Table Of ContentPaula MacDowell
Jennifer Lock Editors
Immersive
Education
Designing for Learning
Immersive Education
Paula MacDowell • Jennifer Lock
Editors
Immersive Education
Designing for Learning
Editors
Paula MacDowell Jennifer Lock
College of Education Werklund School of Education
University of Saskatchewan University of Calgary
Saskatoon, SK, Canada Calgary, AB, Canada
ISBN 978-3-031-18137-5 ISBN 978-3-031-18138-2 (eBook)
https://doi.org/10.1007/978-3-031-18138-2
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Foreword
I have always found learning to be one of the greatest joys of being human—and
immersive learning, broadly speaking, to be perhaps the most engaging method for
ensuring that the lessons stick. That is, when designed correctly. I have been blessed
to collaborate with many researchers, teachers, and designers on what works for
immersive learning: first through our American Education Research Association
(AERA) Special Interest Group from 2007 to 2015, and then to the present day with
the broader community we created with the Immersive Learning Research Network
(iLRN). It has become apparent to many of us time and again that designing high-
quality immersive learning experiences is nontrivial, but achievable. When Paula
MacDowell told me about the book that she and Jennifer Lock were putting together,
I was intrigued.
The hype and excitement we are hearing about the Metaverse is unprecedented
in education. Every day, I hear of the promise and possibilities becoming available
for learners with new immersive technologies. Money and marketing in education
are transforming the industry. MacDowell and Lock have gathered some of the fore-
most practitioners and scholars in this emerging multidisciplinary field, who offer
design guidelines for both younger and more mature students and strategies to use
XR and immersive learning technologies as co-creative tools for teachers and stu-
dents themselves. Their focus on connecting research to practice is valuable here,
and I know you, as a teacher or a designer, will gain from the rich, evidence-based
contexts illustrated throughout this book. Within these pages you will find a wealth
of situated perspectives on the instructional design process to leverage the capabili-
ties of immersive technologies for achieving enviable levels of learner engagement
and connecting students to some of the most meaningful goals educators collec-
tively seek.
Dr. Paula MacDowell has been a key leader for the iLRN network, enabling our
growing high-quality research community to be accessible and relevant to teachers,
instructional designers, and professionals involved in educational practice. Her
knowledge, scope, and enthusiasm have been vital for iLRN to grow conversation
and opportunities for instructors and other innovators. Her network of practitioner-
researchers has broadened and strengthened iLRN’s mission in simply vital ways.
v
vi Foreword
Similarly, Dr. Jennifer Lock brings to this work her experience and expertise in
designing learning in technology-enabled learning environments. You will see their
vision and drive evident throughout this work from the invited experts that
MacDowell and Lock selected for this volume.
I truly believe that sharing what works with other teachers is one of the greatest
multipliers of good that I know. In this book, you can find inspiring methods to
practically engage students of many backgrounds with immersive learning tech-
nologies and to use their design capabilities in expert ways. I hope you will try some
of these techniques and apply them to your own classroom, museum education pro-
gram, or group of learners.
In fact, I am personally excited to adventure out into the Metaverse and apply
some of this gathered wisdom myself. I hope to find you and your students there!
Sincerely,
Jonathon Richter, EdD
President and CEO
Immersive Learning Research Network
Acknowledgments
We, the editors, respectfully acknowledge the authors for their valuable contribu-
tions to the book. Thank you for your professionalism and enthusiasm for designing
immersive learning environments and experiences. It has been a positive and
rewarding collaboration at all stages of the publication process, including the team
Zoom meetings, peer review of colleagues’ chapters, three rounds of revisions, and
ongoing email communication. We hope readers will find the book as worthwhile
and stimulating as its research and development journey has been.
We wish to thank the following colleagues for their valuable time and expertise
in reviewing one or more chapters. The peer review process enhanced the quality of
the book. We are grateful to the reviewers for their pedagogical insights, technical
knowledge, literature recommendations, and constructive critique.
