A Peek at Immersive Learning in Higher Education
Some learning paths involve complex, critical, or even lifesaving decisions. What path would you take to teach those details and how effective would it be? Materials, case scenarios, and exams are excellent ways to promote learning. In some areas of expertise, hands-on experience might be the best approach. But what if learning from mistakes in real-time is too costly? When it comes to the need to learn difficult tasks or perform skills safely in an active and authentic environment, immersive learning might be a solution. This article defines immersive learning, gives examples of where it is used, and how using immersive learning facilitates active learning.
What is Immersive Learning?
As the name suggests, immersive learning occurs when the learner is completely immersed in a setting designed to foster the acquisition of new knowledge or skills. Examples include simulations and role-playing (Hill, 2020).
A rational approach can be used to empower learners by providing them with the ability to choose their own learning destiny. They have control over the decisions they make and they are learning from their mistakes. The learners will also be able to manage and structure their own learning objectives and control their own learning delivery and outcomes through immersive learning. In the mind of the participant, they are engaged fully and authentically in an event (Blashki & Nichol, 2008).
Research on Immersive Learning
A study by Stanford University and the Technical University of Denmark found that using virtual teaching methods instead of traditional ones increased learning efficacy by 76%.
Immersion experiences have proven to lower cognitive load and distance, boost engagement and improve memory recall for complex or abstract concepts like those in STEM professions (such as computer science, engineering, and mathematics) (Dick, 2021).
How is Immersive Learning Being Used?
There are new and creative ways to incorporate digital solutions into classroom experiences that educators and organizations are exploring. One type of immersive learning technology is augmented reality (AR), which is a combination of real-world and virtual elements.
The use of AR and virtual reality (VR) for immersive simulations in higher education is well-known. Traditional in-person simulations can be expensive, but virtual simulations are less expensive and provide participants with a more realistic experience because of the high level of immersion.
With regard to high-risk or high-cost endeavors, such as healthcare education, immersive learning is especially advantageous. Medical schools can save up to a tenth of their current budgets by using virtual simulations instead of real ones. Technical and career-related education can also benefit from immersive learning (Dick, 2021).
It is possible to learn new skills through hands-on experience while reducing the risk and cost of field training with AR/VR equipment. Preparatory practice with 3D models of complex machinery can help students familiarize themselves with the equipment and ensure their safety. Students can be better prepared to use these complex machineries through the use of immersive tools for technical education. This understanding will become increasingly crucial as businesses like construction and sophisticated manufacturing combine AR/VR and other modern technology (Dick, 2021).
Another great advantage of immersive learning is that students and professors interact in real time and face-to-face in immersive environments, regardless of where they are located. Many of the factors that contribute to “Zoom fatigue,” a growing concern as long-distance cooperation and communications become increasingly dependent on videoconferencing, can be alleviated with immersive collaboration.
Virtual goods, such as 3D models that would be prohibitively expensive to replicate in the real world, can be manipulated by all participants in digital environments. Hybrid collaboration and learning models that incorporate both in-person and virtual interactions can benefit from the use of mixed reality (MR) (an environment that may include both VR or AR) systems. For example, an instructor can connect with remote students via video chat while also performing an in-person presentation.
Not only can immersive technologies improve learning spaces, but also broader education systems. In the same way that immersive solutions can improve student learning results, they can also act as essential tools to help educate teachers for success. Virtual training enables educators to improve their abilities with simulated, virtual pupils before applying them in a real classroom where their actions could have a significant impact on the lives of children.
Immersive with Experiential and Active Learning
Immersive learning allows for more individualized strategies that can take into consideration pupils’ different learning styles, rates and capacities. It’s possible for students and educators to receive feedback and alter specific learning objectives to meet students where they are, allowing them to reach their full potential.
When considering active learning activities, the use of immersive learning techniques and technologies could be incorporated into the program to prepare the student before they get into the real world and thus improve their chances for success.
It is important to note that every instructor may not have access to the required technology and sometimes experiential activities can be a good middle ground. Role-plays and simulations are experiential activities that can be implemented without the use of AR/VR technology.
In role-plays and simulated scenarios each participant acts as part of the social environment of the others and provides a framework in which they can test out their range of behaviors or study the interacting behavior of the group. (Nestel & Tierney, 2007)
Potential classroom applications
There are many other potential uses for immersive learning tools and new applications will continue to be developed. Immersive videos can be tools for disciplines as diverse as environmental biology and ancient history. 3D spaces and models could be applied in architecture, art history, sound design, anthropology, engineering, and countless others. Learning games and gamification of course design could be experienced in immersive spaces. Assessments could be more hands-on (click on the left ventricle…). The limits are up to your imagination!
Below is an example of content that was filmed with a 360 camera and made available to students in Dr. Steve Kramer’s Quality Management Course in the Huizenga College of Business and Entrepreneurship. The video is viewable on the web via browser where you can pan around the video frame by clicking and dragging.
If you are working with Immersive Learning tools and have ideas that you can share, the LEC would like to hear from you about your best practices, resources and ideas to advance Immersive Learning across the University. Please email LEC@nova.edu to share your knowledge
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References
Blashki, K., & Nichol, S. (2008). Immersive Learning Theory: As a Design Tool in Creating Purpose-built Learning Environments. In L. Tomei (Ed.), Encyclopedia of Information Technology Curriculum Integration (pp. 382-388). IGI Global. https://doi-org.ezproxylocal.library.nova.edu/10.4018/978-1-59904-881-9.ch063
Dick, E. (2021, August 30). The Promise of Immersive Learning: Augmented and Virtual Reality’s Potential in Education. The Promise of Immersive Learning: Augmented and Virtual Reality’s Potential in Education | ITIF; itif.org. https://itif.org/publications/2021/08/30/promise-immersive-learning-augmented-and-virtual-reality-potential
Hill, V. J. (2020). Metamodernism and Changing Literacy: Emerging Research and Opportunities. IGI Global. https://doi-org.ezproxylocal.library.nova.edu/10.4018/978-1-7998-3534-9
Nestel, D., & Tierney, T. (2007). Role-play for medical students learning about communication: guidelines for maximizing benefits. BMC medical education, 7, 3. https://doi.org/10.1186/1472-6920-7-3