Architecture and Design, Business, Health Sciences) and from any campus.

Stages: This call will take place in three stages: 

  1. Pedagogical architecture and design.
  2. Implementation at SEREX.
  3. Pilot study and experimental research at Tec de Monterrey.

Therefore, all selected proposals must result in the submission of a research paper in a high-indexed journal after completing the final stage.

Proposals: We are calling for proposals addressing one of the following topics: 

  • Developing an immersive experience with AR that complements in-person learning through the use of mobile devices.
  • Developing an immersive experience with VR that involves disruptive virtual learning scenarios. 
  • Developing an immersive experience with MR where students can perform hands-on learning tasks with physical and virtual objects.

Keywords: Immersive Learning Experiences, Educational Innovation, Augmented Reality, Virtual Reality, Mixed Reality, Co-creation, Living Lab.

Cabero-Almenara, J., Llorente-Cejudo, C., & Martinez-Roig, R. (2022). The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study. Applied System Innovation, 5(3), 44. https://doi.org/10.3390/asi5030044 

Carbonari, A., Franco, C., Naticchia, B., Spegni, F., & Vaccarini, M. (2022). A Mixed Reality Application for the On-Site Assessment of Building Renovation: Development and Testing. Sustainability, 14(20), 13239. https://doi.org/10.3390/su142013239 

Chen, F. Q., Leng, Y. F., Ge, J. F., Wang, D. W., Li, C., Chen, B., & Sun, Z. L. (2020). Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis. Journal of medical Internet research, 22(9), e18290. https://doi.org/10.2196/18290 

de Regt, A., Plangger, K., & Barnes, S. (2021). Virtual reality marketing and customer advocacy: Transforming experiences from story-telling to story-doing. Journal of Business Research. 136. 513-522. https://doi.org/10.1016/j.jbusres.2021.08.004 

Essoe, J.K., Reggente, N., Ohno, A. A., Baek, Y. H., Dell'Italia, J., & Rissman, J. (2022) Enhancing learning and retention with distinctive virtual reality environments and mental context reinstatement. NPJ Science of Learning. 7(1), 31. https://doi.org/10.1038/s41539-022-00147-6 

Kuhail, M. A., ElSayary, A., Farooq, S., & Alghamdi, A. (2022). Exploring Immersive Learning Experiences: A Survey. Informatics, 9(4), 75. https://doi.org/10.3390/informatics9040075 

Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Virtual Reality in Education: Public Perspectives, Sentiments, Attitudes, and Discourses. Education Sciences, 12(11), 798. https://doi.org/10.3390/educsci12110798 

Riva G. (2022). Virtual Reality in Clinical Psychology. Comprehensive Clinical Psychology, 91–105. https://doi.org/10.1016/B978-0-12-818697-8.00006-6 

Sonntag, D., & Bodensiek, O. (2022). How mixed reality shifts visual attention and success in experimental problem solving. Physical Review Physics Education Research, 18, 023101. https://doi.org/10.1103/PhysRevPhysEducRes.18.023101 

Takrouri, K., Causton, E., & Simpson, B. (2022). AR Technologies in Engineering Education: Applications, Potential, and Limitations. Digital, 2(2), 171–190. https://doi.org/10.3390/digital2020011 

Tremosa, L. (2022). Beyond AR vs. VR: What is the Difference between AR vs. MR vs. VR vs. XR? Interaction Design Foundation. https://www.interaction-design.org/literature/article/beyond-ar-vs-vr-what-is-the-difference-between-ar-vs-mr-vs-vr-vs-xr

Trigos, F., & Tamayo-Enriquez, F. (2022). A Transdisciplinary Framework for Engineering Education, Developing Tactical Engineering Decision Making Skills. In B. R. Moser, P. Koomsap & J. Stjepandić (Eds.), Advances in Transdisciplinary Engineering, 28, 609-618. IOS Press Ebooks.  https://doi.org/10.3233/ATDE220693 

Tuker, C. (2018). Training Spatial Skills with Virtual Reality and Augmented Reality. In: Lee, N. (eds) Encyclopedia of Computer Graphics and Games. Springer, Cham. https://doi.org/10.1007/978-3-319-08234-9_173-1 

van Ginkel, S., Gulikers, J., Biemans, H., Noroozi, O., Roozen, M., Bos, T., van Tilborg, R., van Halteren, M., & Mulder, M. (2019). Fostering oral presentation competence through a virtual reality-based task for delivering feedback. Computers & Education, 134, 78–97. https://doi.org/10.1016/j.compedu.2019.02.006

EdTech Sponsor

SEREX started in 2020 in a former automotive workshop. Three engineers who had worked in different areas of General Electric Transformers Division, decided to join forces as a team, and establish a company to provide engineering services to industrial transformers. However, their original plans had to change due to the COVID-19 pandemic, since access to the workshop was not allowed at all.

