{"id":471,"date":"2024-10-08T05:01:30","date_gmt":"2024-10-08T09:01:30","guid":{"rendered":"https:\/\/c3eo.us\/?page_id=471"},"modified":"2026-04-15T15:42:11","modified_gmt":"2026-04-15T19:42:11","slug":"research","status":"publish","type":"page","link":"https:\/\/c3eo.us\/es\/reality\/research\/","title":{"rendered":"Research Drives Reality (RDR)"},"content":{"rendered":"<div class=\"wp-block-image is-style-rounded\">\n<figure class=\"aligncenter size-full\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"850\" height=\"160\" src=\"https:\/\/i0.wp.com\/c3eo.us\/wp-content\/uploads\/2023\/09\/CyberneticShockframe.gif?resize=850%2C160&#038;ssl=1\" alt=\"Futuristic Graphics for decoration only.\" class=\"wp-image-18\"\/><\/figure>\n<\/div>\n\n\n<p>Science, technology, engineering, and mathematics, collectively referred to as STEM, are the four key disciplines that drive our world today. And our world is our reality, be that reality physical or virtual or some mixture of the two.<\/p>\n\n\n<div class=\"wp-block-image is-style-rounded\">\n<figure class=\"aligncenter size-large\"><img decoding=\"async\" src=\"https:\/\/1drv.ms\/i\/s!AlRxCh1-P2wYiRUeHa4iNKudcka4?embed=1&amp;width=1792&amp;height=1024\" alt=\"Visual representation of Science, technology, engineering, and mathematics (STEM) relationships. Image created by Bing Copilot by request.\"\/><figcaption class=\"wp-element-caption\">Visual representation of Science, technology, engineering, and mathematics (STEM) relationships.<\/figcaption><\/figure>\n<\/div>\n\n\n<p>Of course, research and development (R&amp;D) is foundational to each discipline in STEM. I like to think of development as an action verb describing the experimentation of experiential learning. Research is then the action verb describing the hunt for the results of this experiential learning. Ergo, R&amp;D is fundamental to STEM. Development via experiences generates the learned knowledge, and documenting both the process of obtaining that knowledge and the resulting knowledge itself constitutes the literature used by those researching the topic.<\/p>\n\n\n\n<p>Promoting one&#8217;s own research and contributing it to the collective body of knowledge (<a href=\"https:\/\/en.wikipedia.org\/wiki\/Body_of_knowledge\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">BoK<\/a>) allows society to benefit from its members&#8217; efforts to improve itself and advance to even more knowledge.<\/p>\n\n\n\n<p>Here are some of the fruits of my research labor to support my extended reality habits:<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">References<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Baruque, L. B., &amp; Melo, R. N. (2004). Learning Theory and Instructional Design Using Learning Objects. Journal of Educational Multimedia and Hypermedia, 13(4), 343-370. Retrieved from https:\/\/libproxy.library.unt.edu\/login?url=<a href=\"https:\/\/www.proquest.com\/scholarly-journals\/learning-theory-instructional-design-using\/docview\/205849914\/se-2?accountid=7113\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.proquest.com\/scholarly-journals\/learning-theory-instructional-design-using\/docview\/205849914\/se-2?accountid=7113<\/a><\/li>\n\n\n\n<li>de Laat, M., Joksimovic, S., &amp; Ifenthaler, D. (2020). Artificial intelligence, real-time feedback and workplace learning analytics to support in situ complex problem-solving: a commentary. International Journal of Information and Learning Technology. Retrieved from <a href=\"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/IJILT-03-2020-0026\/full\/html#sec002\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/IJILT-03-2020-0026\/full\/html#sec002<\/a><\/li>\n\n\n\n<li>El Kharki, K., Berrada, K., &amp; Burgos, D. (2021). Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities. Sustainability, 13(7), 3711. <a href=\"https:\/\/doi.org\/10.3390\/su13073711\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.3390\/su13073711<\/a><\/li>\n\n\n\n<li>Fabris, C. P., Rathner, J. A., Fong, A. Y., &amp; Sevigny, C. P. (2019). Virtual Reality in Higher Education. International Journal of Innovation in Science and Mathematics Education, 27(8), 69-80. Retrieved from https:\/\/libproxy.library.unt.edu\/login?url=<a href=\"https:\/\/www.proquest.com\/scholarly-journals\/virtual-reality-higher-education\/docview\/2309409471\/se-2\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.proquest.com\/scholarly-journals\/virtual-reality-higher-education\/docview\/2309409471\/se-2<\/a><\/li>\n\n\n\n<li>Grimalt-\u00c1lvaro, C., &amp; Usart , M. (2023). Sentiment analysis for formative assessment in higher education: a systematic literature review. Journal of Computing in Higher Education. <a href=\"https:\/\/doi.org\/10.1007\/s12528-023-09370-5\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s12528-023-09370-5<\/a><\/li>\n\n\n\n<li>Kaplan-Rakowski, R., Cockerham, D., &amp; Ferdig, R. E. (2023). The impact of sound and immersive experience on learners when using virtual reality and tablet: A mixed-method study. British Journal of Educational Technology , 55(4), 1560-1582. <a href=\"https:\/\/doi.org\/10.1111\/bjet.13417\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/bjet.13417<\/a><\/li>\n\n\n\n<li>Kelkar, S. (2022). Between AI and Learning Science: The Evolution and Commercialization of Intelligent Tutoring Systems. IEEE Annals of the History of Computing, 44(1), 20-30. <a href=\"https:\/\/doi.org\/10.1109\/MAHC.2022.3143816\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1109\/MAHC.2022.3143816<\/a><\/li>\n\n\n\n<li>Kim, W.