About this Research Topic
The literature has identified several unique affordances of virtual reality (VR) and augmented reality (AR), such as immersion, multimodal interaction, the concretization of imagination, and a sense of embodiment and empathy. These affordances are characterized by deeper engagement, higher situational cognition, and increased empathy, therefore have great potential for enhancing and transforming learning experiences in various educational contexts, including K-12, higher education, and professional training. Recent meta-analyses have also associated positive learning outcomes with both desktop-based and immersive VR applications.
However, despite the prevalence of impact studies that proved the effectiveness of VR/AR usage in education, there have been insufficient research efforts investigating the optimal design and learning mechanism of VR/AR-supported education at a more in-depth level. For instance, many studies determined the overall impact of VR/AR interventions without examining specific design features or instructional strategies, and there have been few empirically validated models highlighting the mechanism and influencing factors for VR/AR-supported learning. Consequently, many important questions remain unanswered: How and why does learning take place in VR/AR environment? What are the influencing factors that predict VR/AR learning performance and experience? How to design VR/AR supported instruction for increased feasibility, inclusiveness, and cost-effectiveness?
To answer those key questions, we aim to solicit a range of original theoretical/ empirical/ design/ synthesis articles focusing on the effective design and critical analysis of VR/AR-supported instruction. We welcome empirical studies utilizing various methods in multidisciplinary education settings. Potential topics include, but are not limited to, the following:
-Innovative design of VR/AR learning environment
-Theoretical framework of VR/AR-supported teaching and learning
-Effective integration of VR/AR and well-established pedagogies
-Diversity, equity & inclusion issues of VR application in education
-Best practice of VR/AR application in various disciplinary domains
-Longitudinal study of VR/AR application in education
However, despite the prevalence of impact studies that proved the effectiveness of VR/AR usage in education, there have been insufficient research efforts investigating the optimal design and learning mechanism of VR/AR-supported education at a more in-depth level. For instance, many studies determined the overall impact of VR/AR interventions without examining specific design features or instructional strategies, and there have been few empirically validated models highlighting the mechanism and influencing factors for VR/AR-supported learning. Consequently, many important questions remain unanswered: How and why does learning take place in VR/AR environment? What are the influencing factors that predict VR/AR learning performance and experience? How to design VR/AR supported instruction for increased feasibility, inclusiveness, and cost-effectiveness?
To answer those key questions, we aim to solicit a range of original theoretical/ empirical/ design/ synthesis articles focusing on the effective design and critical analysis of VR/AR-supported instruction. We welcome empirical studies utilizing various methods in multidisciplinary education settings. Potential topics include, but are not limited to, the following:
-Innovative design of VR/AR learning environment
-Theoretical framework of VR/AR-supported teaching and learning
-Effective integration of VR/AR and well-established pedagogies
-Diversity, equity & inclusion issues of VR application in education
-Best practice of VR/AR application in various disciplinary domains
-Longitudinal study of VR/AR application in education
Keywords: virtual reality, education, learning design, learning mechanism, diversity, equity & inclusion pedagogy
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
