Working mechanisms of design elements to facilitate learning in extended reality

With the increasing affordability and availability of extended reality systems, including augmented reality, mixed reality, and virtual reality, applying extended reality learning systems becomes more and more feasible in educational settings across the lifespan. Application cases for extended reality include formal learning settings in schools and universities as well as non-formal (e.g., vocational training) and informal settings (e.g., learning through mass media). While virtual reality systems can shut off the users’ visual senses from the physical world, augmented and mixed reality systems can merge the physical and virtual worlds. Consequently, ample opportunities to facilitate learning by designing optimal learning environments not easily available in the physical world arise. In line with this reasoning, recent research has indicated that a range of features of extended reality, such as increased cognitive absorption, presence, and motivation, or decreased cognitive load can play a major role in promoting learning.

Research on extended reality concerning learning has oftentimes investigated comparisons between different media or different combinations of design elements. However, studies investigating how the effect of specific design elements on learning can be explained theoretically are still rare. Therefore, this research topic aims to investigate the working mechanisms of different design elements on learning-relevant variables using state-of-the-art theories, including, for example, the cognitive-affective-social theory of learning in digital environments, dual process theories, and theories on presence and motivation.

We welcome contributions investigating the working mechanics of learning in extended reality using empirical qualitative and quantitative methods (e.g., experiments, meta-analyses, literature reviews) concerning specific design elements. Topics may include, but are not limited to:

- the role of immersion and presence in learning
- investigating working mechanisms for different design principles, e.g., using the cognitive-affective theory of multimedia learning
- differences in intuitive and reflective processes for learning
- individualization of design elements
- adaptive virtual environments
- the role of motivation for learning in extended reality (e.g., through implementing gamification)
- the role of embodied digital technologies (e.g., virtual agents, virtual machines, avatars) in learning