This book focuses on designing and being a designer of immersive education. It introduces readers to the human experiences within immersive learning environments and contributes research evidence on the effectiveness of immersive technologies in K-12 and post-secondary contexts. Through the chapters, illustrative contextual examples and vignettes demonstrate immersive learning in real-world educational practice. Readers will be equipped to design engaging and culturally relevant immersive experiences for learning in a post-COVID world.
Immersive Education: Designing for Learning brings researchers, designers, and educators together to offer pedagogical strategies and design guidelines. The originality lies in integrating theoretical and practical knowledge to design meaningful immersive experiences, with attention to sustainability, community, and creativity. Valuable insights are provided to support students and teachers as immersive learning designers and storytellers.
| Introduction: Meaningful Immersive Learning in Education |
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1 | (14) |
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Part I Designing Immersive Learning in K-12 Education |
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Designing an Interactive Science Exhibit: Using Augmented Reality to Increase Visitor Engagement and Achieve Learning Outcomes |
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15 | (16) |
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Augmented and Virtual Reality in the Classroom: Adding a Post digital Perspective to Backward Design Lesson Planning |
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31 | (20) |
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Student Emotions in Virtual Reality: The Concept of Psychopedagogy by Design |
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51 | (20) |
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Immersive Intercultural Language Learning at the Crossroads of Virtual Reality and Game-Based Learning |
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71 | (18) |
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See It and Be It: Designing Immersive Experiences to Build STEM Skills and Identity in Elementary and Middle School |
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89 | (18) |
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Part II Designing Immersive Learning in Higher Education |
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Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom |
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107 | (16) |
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The XR ABC Framework: Fostering Immersive Learning Through Augmented and Virtual Realities |
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123 | (12) |
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From Abstract to Concrete: How Immersive Virtual Reality Technology Enhances Teaching of Complex Paradigms |
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135 | (18) |
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Teaching the Teachers with Immersive Technology: Preparing the Next Generation of Educators at Ithaca College |
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153 | (18) |
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Teachers Designing Immersive Learning Experiences for Environmental and Sustainability Education |
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171 | (18) |
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Part III Teachers and Students as Designers of Immersive Learning |
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Teachers Facilitating Student Virtual Reality Content Creation: Conceptual, Curriculum, and Pedagogical Insights |
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189 | (16) |
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PEGS: Pretraining, Exploration, Goal Orientation, and Segmentation to Manage Cognitive Load in Immersive Environments |
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205 | (16) |
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Interactive Storytelling Through Immersive Design |
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221 | (28) |
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A Classroom Model for Virtual Reality Integration and Unlocking Student Creativity |
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249 | (24) |
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| Conclusion: The Future of Immersive Learning: Designing for Possibilities |
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273 | (10) |
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| Index |
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283 | |
Paula MacDowell, PhD, is an Assistant Professor in the College of Education, University of Saskatchewan. Her area of specialization is Educational Technology and Design (ETAD) with research interests in immersive education, emerging technologies, instructional design, and education for social and environmental change. Dr. MacDowell serves as the Practitioner Chair for the Immersive Learning Research Network (iLRN).
Jennifer Lock, PhD, is a Professor and Vice Dean in the Werklund School of Education, University of Calgary. Her area of specialization is in the Learning Sciences. Dr. Locks research interests are elearning, change and innovation in education, scholarship of teaching and learning in higher education, and learning in makerspaces
