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.
Edited by:
Paula MacDowell,
Jennifer Lock
Imprint: Springer International Publishing AG
Country of Publication: Switzerland
Edition: 2022 ed.
Dimensions:
Height: 235mm,
Width: 155mm,
Weight: 456g
ISBN: 9783031181405
ISBN 10: 3031181409
Pages: 285
Publication Date: 04 January 2024
Audience:
Professional and scholarly
,
Undergraduate
Format: Paperback
Publisher's Status: Active
Introduction - Chapter One: Current Trends in Immersive Learning Design for K-12 and Higher Education · The introduction will outline what immersive education is and discuss the current trends in terms of how it is being taking up pedagogically in K-12 and higher education. Section One: · Introduces the section by providing an overview of designing immersive learning experiences and environments to meet specific educational goals and learning objectives within K-12 educational contexts. Each chapter is then introduced. The chapter titles are: Chapter Two: Designing Augmented Reality (AR) Learning Environments to Engage Learning and Curiosity about Science Chapter Three: A Postdigital Examination of AR and VR in the Classroom Chapter Four: Psychopedagogy by Design: How to Induce an Emotional State Beneficial to Learning in Virtual Reality Chapter Five: Immersive Intercultural Language Learning at the Crossroads of Virtual Realityand Game-based Learning Chapter Six: See it and be it: Designing Immersive Experiences to Build STEM Skills and Identity in Grades 3 – 10 Section Two: · Introduces the section by providing an overview of designing immersive learning experiences and environments to meet specific educational goals and learning objectives. Higher education is the main focus of all five chapters. The first two chapters provide information on frameworks that can be applied to both K-12 and higher education contexts. The last three chapters provide illustrative examples in higher education. Each chapter is then introduced. The chapter titles are: Chapter Seven: Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom Chapter Eight: The XR ABC Framework: Fostering Immersive Learning through Augmented and Virtual Realities Chapter Nine: From Abstract to Concreate: How Immersive Technology Allows More Effective Teaching of Complex Paradigms Chapter Ten: Teaching the Teachers with Immersive Technology: Preparing the Next Generation of Educators at Ithaca College Chapter Eleven: Teachers Designing Immersive Learning Experiences for Environmental and Sustainability Education Section Three: · Introduces the section by providing an overview of teachers and students as the designers of immersive learning experiences and environments. Each chapter is then introduced. The chapter titles are: Chapter Twelve: Teachers Facilitating Student Virtual Reality Content Creation: Conceptual, Curricular, and Pedagogical Insights from the VR School Study Chapter Thirteen: PEGS: Pretraining, Exploration, Goal Orientation, and Segmentation to Manage Cognitive Load in Immersive Environments Chapter Fourteen: Interactive Storytelling through Immersive Design Chapter Fifteen: A Classroom Model for VR Integration and Creative Lesson Design Conclusion - Chapter Sixteen: A Vision for the Future of Immersive Education: Designing for Learning Challenges and Possibilities · The conclusion summarizes the book’s major themes, looking toward future needs for designing immersive learning in meaningful ways aligned with K-12 and higher education goals, values, and curricular outcomes. The final chapter offers a mindful call to action for a new dawn of immersive education that includes shared experiences, social connection, and shifting learning into the global classroom. Index
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. Lock’s research interests are elearning, change and innovation in education, scholarship of teaching and learning in higher education, and learning in makerspaces
