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It keeps on happening If I were you, by now, I’d be asking, “Heather, why are you doing this? Why are you stirring the pot? You claim to be pro-XR for education but you are reviving research from long ago just to pick on it. It’s old news.” <\/span><\/p>\n [To protect identity, I am PURPOSELY going to change some things by asking AI to rename and reword some<\/i> of these statements.]<\/span><\/p>\n Heather steps up the microphone and says “Within the past 3 weeks…<\/span><\/p>\n Title proper: <\/span> VISIONARIUM :<\/span><\/p>\n Abbreviated key-title: <\/span> Visionarium<\/span><\/p>\n Other variant title: <\/span>iJEDIE<\/span><\/p>\n Other variant title: <\/span>International journal of emerging and disruptive innovation in education<\/span><\/p>\n Original alphabet of title: <\/span>Basic roman<\/span><\/p>\n Subject: Dewey : <\/span>371<\/span><\/p>\n Subject: <\/span>Education, teaching, training of special groups of persons. Special schools<\/span><\/p>\n Corporate contributor: <\/span> Lindenwood University.<\/span><\/p>\n Publisher: <\/span> [St. Charles Missouri]: Lindenwood University, 2023-<\/span><\/p>\n Dates of publication: <\/span> 2022- 9999<\/span><\/p>\n Description: <\/span>Began with: Volume 1, issue 1 (2023)<\/span><\/p>\n Frequency: <\/span>Three times a year<\/span><\/p>\n Type of resource: <\/span>Journal<\/span><\/p>\n Language: <\/span> English<\/span><\/p>\n Country: <\/span>United States<\/span><\/p>\n Note: <\/span>Volume 1, issue 1 (2023) (digitalcommons.lindenwood.edu viewed Aug. 8, 2023).<\/span><\/p>\n Note: <\/span>Volume 1, issue 1 (2023); title from cover image (digitalcommons.lindenwood.edu viewed Aug. 8, 2023).<\/span><\/p>\n Medium: <\/span> Online<\/span><\/p>\n Indexed by: <\/span> ROAD<\/span><\/p>\n Journal summary: <\/span><\/p>\n <\/span><\/p>\n The journal provides a diverse, interdisciplinary forum for the I’m sorry, could you hit me over the head with the word application<\/b> one more time?<\/span><\/p>\n Published by Lindenwood University -a NOT regionally accredited Interesting how the journal description looks like the panel it was derived from…<\/span><\/p>\n “April 21, 2023, the Senior Editorial Board and organizing committee of the hosted a panel of speakers on Emerging Technologies and the Future of I italicized and\/or bolded the similar wording between the panel and the journal.<\/span><\/p>\n I don’t know about you, but I’m getting a very strong “applications” vibe here. Notice how application is contrasted to research. Hmm…can you say “chip on shoulder”? This is a quote from volume 1:<\/span><\/p>\n \u201cThere is now clear evidence that virtual reality can greatly enhance academic performance and educational attainment for students in both academic and higher education institutions\u201d (Rephrased via Microsoft AI).<\/span><\/p>\n This sentence came from the end of a literature review section, which in fact, did NOT make this particular statement CLEAR with EVIDENCE. <\/span><\/p>\n Hello? Editors? A good editor would catch a claim like that NOT being substantiated in writing. You do plan to have editors in your edited journal, right?<\/span><\/p>\n No need to wait to read articles that contain this like of non-editing! You can just read a special issue coming out next year that is dedicated to, ahem, utilization of XR. Membership in the parent organization is US$150\/year. JAID special issue, sponsorted by AECT ($150\/year membership):<\/span><\/p>\n Journal of Applied Instructional Design (JAID) Watch how the highlights are nearly all the same concept: For this special issue, we are interested in presenting current research in applied<\/span> Oh and do you think the PwC thing is old news?<\/span><\/p>\n 5 days ago on LinkedIn:<\/span><\/p>\n<\/p>\n <\/p>\n and here is the luscious “4 times”<\/i> quote! (If you’ve been reading along, you know this is the key phrase to look for.)<\/span><\/p>\n And there there was this comment, saying “That study is gold” It’s a report. It’s not research. It’s marketing. Say it with me “MAR-KET-TING”<\/span><\/p>\n And the commenter is using it for their dissertation on “the potential impact of IVR learning platforms on teaching presence”?<\/span><\/p>\n The PwC report did not measure presence, in any of the academically accepted ways, nor any of the man-on-the street ways. The word presence is in the report zero times.<\/span><\/p>\n Falling into the trap of thinking that just because it is published means that it’s fact-checked is false.<\/span><\/p>\n Most of the volunteer reviewing jobs I’ve been on contain 2 reviewers and 1 editor. Rarely do I ever run into anyone else with an educational psychology research background that knows about research models that do not stand up to publishing scrutiny (methods like comparing non-comparable instructional methods or exposing learners to novelty effect). I know a source that ran a 91-93% acceptance rate on articles. Owch! That’s the “write your name at the top of the paper and you get an A” publication standard. Cringe!