Étayer l'apprentissage dans l'enseignement supérieur par la réalité virtuelle immersive (RVI): une revue systématique.
Saved in:
| Title: | Étayer l'apprentissage dans l'enseignement supérieur par la réalité virtuelle immersive (RVI): une revue systématique. |
|---|---|
| Alternate Title: | Scaffolding Learning in Higher Education through Immersive Virtual Reality (IVR): A Systematic Review. |
| Authors: | BESSALAH, Djazia1, BURKHARDT, Jean-Marie2, BACHY, Sylviane1, CÉCI, Jean-François3, BECERRIL ORTEGA, Raquel4, BARRIER, Thomas1 |
| Source: | STICEF. 2026, Vol. 33 Issue 2, p1-31. 31p. |
| Subject Terms: | *Higher education, *Instructional systems design, *Academic support programs, *Group work in education, *Educational support, *Interdisciplinary research, *Teaching aids, Shared virtual environments |
| Abstract (English): | The integration of immersive virtual reality (IVR) offers new opportunities to address professionalization and individualization in higher education. This systematic review (2020-2024) investigates how pedagogical supports are articulated, based on the concept of synergistic scaffolding (Tabak, 2004). It aims to identify human and computerized supports and to analyze their articulation (synergies) and dynamic adjustment (contingency). The analysis of twenty studies reveals a support ecosystem where human roles are reconfigured: teachers act as instructional designers upstream and as experts during debriefing downstream. Although three synergy models are identified, explicit fading mechanisms remain scarce. These findings highlight the need for flexible hybrid models to optimize learner support and guide the design of future orchestration tools. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | L'intégration de la réalité virtuelle immersive (RVI) constitue un levier pour répondre aux enjeux de professionnalisation et d'individualisation dans l'enseignement supérieur. Cette revue systématique (2020-2024) examine l'articulation des soutiens pédagogiques à partir du concept d'étayage synergique (Tabak, 2004). Elle vise à identifier les formes de soutien, humain et informatisé, et à analyser leurs articulations (synergies) ainsi que leurs ajustements dynamiques (contingence). L'analyse de vingt études met en évidence un écosystème de soutiens où le rôle humain se reconfigure: l'enseignant agit en amont comme concepteur pédagogique et en aval comme expert lors du débriefing. Trois modèles de synergie sont identifiés, mais les mécanismes explicites de retrait progressif de l'aide (fading) restent rares. Ces résultats soulignent la nécessité de concevoir des modèles hybrides flexibles afin d'optimiser le soutien aux apprenants et d'orienter le développement d'outils d'orchestration pédagogique. [ABSTRACT FROM AUTHOR] |
| Copyright of STICEF is the property of Sciences et Techniques de l'Information et de la Communication pour l'Education et la Formation 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 194717573 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Étayer l'apprentissage dans l'enseignement supérieur par la réalité virtuelle immersive (RVI): une revue systématique. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Scaffolding Learning in Higher Education through Immersive Virtual Reality (IVR): A Systematic Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22BESSALAH%2C+Djazia%22">BESSALAH, Djazia</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22BURKHARDT%2C+Jean-Marie%22">BURKHARDT, Jean-Marie</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22BACHY%2C+Sylviane%22">BACHY, Sylviane</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22CÉCI%2C+Jean-François%22">CÉCI, Jean-François</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22BECERRIL+ORTEGA%2C+Raquel%22">BECERRIL ORTEGA, Raquel</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22BARRIER%2C+Thomas%22">BARRIER, Thomas</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22STICEF%22">STICEF</searchLink>. 2026, Vol. 33 Issue 2, p1-31. 31p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+research%22">Interdisciplinary research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+virtual+environments%22">Shared virtual environments</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The integration of immersive virtual reality (IVR) offers new opportunities to address professionalization and individualization in higher education. This systematic review (2020-2024) investigates how pedagogical supports are articulated, based on the concept of synergistic scaffolding (Tabak, 2004). It aims to identify human and computerized supports and to analyze their articulation (synergies) and dynamic adjustment (contingency). The analysis of twenty studies reveals a support ecosystem where human roles are reconfigured: teachers act as instructional designers upstream and as experts during debriefing downstream. Although three synergy models are identified, explicit fading mechanisms remain scarce. These findings highlight the need for flexible hybrid models to optimize learner support and guide the design of future orchestration tools. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: L'intégration de la réalité virtuelle immersive (RVI) constitue un levier pour répondre aux enjeux de professionnalisation et d'individualisation dans l'enseignement supérieur. Cette revue systématique (2020-2024) examine l'articulation des soutiens pédagogiques à partir du concept d'étayage synergique (Tabak, 2004). Elle vise à identifier les formes de soutien, humain et informatisé, et à analyser leurs articulations (synergies) ainsi que leurs ajustements dynamiques (contingence). L'analyse de vingt études met en évidence un écosystème de soutiens où le rôle humain se reconfigure: l'enseignant agit en amont comme concepteur pédagogique et en aval comme expert lors du débriefing. Trois modèles de synergie sont identifiés, mais les mécanismes explicites de retrait progressif de l'aide (fading) restent rares. Ces résultats soulignent la nécessité de concevoir des modèles hybrides flexibles afin d'optimiser le soutien aux apprenants et d'orienter le développement d'outils d'orchestration pédagogique. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of STICEF is the property of Sciences et Techniques de l'Information et de la Communication pour l'Education et la Formation 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194717573 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.23709/STICEF.33.2.2 Languages: – Code: fre Text: French PhysicalDescription: Pagination: PageCount: 31 StartPage: 1 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Academic support programs Type: general – SubjectFull: Group work in education Type: general – SubjectFull: Educational support Type: general – SubjectFull: Interdisciplinary research Type: general – SubjectFull: Teaching aids Type: general – SubjectFull: Shared virtual environments Type: general Titles: – TitleFull: Étayer l'apprentissage dans l'enseignement supérieur par la réalité virtuelle immersive (RVI): une revue systématique. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: BESSALAH, Djazia – PersonEntity: Name: NameFull: BURKHARDT, Jean-Marie – PersonEntity: Name: NameFull: BACHY, Sylviane – PersonEntity: Name: NameFull: CÉCI, Jean-François – PersonEntity: Name: NameFull: BECERRIL ORTEGA, Raquel – PersonEntity: Name: NameFull: BARRIER, Thomas IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 19528302 Numbering: – Type: volume Value: 33 – Type: issue Value: 2 Titles: – TitleFull: STICEF Type: main |
| ResultId | 1 |
