Understanding and managing the complexities in situated learning in immersive virtual environments.
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| Title: | Understanding and managing the complexities in situated learning in immersive virtual environments. |
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| Authors: | Wang, Minhong1 (AUTHOR) magwang@hku.hk, Dede, Chris2 (AUTHOR) chris_dede@gse.harvard.edu, Grotzer, Tina A.2 (AUTHOR) tina_grotzer@harvard.edu, Chen, Juanjuan3 (AUTHOR) juanjuanchen@zju.edu.cn |
| Source: | Educational Technology Research & Development. Oct2025, Vol. 73 Issue 5, p3177-3200. 24p. |
| Subject Terms: | *Situated learning theory, *Curriculum planning, *Psychological adaptation, Shared virtual environments, Inquiry (Theory of knowledge) |
| Abstract: | Situated learning has been widely promoted in educational practice, where students are encouraged to learn by exploring real-world problems in authentic contexts. To expand the opportunities for situated learning, immersive virtual environments have been explored by presenting problem contexts in vivid and interactive formats and enabling a variety of exploration activities. However, there are multiple challenges surrounding situated learning. The challenges can be caused by the complexities of real-world problems, the complexities in exploring real-world problems, and the complexities in reflecting on the exploration experience. This paper presents a conceptual framework outlining three types of complexities surrounding situated learning and six strategies for coping with these complexities. A case of situated learning curriculum in an immersive virtual environment is used to illustrate how the framework works in practice. By presenting a high-level and holistic picture of the challenges in situated learning along with the coping strategies, the proposed framework enriches the understanding of situated learning. It can serve as a guide for designing situated learning curricula, evaluating situated learning practices, and addressing situated learning challenges. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189592941 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189592941 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11423-025-10519-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 3177 Subjects: – SubjectFull: Situated learning theory Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Psychological adaptation Type: general – SubjectFull: Shared virtual environments Type: general – SubjectFull: Inquiry (Theory of knowledge) Type: general Titles: – TitleFull: Understanding and managing the complexities in situated learning in immersive virtual environments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wang, Minhong – PersonEntity: Name: NameFull: Dede, Chris – PersonEntity: Name: NameFull: Grotzer, Tina A. – PersonEntity: Name: NameFull: Chen, Juanjuan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10421629 Numbering: – Type: volume Value: 73 – Type: issue Value: 5 Titles: – TitleFull: Educational Technology Research & Development Type: main |
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