SEREX co-founders decided to change the service model for industrial transformers, and to explore other market segments. Hence, the Technology Division was established in 2021, to take advantage of their experience in industrial and academic training, enhanced with new developments involving immersive technologies and existing multimedia resources.

In 2022, SEREX integrated a consulting/training company (with over 20 years of experience and created by one of its co-founders) as its Consulting Division, to take advantage of the tools and experiences already designed by its Technology Division.

SEREX’s Divisions (Energy, Technology, and Consulting), together with its strategic alliances, have allowed its growth in a profitable and sustainable way, providing services to several large companies and academic institutions in Mexico, and acquiring valuable recognition of its customers.

The main products or SEREX Technology Division are the development of custom-made experiences using immersive technologies (Augmented Reality, Virtual Reality and Mixed Reality) together with videos and interactive webpages for the optimal deployment of knowledge for industrial and scientific applications.

SEREX has an agile development model, in which working prototypes are delivered to its customers in less than 7 days, to start a co-design together, and to assure that real customer needs are identified and addressed adequately using the most effective technology for each case.

To learn more about SEREX and its experience click here. 

To learn more about SEREX’s immersive technologies projects, follow these links: AR, VR, MR.

To view a Tech-based seminar previously presented by SEREX at the IFE LL&DH click here.

imagen TEC

Advisory Board

For this call for proposals, the IFE Living Lab & Data Hub counts on the valuable expertise of an advisory board consisting of academic advisors and consolidated researchers from Spain, Perú, and Mexico.

Francisco A. Tamayo Enríquez, PhD

Francisco A. Tamayo Enríquez, PhD

Co-Founder and COO of SEREX
Alicia Salinas Arizpe, MBA

Alicia Salinas Arizpe, MBA

Co-Founder and CCO of SEREX
Elvira G. Rincón Flores, PhD

Elvira G. Rincón Flores, PhD

Impact Measurement Research Scientist at the Institute for the Future of Education in Tecnologico de Monterrey
Carlos E. Fernández García, MEd

Carlos E. Fernández García, MEd

Associate Professor at the Faculty of Letters and Human Sciences of the National University of San Marcos
Ruth A. Toro Álvarez, PhD

Ruth A. Toro Álvarez, PhD

Sub-Director of the Distance Education Unit of the San Ignacio de Loyola University
Olaf R. Román Jiménez

Olaf R. Román Jiménez

Pedagogical Architect at the Directorate of Educational Innovation and Digital Learning in Tecnologico de Monterrey
Carlos J. Ochoa, MBA

Carlos J. Ochoa, MBA

Metaverse & XR Senior Advisor - Strategist. Founder ONE Digital Consulting.

Important Dates

  • Apr 28, 2023 - Call for proposals launch
  • May 19, 2023, 12:00 (Mexico) - Q&A session via Zoom - Session recording
  • May 26, 2023, 23:59 (Mexico) - Abstract submission deadline
  • Jun 15, 2023, 23:59 (Mexico) - Full proposal submission deadline 
  • Jun 16 - 29, 2023 - Evaluation of proposals 
  • Jun 30, 2023 - Notification of accepted proposals
  • Jul 01 - Sep 22, 2023 - Pedagogical design of selected proposals
  • Sep 25 - Sep 29, 2023 - Presentation of deliverables to SEREX - IFE LL&DH

  • Oct 02, 2023 - Jan 31, 2024 - Implementation by SEREX development team

  • Feb 01 - May 31, 2024 - Pilot study and research development 
  • Jul 31, 2024 - Submission of research outcomes

Submission Process

  1. We encourage you to send your files in PDF format.
  2. The abstract must be a 300 words description of the proposal, including its main objectives, the proposed immersive learning experience explanation and justification, the type of technology considered (AR, VR, or MR), and the methodologies and procedures to be followed for the development of the pedagogical architecture and design. We encourage you to download and use this template.
  3. To prepare the contents of your full proposal you must download and use this template.
  4. Abstracts and proposals will be managed by correspondence to ife.livinglab@servicios.tec.mx (Cc: lmoran@tec.mx).

