Artificial Intelligence, Mixed Reality, and the Redefinition of the Classroom
«This fascinating book by one of the leaders in game-based learning envisions the classroom of the future as an intersection of learners, learning, artificial intelligence, and virtual reality. It challenges the reader to think about the technology-enabled disruption at the doorstep of education and invites us to proactively transform the disruption into opportunities for enhancing learning. This book deserves serious attention.»
Ashok K. Goel, Professor, School of Interactive Computing, Georgia Institute of Technology; Editor,
Artificial Intelligence, Mixed Reality, and the Redefinition of the Classroom highlights new interpretations, understandings, and emerging technologies that radically remake traditional educational models, structures, and systems, and upend how faculty teach, and students learn. Les mer
Detaljer
- Forlag
- Rowman & Littlefield
- Innbinding
- Paperback
- Språk
- Engelsk
- ISBN
- 9781475847284
- Utgivelsesår
- 2019
- Format
- 22 x 15 cm
Anmeldelser
«This fascinating book by one of the leaders in game-based learning envisions the classroom of the future as an intersection of learners, learning, artificial intelligence, and virtual reality. It challenges the reader to think about the technology-enabled disruption at the doorstep of education and invites us to proactively transform the disruption into opportunities for enhancing learning. This book deserves serious attention.»
Ashok K. Goel, Professor, School of Interactive Computing, Georgia Institute of Technology; Editor,
«This book is indeed radical and comes at an inflection point when educators, administrators, and learning designers are struggling to make sense of the empowering potential of technology in transforming our teaching and learning practices to meet the needs of the changing student demographic and skillset. Scott Martin intelligently and boldly provides a peak into the future of higher education using a principled and actionable AI framework inspiring us to seriously consider changing our outdated teaching models.»
Nada Dabbagh, Professor and Director of Learning Technologies, George Mason University