Usage des technologies immersives (réalité virtuelle, augmentée et vidéo 360) dans l’enseignement supérieur

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François Lewis
Gustavo Adolfo Angulo Mendoza
Caroline Brassard
Patrick Plante

Résumé

Les applications pédagogiques qui font usage des technologies immersives sont de plus en plus présentes dans les établissements d’enseignement supérieur. Nous croyons ainsi qu’il est pertinent de faire le point sur l’impact de ces technologies virtuelles sur le transfert de connaissances aux apprenants ainsi que sur les limites et les risques inhérents à leurs usages. Cette revue de littérature a pour objectif de dresser l’état actuel des connaissances en technologies virtuelles modernes appliquées à l’éducation supérieure. Nous nous intéressons particulièrement à la réalité virtuelle (RV) et à la vidéo 360 qui font usage d’un casque autonome « head-mounted display » (HMD), ainsi qu’aux applications en réalité augmentée (RA) qui emploient des lunettes assistées comme périphérique. Les résultats permettront d’identifier les attributs et mécanismes reliés aux applications virtuelles, et de décrire leurs avantages et leurs limites pour l’apprentissage. Nous avons eu recours à la méthode EPPI (Evidence for Policy and Practice Information and Co-ordinating), pour effectuer cette revue de littérature. Le sommaire des données recueillies est regroupé dans cinq thèmes : 1) conception et intégration de la dimension pédagogique; 2) théories et concepts; 3) méthodologies d’évaluation; 4) motivation et 5) collaboration.

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Lewis, F., Angulo Mendoza, G. A. ., Brassard, C., & Plante, P. (2023). Usage des technologies immersives (réalité virtuelle, augmentée et vidéo 360) dans l’enseignement supérieur. Médiations Et médiatisations, (15), 11–32. https://doi.org/10.52358/mm.vi15.330
Rubrique
Synthèses de connaissances ou revues systématiques de la littérature

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