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] |
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| Database: | Education Research Complete |
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| 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] |
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| ISSN: | 10421629 |
| DOI: | 10.1007/s11423-025-10519-5 |
