Eric Hawkinson
Kyoto University of Foreign Studies
Eric is a learning futurist, tinkering with and designing technologies that may better inform the future of teaching and learning. Eric is president and research coordinator of MAVR, a research group working in immersive technologies for teaching and learning, and more specifically, augmented and virtual realities in language learning. Eric's day job is at the Kyoto University of Foreign Studies where he teaches courses and conducts research on issues related to technology in tourism and education. Eric also leads a team of interactive media designers for TEDxKyoto. Eric's projects have included augmented tourism rallies, AR community art exhibitions, mixed reality escape rooms, and other experiments in immersive technology. https://erichawkinson.com
Sessions
Adapting Immersive Technology for Learning Post-COVID-19
A discussion around the latest research and development around immersive technologies in education. We will host a series of short presenters that will introduce innovative research and projects in immersive learning. The short presentations will be followed by a panel discussion and open Q&A around implementing immersive learning during and after the health crisis. The event will be in AltspaceVR, which is a free Social VR platform owned by Microsoft that can be loaded onto PC, Mac, and also iOS and Android devices. We will also be livestreaming from VR to YouTube for later viewing. Can visit http://mavr.site for detailed information.
Virtual reality in tourism education: A case study
With the increasing amount of research and development conducted in the use of virtual reality (VR) in both vocational training and language learning, these two areas seem to be both represented in the context of tourism education. This study was conducted with 22 students in the Department of Global Tourism at a university in western Japan. The study was designed not only to detect English learning affordances, but also to glean insight into practical benefits and issues of using VR for tourism studies in the department curriculum. The students were trained to create virtual tours of their hometowns with Tour Creator, a VR platform developed by Google. Students then guided classmates on virtual tours of their hometowns in English, using smartphones and mini VR glasses. Following the virtual tours, all the students responded to a user experience questionnaire with Likert-type and open-ended items on virtual presence, perceived usefulness and future use of VR, as well as the pros and cons of the activity among others. The findings of this study have important implications for the use of virtual reality in tourism education in EMI (English-Medium Instruction) contexts. The experience also suggests other potentials in using VR in tourism education.