, Volume 62, Issue 1, pp 119–125 | Cite as

Mirror Worlds: Examining the Affordances of a Next Generation Immersive Learning Environment

  • Aakash GautamEmail author
  • Daron Williams
  • Krista Terry
  • Kelly Robinson
  • Phyllis Newbill
Original Paper


As technologies continue to develop and evolve, it is imperative that instructional technologists, learning scientists, and educators involved with examining learning affordances of emerging technologies investigate the potential of innovative environments to promote and facilitate learning. This paper, as such, will describe a newly developed immersive, mixed-reality learning environment at Virginia Tech. The Mirror Worlds project, a cutting edge mixed-reality virtual world will be described in terms of the potential for this type of environment to engage participants in authentically situated social and embodied learning activities.


Immersive learning Virtual environments Mixed reality Social presence Embodied learning Social constructivism 



The authors would like to thank the Mirror Worlds project team, especially Drs. Nicholas Polys and Todd Ogle, for allowing us to interact with the team and the project and for providing us with supporting information and resources. For more information on the ongoing project and for contact information for team members, please see:

Compliance with Ethical Standards

Ethical Approval

This article does not contain any studies with human participants or animals performed by any of the authors.


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Copyright information

© Association for Educational Communications & Technology 2017

Authors and Affiliations

  1. 1.Virginia TechBlacksburgUSA
  2. 2.Appalachian State UniversityBooneUSA

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