-H., &amp; Kim, J.-H. (2020). Individualized AI Tutor Based on Developmental Learning Networks. IEEE Access, 8, 27927-27937. <a href=\"https:\/\/doi.org\/10.1109\/ACCESS.2020.2972167\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1109\/ACCESS.2020.2972167<\/a><\/li>\n\n\n\n<li>Lampropoulos, G., &amp; Kinshuk. (2024). Virtual reality and gamification in education: a systematic review. Educational technology research and development, 72, 1691-785. <a href=\"https:\/\/doi.org\/10.1007\/s11423-024-10351-3\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s11423-024-10351-3<\/a><\/li>\n\n\n\n<li>Ludlow, B. L. (2015). Virtual Reality: Emerging Applications and Future Directions. Rural Special Education Quarterly, 34(3), 3-10. Retrieved from <a href=\"https:\/\/doi-org.libproxy.library.unt.edu\/10.1177\/875687051503400302\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi-org.libproxy.library.unt.edu\/10.1177\/875687051503400302<\/a><\/li>\n\n\n\n<li>Mur\u0161i\u0107, S. (2020). The Exploration of Barriers to Engagement in Individual and Collaborative Learning With Mobile Augmented Reality Materials. Journal of Educational Multimedia and Hypermedia, 29(4), 341-359. Retrieved from <a href=\"https:\/\/www-learntechlib-org.libproxy.library.unt.edu\/primary\/p\/217502\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www-learntechlib-org.libproxy.library.unt.edu\/primary\/p\/217502\/<\/a>.<\/li>\n\n\n\n<li>PricewaterhouseCoopers. (2020, June 25). <em>The Effectiveness of Virtual Reality Soft Skills Training in the Enterprise: A Study.<\/em> Retrieved from PricewaterhouseCoopers dba PWC: <a href=\"https:\/\/www.pwc.com\/us\/en\/services\/consulting\/technology\/emerging-technology\/assets\/pwc-understanding-the-effectiveness-of-soft-skills-training-in-the-enterprise-a-study.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.pwc.com\/us\/en\/services\/consulting\/technology\/emerging-technology\/assets\/pwc-understanding-the-effectiveness-of-soft-skills-training-in-the-enterprise-a-study.pdf<\/a><\/li>\n\n\n\n<li>Rami, S., Bennani, S., &amp; Idrissi, M. K. (2022). Cognitive Learning Style Detection in e-Learning Environments using Artificial Neural Network. International Journal of Emerging Technologies in Learning, 17(17), 62-77. <a href=\"https:\/\/doi.org\/10.3991\/ijet.v17i17.30243\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.3991\/ijet.v17i17.30243<\/a><\/li>\n\n\n\n<li>Soliman, M., Pesyridis, A., Dalaymani-Zad, D., Gronfula, M., &amp; Kourmpetis, M. (2021). The Application of Virtual Reality in Engineering Education. Applied Sciences, 11(6), 2879. <a href=\"https:\/\/doi.org\/10.3390\/app11062879\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.3390\/app11062879<\/a><\/li>\n\n\n\n<li>Stanney, K. M., Skinner, A., &amp; Hughes, C. (2023). Exercisable Learning-Theory and Evidence-Based Andragogy for Training Effectiveness using XR (ELEVATE-XR): Elevating the ROI of Immersive Technologies. International Journal of Human-Computer Interaction, 39(11), 2177-2198. <a href=\"https:\/\/doi.org\/10.1080\/10447318.2023.2188529\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/10447318.2023.2188529<\/a><\/li>\n\n\n\n<li>Vasarainen, M., Paavola, S., &amp; Folger, L. (2021). A Systematic Literature Review on Extended Reality: Virtual, Augmented and Mixed Reality in Working Life. International Journal of Virtual Reality, 21(2), 1-28. <a href=\"https:\/\/doi.org\/10.20870\/IJVR.2021.21.2.4620\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.20870\/IJVR.2021.21.2.4620<\/a><\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-center\">Do you <a href=\"https:\/\/en.wikipedia.org\/wiki\/Grok\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">grok <\/a>the BoK?<\/p>\n\n\n\n<p class=\"has-text-align-center has-small-font-size\"><a href=\"https:\/\/idioms.thefreedictionary.com\/Hardy+har+har.\" target=\"_blank\" rel=\"noreferrer noopener\">RDR HAR<\/a><\/p>\n\n\n\n<p><\/p>","protected":false},"excerpt":{"rendered":"<p>Science, technology, engineering, and mathematics, collectively referred to as STEM, are the four key disciplines that drive our world today. And our world is our reality, be that reality physical or virtual or some mixture of the two. Of course, research and development (R&amp;D) is foundational to each discipline in STEM. I like to think<br \/><a class=\"moretag\" href=\"https:\/\/c3eo.us\/es\/reality\/research\/\">+ Read More<\/a><\/p>","protected":false},"author":1,"featured_media":0,"parent":432,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-471","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Research Drives Reality (RDR) - C3EO<\/title>\n<meta name=\"description\" content=\"Research documents STEM in the BoK. STEM drives Experimentation drives Development drives Reality, a manifestation of STEM. 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