Call for Papers: Research in Learning Technology

Mobile device ownership is ubiquitous, leading to many higher and further education institutions exploring a BYOD approach to mobile learning. However, most mobile learning projects are device centric and focus upon repurposing content for delivery to small screens and substitution of pre-existing pedagogical strategies. The potential of mobile learning is to enable new collaborative networked pedagogies and professional practice through enabling authentic learning beyond the classroom. This special issue invites papers that explore the boundaries of current knowledge and approaches to mobile learning, and specifically explore the unique affordances of mobile devices for learner-generated content and experiences via such technologies as collaborative media production and sharing, Virtual Reality (VR), Augmented Reality (AR), Mixed Reality, geolocative and contextual sensors, drones and wearable technologies.

Augmented and virtual reality (mixed reality) is an emerging technology that bridges the gap between computer generated and real world environments. Mobile Mixed Reality enables the design of authentic learning environments that explore the impact of socio-culture influences, and lead to deeper student engagement with the real world via digitally enhanced gamified environments. This is illustrated by the phenomenon of Pokemon Go, and emergent mobile mixed reality projects with the likes of the Microsoft Hololens and Google Cardboard. The use of AR and VR to support teaching and learning has shown to have many advantages which include enhancement of learning achievement in terms of enhanced learning outcomes, motivation and engagement (Bacca, Baldiris, Fabregat, Graf, & Kinshuk, 2014). Interest in the application of VR and AR have increased dramatically over the last few years (Akçayır & Akçayır, 2017). However due to the relatively emerging nature of these technologies the implications of these tools in education are still largely still being explored. Of particular interest for this special issue is investigations in areas such as, but not restricted to:

• Reviews of the state of the art of mobile augmented reality (AR) and mobile virtual reality (VR) in higher and further education
• Reviews of the key themes in recent mobile learning research in higher and further education
• Heutagogy and mobile AR and VR in higher and further education
• Case studies in mobile AR and VR in higher and further education
• Frameworks for mobile AR and VR in higher and further education

The methodological theme for this special issue focuses on research approaches that move beyond simple comparative case studies, and explore the application of Design-Based Research as a methodology for designing authentic mobile learning (Bannan, Cook, & Pachler, 2015). As such, a feature of this special issue will be to introduce the readership of RLT to the educational applications of mobile learning that they perhaps were unaware of or have not previously used. Topics of interest may include:

• Mobile AR games in education;
• Mobile VR games in education;
• 360-degree mobile imagery in education, such as Google Maps and Google StreetView;
• 360-degree mobile video in education, such as YouTube 360;
• Connecting people to places using AR and VR
• The use of contextual sensors in education, such as iBeacons;
• The use of drones in education; and
• Wearable technologies.

Submission instructions

Papers should be submitted through the RLT online submission system. Please select the journal section in the system ”Special Collection: Mobile Mixed Reality” when submitting your papers for review.

Deadlines for authors

Call for papers open: 15 June 2018

Submission deadline: 15 August 2018

Decision on manuscripts: 1 October 2018

Revised/final manuscripts: 15 October 2018

Publication: December 2018 (indicative)