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Publication
Immersive learning environments for delf-regulation of learning: a literature review
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Advisor(s)
Abstract(s)
Self-regulation of learning (SRL) plays a decisive role in learning
success but characterizing learning environments that facilitate development of
SRL skills constitutes a great challenge. Given the growing interest in Immersive Learning Environments (ILE), we sought to understand how ILE are built
with attention to SRL, via a literature review of pedagogical uses, practices and
strategies with ILE that have an explicit focus on SRL. From a final corpus of
25 papers, we collected 134 extracts attesting use of ILE for SRL. We classified
and mapped them using the Beck, Morgado & O’Shea framework and its three
dimensions of the immersion phenomenon: system, narrative and challenge.
There is a predominance of uses of ILE for SRL aligned with Challenge-based
immersion: Skill Training, Collaboration, Engagement, and Interactive Manipulation and Exploration. In contrast, uses aligned with System-based immersion
(Emphasis, Accessibility, Seeing the Invisible) were not identified. There were
few cases of use of Narrative-based immersion. Uses combining the three dimensions of immersive had residual prevalence. We concluded that there is
greater tendency in studies of SRL in ILE to enact active roles (aligned with the
Challenge dimension of immersion). The low prevalence of Narrative immersion and System immersion evidence gaps in the diversity of pedagogical uses
of ILE to develop SRL, which indicate opportunities for research and creation
of innovative educational practices.
Description
Keywords
Immersion Self-regulated learning Educational uses Educational practices Educational strategies