Technology-Based Immersive Teaching and Learning

Dear Colleagues,

The Fourth Industrial Revolution (4IR) has ushered in innovative technologies that challenge traditional teaching methods. Technology-based immersive learning environments offer novel opportunities for educators and learners alike. However, understanding their cognitive and affective effects remains a critical area of research. For example, VR reduces the cognitive load by providing context-rich information and spatial cues. It also enhances motivation and the feeling of presence. Immersive learning leverages cutting-edge technologies such as virtual reality (VR), augmented reality (AR), and mixed reality (MR) to create an engaging interactive and immersive educational experience that captures the attention of learners. The experiential and embodied nature of immersive learning helps students retain information more effectively: they can explore real-world situations in virtual worlds, manipulate objects, and complete tasks, deepening their understanding of complex subjects. In this context, they learn by doing, making mistakes in a safe setting without real-world consequences.

This Special Issue welcomes the submission of articles that attempt to understand the effects of immersive environments on learning, regardless of the context. This involves the consideration of various factors that could enhance or deteriorate learning. We will also accept theoretical articles or literature reviews that seek to examine underexplored aspects of the effects of immersive environments on learning.

The scope of this Special Issue includes, but is not limited to, the following:

• • Immersive technology and embodied learning
  • Embodiment, enaction and distributed learning in immersive learning environments
  • Multisensory environments
  •  VR, AR, XR and cognitive load
  • VR, AR, XR and psychosocial factors (motivation, self-regulation, flow, etc.)
  • Teacher training programs
  • The Cognitive Affective Model of Immersive Learning (CAMIL)
  • STEM education
  • Medical education
  • Economic, cultural and technological barriers
  • Usability and accessibility
  • Immersive environments for K12, higher education and adult learning
  • Etc. 

• Jongbloed, J., Chaker, R., & Lavoué, E. (2024). Immersive procedural training in virtual reality: A systematic literature review. Computers & Education.
• Sandoval-Henríquez, F. J., Sáez-Delgado, F., & Badilla-Quintana, M. G. (2024). Systematic review on the integration of immersive technologies to improve learning in primary education. Journal of Computers in Education, 203, 1–18.
• Chen, C. H., & Chu, Y. R. (2024). VR-assisted inquiry-based learning to promote students’ science learning achievements, sense of presence, and global perspectives. Education and Information Technologies, 1-21.
• Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1-32.

Dr. Rawad Chaker
Dr. Maria Antonietta Impedovo
Guest Editors

Manuscript Submission Information

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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• immersive environments
• embodiment
• embodied learning
• virtual reality
• augmented reality
• mixed reality
• cognition
• cognitive load
• multisensory
• teaching
• procedural knowledge