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Changemakers as digital makers: Connecting and co-creating.

Emma Whewell1, Helen Caldwell1, Mark Frydenberg2

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University students engaged in digital making and immersive technologies developed enhanced digital skills and global mindfulness. International collaboration fostered changemaker attributes, preparing students for entrepreneurship and education leadership.

Keywords:
Augmented and virtual realityCooperative/collaborative learnings-cultural projectsDistributed learning environmentsTwenty-first century abilities

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Area of Science:

  • Educational Technology
  • Digital Humanities
  • International Education

Background:

  • Explores the intersection of changemaking and digital making in higher education.
  • Investigates the role of immersive technologies in fostering student engagement and global awareness.

Purpose of the Study:

  • To understand how immersive technologies (AR/VR) facilitate changemaking practices among international university students.
  • To analyze the impact of digital collaboration on developing changemaker attributes.

Main Methods:

  • Employed a design thinking methodology across two international projects.
  • Conducted thematic analysis of responses from 63 university students across multiple countries.

Main Results:

  • Students showed improved digital skills, increased engagement, and enhanced cultural competence.
  • Participants developed global mindfulness and identified as changemakers.

Conclusions:

  • International digital collaboration, using immersive technologies, cultivates changemaker attributes in students.
  • This approach prepares students for impactful roles in entrepreneurship and education, fostering a force for global change.