IMMERSIVE VIRTUAL REALITY IN EDUCATIONAL CONTEXTS: A CRITICAL ANALYSIS OF THE TEACHING AND LEARNING MODELS

Maria Elena Tassinari, Massimo Marcuccio

Abstract


In recent years, immersive virtual reality (IVR) has increased in many areas of society, including education, schooling, and training. Many researchers have conducted extensive experiments and empirical research. However, some of the main systematic reviews on this topic reveal the need to explicate and/or describe the theoretical models related to the teaching-learning process mediated by IVR in a more articulate way.

In this regard, the contribution intends to present a description and a critical analysis of the leading models in the literature relating to the IVR-mediated learning process and IVR instructional design. The aim is to provide a systematic overview of the theoretical tools used so far that can serve as a reference for the design of future empirical research on the use of IVR within teaching-learning processes.


Keywords


Immersive virtual reality; instructional design model; learning model; educational context

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References


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DOI: https://doi.org/10.32043/gsd.v8i2.1128

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