Towards the development of an evidence-based framework for immersion in digitally enhanced learning environments

Abstract

Emerging technologies, such as digital interfaces based on augmented or virtual reality, have created new educational possibilities by allowing the development of highly-immersive learning environments. Immersion, as a psychological process of cognitive and emotional involvement which can be experienced in such digitally enhanced educational settings, is argued to be among the main driving forces behind students’ learning. However, empirical studies on this topic are limited and little is yet known about the theoretical grounds of immersion in relation to students’ learning or about the pedagogical design of immersive learning environments. My research work aims at the development of an evidence-based theoretical framework that will contribute to the theory-building efforts of immersion in relation to students’ learning and to the principled design of immersive learning environments.