Teaching and learning theories for immersive learning form the basis for our work. In order to effectively improve higher education, it is important to understand where the potential of VR comes from and how it can be utilized.
Theoretical foundations
Our goal is to create VR learning content that is well adapted to learners and their needs. To do this, we need learners in the design process and a comprehensive understanding of how proven teaching methods can be transferred to VR.
Our design process is based on Learning Experience Design (LXD), a new field at the intersection of traditional learning design and user experience design.
We apply modern theories of immersive learning in this process.
The exchange with other teachers, scientists and people interested in VR is important to us. This is the only way we can stay up to date.
Find out more about our previous research and get in touch.
Learning Experience Design
We believe that VR design processes should be flexible and iterative in order to meet the needs of learners. Students must also be actively involved in the development process as equals.
LXD's learner-centred approach focuses on the natural experience from the perspective of learners and other users of learning technologies, such as teachers or LMS administrators.
LXD is based on theoretical perspectives that have gained traction in the field of learning and educational technologies. It not only draws inspiration from these, but also draws on theories from other fields such as human-computer interaction (HCI) and user experience design (UX).
LXD is influenced by user experience design (UXD) methods. However, these methods are adapted and expanded within the framework of LXD to make them more appropriate and effective in the context of learning.
LXD strives to promote a genuine understanding based on empathy for learners and their socio-cultural context, as well as for the way in which learners acquire content on a social level.
Learning Experience Design focuses on improving the overall quality of learning experiences from a holistic perspective, rather than looking at isolated learning objectives. It adopts a learner-centered approach that aims to address the desires and the needs of learners and others involved in teaching.
It is important for learners to understand individual objectives in relation to broader learning objectives. Often, there are several ways to achieve the goal. Therefore, designers must consider a wide range of factors and have a deep understanding of the subject area. This may require complex models of problems and solutions to be integrated into the design process. The involvement of learners, experts and developers is equally important.
In contrast to traditional learning design, LXD engages learners as co-designers in the design process, working as equals with the developers and actively shaping learning content. Tools such as Lego® Serious Play® can be used in a playful way for collaborative design.
CAMIL
The Cognitive Affective Model of Immersive Learning (CAMIL) relates the technological properties of immersive VR to two core experiences it triggers: the sense of presence and agency.
According to the model, these two experiences affect various cognitive and affective factors, which in turn influence the user’s learning success.
Accordingly, VR learning experiences should be designed in such a way that they make optimum use of the increased feelings of presence and ability to act and are geared towards overarching learning objectives. This creates an interactive with the teaching method.
Articles
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality
Authors
Makransky, G. & Petersen, G. B.
Published
2021
While other approaches often focus either on the medium used or on the message conveyed, CAMIL emphasizes that there is an interplay between media and teaching method. The media support specific teaching methods, which, in turn, enable the full potential of the medium to be realized. The model focuses on the unique characteristics of VR, in particular presence and agency, to enhance learning success. These characteristics influence key affective and cognitive factors such as situational interest, intrinsic motivation, self-efficacy, embodiment, cognitive load and self-regulation. According to CAMIL, teaching methods that benefit from a high level of presence and agency are particularly effective.
Examples are: Practical learning, such as in virtual laboratories, benefits from interactions that are as detailed and vividly perceivable as possible. Generative teaching methods such as peer explanation of learning content benefit from complex social interactions and at the same time offer valuable phases for reflection. Learning applications that are enriched by a heightened sense of embodiment, such as virtual field trips or role-playing games, also benefit from VR.
CAMIL provides valuable insights into how traditional motivation and learning methods can be applied in a virtual environment. The model predicts relationships between these factors and various learning outcomes – a promising approach for designing future educational experiences in the digital age.
TICOL
In the digital education landscape, the Theoretical Framework for XR Supported Collaborative Learning (TICOL) offers insights into how immersive technologies can be used in collaborative learning contexts. The model uses similar concepts to CAMIL and relates the technological features of VR, pedagogical approaches and specific social opportunities to learning outcomes.
Accordingly, VR learning experiences should be designed in such a way that they make optimum use of the increased feelings of presence and ability to act and are geared towards overarching learning objectives. This creates an interactive with the teaching method.
Articles
The Theory of Immersive Collaborative Learning (TICOL)
Authors
Makransky, G. & Petersen, G. B.
Published
2023
Similar to CAMIL, the model shows how virtual reality can be used to positivly contribute to learning success with the help of social, physical and self-presence as well as agency. However, it utilizes a key advantage of VR technology that is not considered in CAMIL: Collaborative working.
TICOL fits into the domain of XR-supported collaborative learning (XRCL). It focuses on productive social interactions in virtual spaces at the center, aimed at achieving learning objectives. The goal is to improve the social space, i.e. the collective of social relationships and attitudes between participants, and to optimize learning outcomes. Unnecessary distractions and hedonic behavior should be avoided as far as possible in order to maintain the focus on learning.
TICOL emphasizes that XRCL scenarios should not only connect individuals but also promote effective and productive group interactions. Similar to CAMIL, TICOL places a strong focus on pedagogical approaches to regulate social interactions and promote productivity.
It is important to note that TICOL is based on hypothetical relationships derived from empirical research by various scholars. Further research is therefore needed to verify the individual relationships in the model, especially since it is still relatively new. TICOL holds potential for exciting further developments in the field of immersive collaborative learning with VR technologies – an approach with the potential to fundamentally transform educational experiences.
