Designing for Immersion

Abstract

Although immersive realities are not new, new applications, more available development tools, and expanding frontiers require educators to better understand how to design in these areas. This chapter develops a guiding pathway for exploration and development within a very broadly defined field of technology and of study. It establishes the range of variables that need to be considered and elucidates a systematic, applied, yet unfettered way for discovering the new potential. With scenarios, immersions, interactions and role-playing, shared and solo experiences now possible, imagination and creativity can move designs well beyond present text, image, and video limitations by using elements of gaming, storytelling, and conversation. Envisioning and designing for these environments is challenging; audience integration, assessment, and evaluation will be required throughout. However, since learning can reach beyond past boundaries, educators must use persistence when they move into these new realms, documenting and sharing their experiences, stumbles-along-the-way, and victories.

Cognitive Load in Solving Mathematics Problems: Validating the Role of Motivation and the Interaction Among Prior Knowledge, Worked Examples, and Task Difficulty

“…There is ample evidence indicating the correlation between learners' interest and performance in complex learning (Hosbein & Barbera, 2020). It is found that learners who are motivated are more likely to engage in deeplevel thinking (Liu, Toprac, & Yuen, 2009;O'Conner & Domingo, 2020). Evidence from empirical research further suggests that the status of cognitive load and mental effort investment are closely associated with learner's motivation (Plass & Kalyguga, 2019;Schnotz, 2010).…”