Reducing the Skill Barrier for Educator-Driven Development of Immersive Learning Environments

Overview

Immersive learning comes under many guises, including virtual reality (VR), 360-degree video, augmented reality (AR), mixed reality (MR) and 3D simulations. It offers the opportunity to create engaging interactive learning experiences that a learner may otherwise not be able ot experience. In immersive learning, students can “enter” environments that might otherwise be impossible, impractical, or unsafe to explore in real life (e.g., historical events, complex chemical reactions, or dangerous scenarios).

The potential opportunities afforded by immersive learning are supported by a number of pedagogical theories; experiential learning theory emphasises learning through direct experience and reflection. Situated learning theory argues that learning occurs best in authentic, context-rich environments.

However, there are a number of difficulties in deploying immersive learning in education. Hardware is still relatively expensive and can be difficult to manage and maintain. Existing software is primarily developed for bespoke purposes and adjusting to a specific learning need may be difficult or impossible. There is also a risk of using technology for the sake of it, rather than supporting specific learning opportunities. Finally, developing new software is a complex and expensive process – often so much so that it is beyond the capabilities of most educators.

This project aims to address the barriers that prevent educators from independently developing immersive learning environments. It will investigate strategies to simplify the development process, potentially through low-cost tools, modular frameworks, or adaptable software platforms that require minimal technical expertise

By empowering educators with accessible tools and frameworks, this project has the potential to democratise immersive learning, enabling wider adoption and fostering innovative educational practices.

Skills Required

There are two skill sets needed – experience within the educational field, and the ability to develop immersive learning experiences through new or existing software tools. You will have a Masters degree with a focus on one or both of these areas, with the other skill set being demonstrable from your work and other educational experiences.

Background Reading 

Makransky, G., Petersen, G.B. The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educ Psychol Rev 33, 937–958 (2021). https://doi.org/10.1007/s10648-020-09586-2

Kuhail, M.A.; ElSayary, A.; Farooq, S.; Alghamdi, A. Exploring Immersive Learning Experiences: A Survey. Informatics 2022, 9, 75. https://doi.org/10.3390/informatics9040075

Mulders, M., Buchner, J. & Kerres, M. (2020). A Framework for the Use of Immersive Virtual Reality in Learning Environments. International Journal of Emerging Technologies in Learning (iJET), 15(24), 208-224. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved November 10, 2024 from https://www.learntechlib.org/p/218562/.

De Back, T. T., Tinga, A. M., & Louwerse, M. M. (2021). Learning in immersed collaborative virtual environments: design and implementation. Interactive Learning Environments, 31(8), 5364–5382. https://doi-org.libezproxy.open.ac.uk/10.1080/10494820.2021.2006238