Virtual experiential learning, learning design and interaction in extended reality simulations

Abstract

Extended Reality (XR) covers both Augmented Reality (AR) and Virtual Reality (VR). How do we design immersive experiences in XR for teaching and learning? Immersive experiences are one of the unique virtues of XR simulations. A VR simulation can instantly teleport the user into a VR party or up on to the top of a building looking down. The experience immediately triggers sensory feedback and suspension of disbelief. Can theory about experiential learning support the design of VR and AR simulations for learning and the associated learning design? The article introduces three perspectives on successful design of game-based learning in XR. The first perspective is Virtual Experiential Learning inspired by Kolb's experiential learning cycle theory. The theory is applied to two illustrative examples: one in VR and one in AR. From an educational technology design view, the goal is to design digital encouragement for the potential transformation of the virtual experience into new knowledge: a knowledge ready to be applied in real life. Secondly, we propose that educational technology designers should develop ready-made learning designs to go with the XR applications. Learning design is a plan for facilitating the learning process in three steps: introduction, XR experience and debriefing. An effective learning design supports deeper learning and retention in the experiential learning process. Thirdly, in XR simulations, feedback is often unclear and navigation often unnecessarily complicated. We discuss how to improve interaction in the XR systems to support the immersive experience and the learning process. The paper is intended for designers of educational technology and game-based learning, practitioners and students in further education.