The literature indicates an increasing focus on conducting empirical research concerning immersive virtual reality (IVR). Nonetheless, there exists a pressing requirement to articulate the theoretical models associated with the IVR-mediated teaching-learning process more explicitly. This study aims to delineate and critically evaluate the predominant models in the existing literature that pertain to the learning processes and instructional design mediated by IVR.
IMMERSIVE VIRTUAL REALITY IN EDUCATIONAL CONTEXTS : A CRITICAL ANALYSIS OF THE TEACHING AND LEARNING MODELS
Maria Elena Tassinari
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2024
Abstract
The literature indicates an increasing focus on conducting empirical research concerning immersive virtual reality (IVR). Nonetheless, there exists a pressing requirement to articulate the theoretical models associated with the IVR-mediated teaching-learning process more explicitly. This study aims to delineate and critically evaluate the predominant models in the existing literature that pertain to the learning processes and instructional design mediated by IVR.File in questo prodotto:
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