It is no secret that the more a student participates in their own learning, the more likely they will be engaged. Since engagement leads to better learning outcomes, it makes sense to consider immersive learning as part of a well-planned instructional design. This week I have attached a video which discusses the three main options for immersive learning: virtual reality, augmented reality, and mixed reality.
Mulders, et al suggest a framework based on best practices. These include:
- Reduction of extraneous processing and management of essential or germane processing.
- Fostering generative processing
- Including features like immersion, interaction, and imagination
It is important that the learning come before the immersive experience. The experience should only contain relevant information, tasks should be segmented to avoid cognitive overload, the learners should be guided, and the activities should be constructive (Mulders, 2020).
The choices of training method: Virtual Reality (VR), Augmented Realty (AR) or Mixed Reality (MR) will be part of the design. VR is generally delivered with a headset and immerses the student in a completely virtual environment. AR imposes a virtual environment over a real one to create the learning space. This is ideal for a mixed group of hospital caregivers because it creates a bridge from the abstract to the concrete (Ibili, 2019)
High fidelity patient simulations will fall somewhere in the augmented reality methodology.
Planning for any of these requires many of the same considerations for traditional learning but challenges the designer to include elements of a more technological nature. Understanding how students respond to certain technologies will help in this process. The video found in the references below described how a Post-Partum Hemorrhage (PPH) simulation was planned for a multidisciplinary hospital team. You can also find a blank Planning worksheet as well as the PPH completed planning worksheet.
Resources:
Click here for Immersive Learning Planning Worksheet
References:
Ibili, E. (2019) Effect of augmented reality environments on cognitive load: pedagogical effect,
instructional design, motivation and interaction interfaces. International Journal of Progressive Education, 1(5). DOI: 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), 208–224. https://doi.org/10.3991/ijet.v15i24.16615