Getting Started in XR in Education
I'm frequently asked for what do you recommend for those interested in using XR in education?
I thought I would start gathering resources because the use of XR in education in October 2021 is about where e-learning was in about 2005. There were a few studies, tons of anecdotal stories, and some general scorn and nose wrinkling in the direction of e-learning at that time. It is just the same point in the adoption of XR, immersive learning, virtual reality, or the metaverse in education.
We do have some good ideas how to use XR and I'll boil down my 13 years of experience to two statements to make this REALLY simple.
Rule #1: XR will, eventually, score equally as well as any other learning technology as measured by learning objectives.
Rule #2: XR does excel when used in situations where one aims to reduce time, money, or danger.
I'll refer back to these 2 rules when I start talking about good and bad uses of XR in education.
Theoretical background
I am a Clarkist in the Clark versus Kozma debate. Interestingly enough, I was a Kozma-ist all through my Master's Degree and in getting my Ph.D. It wasn't until my Ph.D. was all done and buttoned up and I had a few years of recovery that I was able to look back at my own research and say "Harrumph. I was a Clarkist all along."
This means that I do not believe that the technological medium makes a difference in the learning. This debate is also known as the Grocery Store Truck debate.
Theory and approaches that support ID in XR
Constructivist Learning Theory - this applies more so if one is using the XR as either part of the assessment or learners are tasked with building something within an XR platform.
3D Learning Experience Theory (Kapp)
further elaborated here: https://www.linkedin.com/feed/update/urn:li:ugcPost:6864927093248020480?updateEntityUrn=urn%3Ali%3Afs_updateV2%3A%28urn%3Ali%3AugcPost%3A6864927093248020480%2CFEED_DETAIL%2CEMPTY%2CDEFAULT%2Cfalse%29
Narrative Plot from Pixar
Experiential Approach to Instruction by Lindsey & Berger
Lindsey, L., & Berger, N. (2009). Experiential approach to
instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.),
Instructional-design theories and models (Vol. 3, pp. 117-142).
Routledge.
All theories point to these characteristics if one is making high quality XR for education:
- Be of high quality: XR experiences cannot be haphazard; the lesson must be pre-planned.
- Expose the learner to something different, a variation in the user environment. It is not enough to replicate reality; XR experience should be different from the non-XR (as in manipulatable/changeable).
- Include experimentation or manipulation of cause and effect. The user must be able to change something.
- Include reflective components. All theories stress the inclusion of guided pondering and contemplation.
- Have a direct tie to future action. XR experience should change or impact a future experience.
(I wrote about this in my book chapter here:https://edtechbooks.org/id_highered/immersive_learning_e)
Epic Rap Battle of Educational Technology History
https://malat-webspace.royalroads.ca/rru0058/epic-rap-battle-of-educational-technology-history/
I've asked around a bit on this debate and it seems that most IDs think that this topic is "ho-hum", doesn't really matter (as in, the answer is in the middle), and they really don't understand what all the fuss is about.
All right. Have it your way. Don't come asking to me for a theoretical foundation when you need one. Just kidding. Of course ask me.