<\/span><\/p>\n A person’s biases show up in their writing and editing– this happens to me just the same— no stones being thrown in glass houses here.<\/span><\/p>\n But there has been an undercurrent that I’ve detected running for the past 3 years:<\/span><\/p>\n Most folks are generally skeptical about learning in VR. It looks like a game.<\/span><\/p>\n<\/li>\n Pro-VR people realize that “published research” is a way of adding validity & gravitas to their pro-VR stance.<\/span><\/p>\n<\/li>\n Pro-VR people have been slipping pro-VR pieces of research into low publication standards sources and getting their overblown and hype statements like “staff learn 4x faster” flown right under radars.<\/span><\/p>\n<\/li>\n Pro-VR people sit back and say “The research proves it! Come and buy some VR for education!”<\/span><\/p>\n<\/li>\n<\/ol>\n This all happened in the past 3 weeks. August…August of 2023. Can you see way this Seeking Integrity series must continue? <\/span><\/p>\n I just can’t face palm enough.<\/span><\/p>\n This blog post was updated on April 11, 2026 with an improved font.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"
<\/span><\/p>\nNew Journal<\/span><\/h2>\n
\n\t<\/span><\/div>\n
\npublication of original peer-reviewed scholarship, data, and research
\naddressing intersections of education and technolog<\/span>y. Education in all
\ndomains increasingly incorporates emerging technologies and their novel
\n<\/span>use in learning environments, such as current pedagogical explorations
\n<\/span>of gamification, mobile and adaptive learning, digital humanities,
\nmachine learning, blockchain, Artificial Intelligence (AI), and
\nImmersive Realities<\/span>, to support innovative teaching methods and engaging
\n learning experiences. With the rise of new educational platforms and
\nmetaverses, iJEDIE focuses on emerging trends <\/span>in research to bridge the
\nartificial divide between scholarship and innovative pedagogical
\napplications. Submissions to iJEDIE will include, but are not limited
\nto, the following themes of interest:
\n<\/span><\/p>\n\n
\ninstitution, however, their Teacher education program (which this would
\nappear to be under the auspices of) is CAEP accredited. Unfortunately,
\nit’s not a strong tie to claim that a particular university or
\ninstitution’s reputation applies to the people within. It’s very
\npossible (and I’ve seen it!) but it’s a weak link, IMO, as great
\nresearchers can be within poor institutions and vice versa.<\/span><\/p>\n
\nInternational Journal of Emerging and Disruptive Innovation in Education (iJEDIE)<\/i><\/p>\n
\nEducation. The session invited researchers and practitioners from a wide
\n range of fields, including Education Technology, Digital Humanities,
\nExtended Reality (XR), Artificial Intelligence and Machine Learning, and
\n more<\/span>. Speakers will discuss their recent research into how emerging
\ntechnologies<\/span> may be used to disrupt, enhance, and\/or revolutionize
\ntraditional approaches to education for the benefit of both teachers and
\n learners. <\/span><\/p>\n
<\/span><\/p>\nSpeaking of the journal<\/span><\/h2>\n
<\/h3>\n
<\/a><\/div>\nBut wait there’s more<\/span><\/h2>\n
<\/span><\/p>\n
Special Issue: Designing Extended Reality (XR) for Authentic<\/span> Learning <\/span><\/p>\n
<\/span><\/p>\n
instructional design methods for utilizing VR, AR, MR, and other immersive
technologies to foster authentic learning experiences<\/span>. We are inviting articles that will
provide readers with practical<\/span> ideas, strategies, methods, and techniques on topics related
to designing, implementing,<\/span> and evaluating instruction using XR for authentic learning
experiences.<\/span> Furthermore, we seek contributions that provide evidence about the efficacy<\/span>
of XR technologies, including the challenges encountered during their application<\/span> in
authentic <\/span>settings. The articles should inform the study and practice<\/span> of immersive
learning in preschool, K-12, higher education, or work-based contexts. We invite
scholar-practitioner<\/span> perspectives as a means of disseminating and developing new ideas
in instructional design. We aim to share expertise, success stories, and lessons learned
from failure. <\/span><\/p>\n
<\/span><\/p>\nEverything old is new again
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<\/span><\/p>\nSummary<\/span><\/h2>\n
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#VirtualReality #VR #XR #VRForLearning #Technology #Future #edtech #learning #education <\/a> #InstructionalDesign #research #ComparisonResearch #Media #MediaForLearning <\/a> #ImmersiveExperience #Design <\/a> #ResearchIntegrity #publishing #review #editor #provr #journal #specialissue<\/p>\n