This study
looks at high and low immersive technologies and aims to see when/how immersive technologies benefit learning.
This article talks about the concept of presence within immersive technologies and that is why it caught my attention. Immersive technologies, especially those that are high in immersion, have the potential to unlock that feeling of "being there". I find this extremely fascinating, because as humans, we tend to learn much more in our own perspective/experience, rather than the perspective/experience of others. In terms of AR/VR, if we are able to learn through manipulating our own environment, it can become more interactive and personal. As the article states, "the user uses spatial cues to perceive that the virtual environment is a plausible space. Second, the user then also experiences him or herself being located in the space with perceived possibilities to act."
I also found cognitive overload/multimedia learning theory interesting. Cognitive overload describes that "learners have a limit of cognitive resources during information gather. So, learners depend on using those cognitive sources available to them sufficiently". This made me think more about the potentials of immersive technologies, if learners felt present during information gathering processes -- which, could possibly give them more of an ability to focus on the activity/task at hand. The article describes this possibility as well: “Additionally, presence could foster more efficient generative processing by creating more salient imagery and richer episodic memories of the environment, which can then be more easily organized in working memory and recalled from long term memory."
Some of the results, were that presence was a mediator on the effect of immersion and spatial learning outcomes, but only through the form of survey knowledge. The results suggest that "the benefits of presence may not emerge unless the nature of the learning task induces sufficient cognitive load. An understanding of this relationship is important for deciding when to use more highly immersive technology for learning".
Like much of the research done on learning in immersive technologies, it is important to distinguish the types of task's being done, the complexity of the task, and other factors to see what the results actually show. I am very curious of the future research on immersive technologies, especially because the effects of Covid-19 has make remote learning/work more realistic to the majority of people. As people begin to find new avenues in creating a work/learning environment, AR/VR will begin to become more of a possibility.
Their results of spatial learning also made me think about how AR/VR technologies can benefit studying. This came to mind, because AR/VR apps could combine Quizlet with spatial learning techniques in order to help students retain information. I have no evidence to show this would actually work, but it was just a thought that came to mind after reading this article: -)
This study looks at high and low immersive technologies and aims to see when/how immersive technologies benefit learning.
This article talks about the concept of presence within immersive technologies and that is why it caught my attention. Immersive technologies, especially those that are high in immersion, have the potential to unlock that feeling of "being there". I find this extremely fascinating, because as humans, we tend to learn much more in our own perspective/experience, rather than the perspective/experience of others. In terms of AR/VR, if we are able to learn through manipulating our own environment, it can become more interactive and personal. As the article states, "the user uses spatial cues to perceive that the virtual environment is a plausible space. Second, the user then also experiences him or herself being located in the space with perceived possibilities to act."
I also found cognitive overload/multimedia learning theory interesting. Cognitive overload describes that "learners have a limit of cognitive resources during information gather. So, learners depend on using those cognitive sources available to them sufficiently". This made me think more about the potentials of immersive technologies, if learners felt present during information gathering processes -- which, could possibly give them more of an ability to focus on the activity/task at hand. The article describes this possibility as well: “Additionally, presence could foster more efficient generative processing by creating more salient imagery and richer episodic memories of the environment, which can then be more easily organized in working memory and recalled from long term memory."
Some of the results, were that presence was a mediator on the effect of immersion and spatial learning outcomes, but only through the form of survey knowledge. The results suggest that "the benefits of presence may not emerge unless the nature of the learning task induces sufficient cognitive load. An understanding of this relationship is important for deciding when to use more highly immersive technology for learning".
Like much of the research done on learning in immersive technologies, it is important to distinguish the types of task's being done, the complexity of the task, and other factors to see what the results actually show. I am very curious of the future research on immersive technologies, especially because the effects of Covid-19 has make remote learning/work more realistic to the majority of people. As people begin to find new avenues in creating a work/learning environment, AR/VR will begin to become more of a possibility.
Their results of spatial learning also made me think about how AR/VR technologies can benefit studying. This came to mind, because AR/VR apps could combine Quizlet with spatial learning techniques in order to help students retain information. I have no evidence to show this would actually work, but it was just a thought that came to mind after reading this article: -)