@inproceedings{PB-VRVis-2018-008,
author = {Gra{\v{c}}anin, Denis and Stewart, Michael B. and Duncan, Timothy and Handosa, Mohamad and Schulze, Hendrik},
title = {Mixed-Reality and Project Based Curriculum Development: Empowering STEM Learners and Educators  in Southwest Virginia Appalachian Region},
year = {2018},
booktitle = {2018 IEEE Virtual Reality Workshop on K-12 Embodied Learning
  through Virtual Augmented Reality (KELVAR)},
editor = {N.N.},
url = {https://www.vrvis.at/publications/PB-VRVis-2018-008},
abstract = {The recent advances in mixed-reality (MR), mobile and related tech-  nologies indicate a tipping point in our ability to go beyond the  standard educational, and training settings and study adaptive pro-  cesses during complex physical, social, and educational interactions  in realistic complex environments. Such technologies are exciting  because they permit educators to move beyond artificial experimen-  tal settings that have limited ecological validity. We hypothesize that  using these technologies in a real-world context, where computer  generated stimuli are blended with the real-world stimuli, will pro-  vide necessary affordances in support of higher-fidelity embodied  interactions resulting in more effective skill development, experien-  tial learning, training and education. That will, in turn, help address  prohibitive social impacts (e.g., resource and other disparities) to  provide an exciting opportunity to re-define education and learning  experiences while maintaining utility and effectiveness. To illustrate  the challenges and opportunities we describe the development and  deployment of a HoloLens application for Nurse Aide skills training.  The application is used by nursing students at Washington County  (Virginia) Career & Technical Education Center. The goal is to  augment the student’s experience in the classroom settings and to  provide a rich set of educational contents in an MR environment.},
}