Dr. Lorraine Beaudin, University of Lethbridge, Canada
Dr. Alec Bodzin, Lehigh University, United States
Dr. Kathlyn Bradshaw, Algonquin College, Canada
Ms. Esther Brandon, Brandeis University, United States
Dr. Sunah Cho, University of British Columbia, Canada
Dr. Megan Cotnam-Kappel, University of Ottawa, Canada
Ms. Noeleen De Silva, University of Calgary, Canada
Dr. Irwin DeVries, Royal Roads University, Canada
Dr. Keri Ewart, University of British Columbia, Canada
Dr. Thommy Eriksson, Chalmers University of Technology, Sweden
Dr. Matthew Farber, University of Northern Colorado, United States
Dr. Matt Glowatz, University College Dublin, Ireland
Dr. Cristyne Hébert, University of Regina, Canada
Dr. Yu-Ling Lee, Trinity Western University, Canada
Dr. Yang (Flora) Liu, University of Calgary, Canada
Dr. Daniel Livingstone, Glasgow School of Art, United Kingdom
Ms. Meaghan Moody, University of Rochester, United States
Dr. Yumiko Murai, Simon Fraser University, Canada
Dr. Krystle Phirangee, University of Toronto, Canada
vii
viii Acknowledgments
Dr. Luciano Da Rosa Dos Santos, Mount Royal University, Canada
Ms. Roberta Sullivan, University at Buffalo, United States
Dr. Norm Vaughan, Mount Royal University, Canada
Dr. George Veletsianos, Royal Roads University, Canada
Dr. Levina Yuen, Athabasca University, Canada
Contents
Introduction: Meaningful Immersive Learning in Education . . . . . . . . . . 1
Jennifer Lock and Paula MacDowell
Part I Designing Immersive Learning in K–12 Education
Designing an Interactive Science Exhibit: Using Augmented Reality
to Increase Visitor Engagement and Achieve Learning Outcomes . . . . . . . 15
Quincy Q. Wang
Augmented and Virtual Reality in the Classroom: Adding a Postdigital
Perspective to Backward Design Lesson Planning . . . . . . . . . . . . . . . . . . . . 31
Annie Beaumier and Marguerite Koole
Student Emotions in Virtual Reality: The Concept of Psychopedagogy
by Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Géraldine Perriguey
Immersive Intercultural Language Learning at the Crossroads of Virtual
Reality and Game-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Stephanie Wössner
See It and Be It: Designing Immersive Experiences to Build STEM
Skills and Identity in Elementary and Middle School . . . . . . . . . . . . . . . . . 89
Corinne Brenner, Jessica Ochoa Hendrix, and Mandë Holford
Part II Designing Immersive Learning in Higher Education
Levels of Immersive Teaching and Learning: Influences of Challenges
in the Everyday Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Andreas Dengel, Josef Buchner, Miriam Mulders, and Johanna Pirker
The XR ABC Framework: Fostering Immersive Learning Through
Augmented and Virtual Realities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Christine Lion-Bailey, Jesse Lubinsky, and Micah Shippee
ix
x Contents
From Abstract to Concrete: How Immersive Virtual Reality Technology
Enhances Teaching of Complex Paradigms . . . . . . . . . . . . . . . . . . . . . . . . . 135
Sarune Savickaite and David Simmons
Teaching the Teachers with Immersive Technology: Preparing the Next
Generation of Educators at Ithaca College . . . . . . . . . . . . . . . . . . . . . . . . . 153
Becky Lane and Christine Havens-Hafer
Teachers Designing Immersive Learning Experiences for Environmental
and Sustainability Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Paula MacDowell
Part III Teachers and Students as Designers of Immersive Learning
Teachers Facilitating Student Virtual Reality Content Creation:
Conceptual, Curriculum, and Pedagogical Insights . . . . . . . . . . . . . . . . . . 189
Erica Southgate
PEGS: Pretraining, Exploration, Goal Orientation, and Segmentation
to Manage Cognitive Load in Immersive Environments . . . . . . . . . . . . . . . 205
Camila Lee and Meredith Thompson
Interactive Storytelling Through Immersive Design . . . . . . . . . . . . . . . . . . 221
Lorelle VanFossen and Karen Gibson-Hylands
A Classroom Model for Virtual Reality Integration and Unlocking
Student Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
David Kaser
Conclusion: The Future of Immersive Learning: Designing for
Possibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Paula MacDowell and Jennifer Lock
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
