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 basics
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.
Der Lernenden-zentrierte Ansatz von LXD legt den Fokus auf die natürliche Erfahrung aus der Perspektive der Lernenden sowie anderer Nutzer von Lerntechnologien, wie beispielsweise Lehrkräfte oder LMS-Administratoren.
LXD basiert auf theoretischen Perspektiven, die im Bereich der Lern- und Bildungstechnologien Anklang gefunden haben. Es lässt sich dabei nicht nur von diesen inspirieren, sondern zieht auch Theorien aus anderen Bereichen wie der Mensch-Computer-Interaktion (HCI) und dem User Experience Design (UX) heran.
LXD wird durch Methoden des User Experience Designs (UXD) beeinflusst. Diese Methoden werden jedoch im Rahmen von LXD angepasst und erweitert, um sie im Kontext des Lernens angemessener und effektiver zu gestalten.
LXD strebt danach, ein echtes auf Emphathie fußendes Verständnis für die Lernenden und deren sozio-kulturellen Kontext zu fördern sowie für die Art und Weise, wie Lernende auch auf sozialer Ebene Inhalte erlernen.
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 to make optimal use of the enhanced sense of presence and agency, aligning them with overarching learning objectives. This creates a dynamic interaction with the teaching method.
Artikel
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality
Autor*innen
Makransky, G. & Petersen, G. B.
Erschienen
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.
Artikel
The Theory of Immersive Collaborative Learning (TICOL)
Autor*innen
Makransky, G. & Petersen, G. B.
Erschienen
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.