Assessment Guidelines

  1. The research proposal document must follow the structure defined by the IFE Living Lab & Data Hub.
  2. Participants will be required to design the theoretical, instructional, and evaluation materials (activities) that will be necessary for the proposed immersive learning experience to operate, as well as to specify the devices that would make use of it.
  3. We will be accepting proposals that involve iOS devices for AR, META Quest headsets for VR, or Microsoft HoloLens headsets for MR implementations. Any alternative devices will be consulted with the development team of SEREX to establish compatibility and feasibility.
  4. The proposed immersive learning experience can consider any learning strategy (e.g., Project-Based Learning, Game-Based Learning, Problem-Based Learning, Experiential Learning, Inquiry-Based Learning, etc.) as long as its thoroughly justified in the proposal.

  1. We encourage you to form interdisciplinary teams so that your proposal can be thoroughly justified and validated.
  2. The IFE Living Lab & Data Hub will coordinate and schedule co-creation activities, such as mentoring and follow-up sessions, thus ensuring that the selected proposals timeline is being followed throughout the call.
  3. Members of the advisory board can choose to act as mentors and/or collaborators for some of the selected proposals throughout this stage.
  4. The resulting pedagogical architecture and design deliverables must be presented to SEREX by September 29th 2023, thus allowing them to implement and deploy the new immersive learning experiences during the fourth quarter of 2023.
  5. Tecnológico de Monterrey and SEREX will share intellectual property of the implemented immersive learning experiences that derive from this call. Thus, resulting in a delivery of royalties (10% from each selected proposal's implementation), depending on the periodicity of the commercialization of such immersive learning experiences by SEREX. 
  6. The academic community of Tecnológico de Monterrey will have full life-time access to the immersive learning experiences that derive from this call.
  7. Participants are requested to include the following legend in the acknowledgments of the publications, presentations, and technical reports that result from this stage: The authors would like to acknowledge the Living Lab & Data Hub of the Institute for the Future of Education, Tecnologico de Monterrey, Mexico, for their support and guidance throughout the Call "Developing Immersive Learning Experiences in AR, VR, and MR for Higher Education Students in Tecnológico de Monterrey", which made the production of this work possible.

  1. Selected proposals will be asked to conduct a pilot study to test and conduct experimental research with the immersive learning experiences derived from their pedagogical design. This will be carried out as soon as SEREX implements the proposed immersive learning experiences.
  2. The IFE Living Lab has partnered with IFE Novus to procure at least one device for the selected proposals teams, therefore allowing them to conduct their pilot study as soon as the new immersive learning experiences are implemented by SEREX. Any additional devices must be procured by the selected proposals teams.
  3. It is up to the selected proposals teams to procure any software licenses required for conducting their pilot study.
  4. SEREX will offer both training and support throughout this stage.
  5. Members of the advisory board can choose to act as mentors and/or collaborators for some of the selected proposals throughout this stage.
  6. The results and outcomes from this stage, as well as from the pedagogical architecture and design stage, must be documented in the form of an article according to the guidelines of the selected journal. A list of suggested journals for submission will be provided by the IFE Living Lab & Data Hub. The resulting article must be sent in PDF format to ife.livinglab@servicios.tec.mx.
  7. Participants are requested to include the following legend in the acknowledgments of the publications, presentations, and technical reports that result from this stage: The authors would like to acknowledge the Living Lab & Data Hub of the Institute for the Future of Education, Tecnologico de Monterrey, Mexico, for their support and guidance throughout the Call "Developing Immersive Learning Experiences in AR, VR, and MR for Higher Education Students in Tecnológico de Monterrey", which made the production of this work possible.
  8. In case the article cannot be submitted to the suggested journals, please send a letter to ife.livinglab@servicios.tec.mx with an explanation of the reasons and the intention to publish it in another high-impact Journal (ScimagoJR Q1/Q2).

Further information

For any further questions or comments regarding this call for proposals, feel free to contact Luis F. Morán-Mirabal, PhD (IFE Living Lab Coordinator) at lmoran@tec.mx

 

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