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A rapidly growing number of educators and students now embrace XR as a powerful technology with affordances that can support many benefits, including highly immersive learning experiences, empathy and perspectives on social issues; XR can be designed in ways that can provide new pathways to success and opportunity. Yet the mirror image is also true -- XR can be designed in ways that lead to increased risk, perpetuation of inequities and other harmful impacts to individuals and society. We need ways to analyze XR in terms of ethical aspects, educational efficacy and whether it supports or hinders human flourishing (i.e., eudaimonia). In this paper, we discuss XR as a double-edged sword that can be leveraged for positive or negative outcomes, whether intentionally or unintentionally; that is, we highlight various opportunities and benefits at hand, but also risks and possible negative impacts. We introduce E3XR, a framework that serves as an analytical lens to determine the ethics, learning theory and human flourishing aspects of an XR design. For each component of this framework, we review relevant literature and consider the threats and opportunities that can be evaluated. Finally, we conclude with a discussion of the significance of this work and implications for designers and educators.

Educators must address several challenges inherent to the instruction of scientific disciplines such as physics -- expensive or insufficient laboratory equipment, equipment error, difficulty in simulating certain experimental conditions. Augmented reality (AR) can be a promising approach to address these challenges. In this paper, we discuss the design and implementation of an AR and motion-sensing learning technology that teaches magnetic fields in a junior high school physics course. The purpose of this study is to explore the effects of using natural interaction on students’ physics learning and deep understanding compared to traditional learning tools. The 38 eighth graders who participated in this study were assigned to either an experimental group or a control group. Analysis of the results shows that the AR-based motion-sensing software can improve students’ learning attitude and learning outcome. This study provides a case for the application of AR technology in secondary physics education.

Whether simple or sophisticated, educational games can help inform the public about climate change, its impacts, and what can be done about it.

The literature on climate change education recommends social, accessible action-oriented learning that is specifically designed to resonate with a target audience’s values and worldview. This article discusses GREENIFY, a real-world action game designed to teach adult learners about climate change and motivate informed action. A pilot study suggests that the game fostered the creation of peer-generated user content, motivated informed action, created positive pressure, and was perceived as a fun and engaging experience.

Increasingly, millions of people, especially youth, post personal information in online social networks (OSNs). In September 2006, one of the most popular sites—Facebook.com—introduced the features of News Feed and Mini Feed, revealing no more information than before, but resulting in immediate criticism from users. To investigate the privacy controversy, we conducted a survey among 172 current Facebook users in a large US university to explore their usage behaviors and privacy attitudes toward the

Educators face major challenges as a result of the shift from the Information Age to the Experience Age (Wadhera, 2016). For example, students are passive and disengaged (Capps and Crawford, 2013) and may struggle to see the relevance of what they are learning to their lives (Gee, 2009); also, important skills needed for 21st century learners - such as empathy, systems thinking, creativity, computational literacy, and abstract reasoning - are difficult to teach (Smith and Hu, 2013). Virtual reality, an immersive, hands-on tool for learning, can play a unique role in addressing these educational challenges. In this paper, we present examples of how the affordances of virtual reality lead to new opportunities that support learners. We conclude with a discussion of recommendations and next steps.

At Teachers College, Columbia University, the Games Research Lab has created Greenify, an online social platform designed to foster flourishing sustainable communities. Gamification elements facilitated the creation and completion of user-generated missions, encouraging interaction between geographically proximate communities of peers. Three elements were identified as necessary components to achieve sustainable communities: a healthy climate and environment, social well-being, and economic security. This paper describes our approach in addressing these elements through a crowdsourced, gamified system. Implications for HCI are also discussed.

Many IT researchers have noted the disturbing trend of an incredible shrinking pipeline; this pipeline represents the number of women who are involved in computer and technology fields from high school continuing onto graduate school or professional careers (Camp, 1997; Gorriz & Medina, 2000). A closely related phenomenon is how girls’ interest in computer and video games tends to dwindle during childhood. Researchers feel that computer games have provided “a significant impetus for many boys to become more acquainted with computers … [for] young people who play games are more likely to enter computer-related careers” (Agosto, 2004, pp. 11-12). It seems reasonable, then, that computer and video games provide an easy lead-in to computer familiarity, comfort and literacy (Cassell & Jenkins, 2000). Preschool children of both sexes demonstrate equal interest in computer games, but as girls mature, they lose interest in gaming (Agosto, 2004; Comber, Colley, Hargreaves, & Dorn, 1997). The reasons for this are uncertain. Perhaps it is partly because of the way women are often under represented in games—only 16% of the characters in the bestselling games are female—or when they are represented, the characters are portrayed unrealistically or negatively (Douglas, Dragiewicz, Manzano & McMullin, 2002). Female game characters are frequently depicted as damsels in distress, scantily clad, objectified rewards to be won, or passive bystanders (Provenzo, 1991; Douglas et al., 2002). Cassell and Jenkins (2000, p. 6)) see this portrayal as a “prime example of the social construction of gender.” Another reason may be the lack of enough compelling and attractive content tailored to young girls (Gorriz et al., 2000). Perhaps it is not that girls innately dislike video games, but there are simply too few titles to choose from. Statistics show that women actually do enjoy video games – in fact, 43% of all gamers today are women, but most of these women are over the age of 18 (Entertainment Software Association, 2005). When women do play games, they tend to play online games and social games such as Electronic Arts’ Sims Online. While a game like Sims Online is gender neutral, it is noteworthy that more women (56%) actually play this game than men. Evidently, when content is made available that is attractive or fun to women, they will play. It is, therefore, worthwhile to consider what kinds of games can be leveraged for education to promote computer literacy in girls and to attract more girls to technology in general.