Abstract
The design and implementation of innovative pedagogical practices is an echo to the social needs for educational change in the twenty-first century. It has emerged to meet the request for unlocking the inventiveness of the learner’s potential, and the need to take into account new possibilities for learning in a highly technology-mediated world. With the goal of illustrating the value of holistic curricula embodied with immersion technology, we propose a holistic pedagogical model and elaborate on the design of a curriculum to establish engaging scenarios where learners could experience three holistic learning dimensions in classroom: virtual reality immersion, agent mediation, and teacher moderation. Finally, we describe a vision of how immersive environments could offer a possible solution to the requirement of holistic curricula that schools are seeking for.
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Notes
- 1.
Various terms are used to describe virtual environments for use in learning contexts. We prefer the use of immersive environment for learning in this chapter to stress the purpose of these systems in educational contexts in contrast to implicit views of “games” as an entertainment outlet.
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Wu, L., Looi, CK., Kim, B., Miao, C. (2013). Immersive Environments for Learning: Towards Holistic Curricula. In: Huang, R., Kinshuk, Spector, J.M. (eds) Reshaping Learning. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-32301-0_16
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