Immersive Learning Experiences

Immersive learning experiences provide learners with amazing opportunities to learn in engaging, motivating, active, and collaborative ways. I have created a Canva presentation video explaining how simulations, virtual reality, and virtual field trips can be incorporated into middle school education to enhance the educational experience, increase retention of information, and strengthen learner abilities to transfer new skills to their real lives. In addition to the presentation, I have created a document laying out best practice strategies for utilizing immersive learning experiences which is included below. Enjoy!

Video Presentation Link: Immersive Learning

Immersive Learning Best Practices

Immersive learning experiences provide learners with exciting, engaging, and enjoyable experiences. Thorough learning leading to application of skills, retention of knowledge, and motivation are strengthened through the use of immersive learning experiences (American College of Education, 2022a). Active, student-centered, personalized, and collaborative learning are fostered through immersion, creating impactful connections between learners with each other and with the content (İbili, 2019). Immersive learning also provides experiences otherwise outside of our reach, such as travel, or give us insight into possible solutions before enacting them. Simulations provide opportunities to practice real-life dangerous situations that are more cost effective and can be halted in order to explain or alter the course (American College of Education, 2022b). There are many considerations that must be kept in mind when creating an immersive learning experience which are outlined in the checklist below.

Technological Considerations:
1. Ensure sufficient bandwidth needed for the activity is accessible (American College of Education, 2022c).
2. Ensure devices needed are in working condition, check connections, and do trial runs to make sure devices are connecting and working properly (American College of Education, 2022c).
3. Ensure learners possess or are given technical instructions on how to use the program (Patterson & Han, 2019).

Design Considerations:
1. Access learner background knowledge and experience with the technology being utilized and with the content being delivered (İbili, 2019).
2. Chunk material to alleviate cognitive load, allowing learners to process and retain vital information (İbili, 2019).
3. Ensure all interactions are content focused, constructive, and directly related to the learning objectives (Mulders et al., 2020).
4. Begin with fewer interactive pieces to lower the stress on working and long-term memory. As learners progress, more interaction can occur (İbili, 2019).
5. Provide scaffolds and guide learners throughout the experience, enhancing understanding and pointing out key features (Mulders et al., 2020).
6. Use only necessary graphics and design elements to help with connectivity issues that may arise (American College of Education, 2022c).
7. Make any necessary room modifications to allow proper interaction with the immersive learning experience (Patterson & Han, 2019).
8. Introduce activity by providing an explanation of the immersive experience, technical and physical considerations of the experience, and answer any questions (Patterson & Han, 2019).
9. Upon completion of the activity, it is important to reflect, evaluate, and revise for future experiences.

References

American College of Education. (2022a). DL5763 Trends in instructional design: Module 4 [Part 1 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

American College of Education. (2022b). DL5763 Trends in instructional design: Module 4 [Part 2 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

American College of Education. (2022c). DL5763 Trends in instructional design: Module 4 [Part 4 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

İbili, E. (2019). Effect of augmented reality environments on cognitive load: Pedagogical effect, instructional design, motivation and interaction interfaces. International Journal of Progressive Education, 15(5), 42–57. https://doi.org/10.29329/ijpe.2019.212.4

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, 15(24), 208–231. https://doi.org/10.3991/ijet.v15i24.16615

Patterson, T., & Han, I. (2019). Learning to teach with virtual reality: Lessons from one elementary teacher. TechTrends: Linking Research & Practice to Improve Learning, 63(4), 463–469. https://doi.org/10.1007/s11528-019-00401-6