Future of Education for Virtual and Augmented Reality (FEVAR)

Upcoming Meetings:

Talk Series Fall 2025 Schedule:

Location: Zoom (https://asu.zoom.us/j/85020306938)

Wed., Oct. 22, 2-3 p.m.

• Presenter: Vipin Verma, Assistant Research Scientist, Learning Engineering Institute, Arizona State University
• Title: Designing A Virtual Reality-based Team Dynamics Training System for Enhancing Team Coordination
  
  As work environments become increasingly complex and require ad hoc coordination, the ability of teams to coordinate under unplanned circumstances is critical in domains as diverse as defense, healthcare, and education. Adaptation to these environments will require teamwork and training to eHectively work within teams. To meet this challenge, an interactive system is needed that can monitor team interactions in realtime and provide individual and team performance data. We developed a team-based synthetic training experience in the Generalized Intelligent Framework for Tutoring (GIFT) to enhance team dynamics and coordination. The system can assess both the team's and individual team members' coordination skills and provide after-action training to support improvement. The system consists of an immersive virtual environment where three team members work through patient care and coordination challenges at a casualty collection point. Stealth data is collected during usage and provided to a Team Dynamics Measurement Framework (TDMF; Avancha et al., 2024) implemented within GIFT. GIFT utilizes TDMF algorithms to provide individualized after-action reviews based on both individual and team performance.

Tues., Dec. 2, 2-3 p.m.

• Presenter: Ronnie Videla Reyes, Researcher, Faculty of Education, Universidad Santo Tomás
• Title: Design with Embodied AI and XR: New Ways of Learning Mathematics Through Movement
  
  This presentation examines how mathematics learning can be reimagined from the perspective of Embodied Design and 4E Cognition (embodied, situated, enactive, and extended) in mathematics education contexts. Rather than conceiving mathematical knowledge as abstract and disembodied, this approach emphasizes the role of bodily movement, sensorimotor coordination, and material interaction in the co-creation of mathematical meaning. The talk highlights design-based research in which students with special educational needs as well as those with typical development interact with XR and AI environments through an embodied approach to explore mathematical concepts using gestures, locomotion, and multimodal feedback. By situating movement as an ontological condition and design within an ergonomic epistemology, we argue that XR and AI technologies can broaden learners’ opportunities to generate, negotiate, and refine mathematical meanings. This framework opens possibilities for inclusive and creative pedagogies, in which learners shape mathematics through perception and action rather than by symbolically representing ideas. Ultimately, the synergy between Embodied Design, AI, and XR points toward a future in which mathematics education becomes more human-centered, participatory, and experientially grounded.