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- Vol 4 RE: App D
generative artificial intelligencevirtual realityhigher educationpedagogical designlearning companionsimmersive learningsustainability educationJournal article Evidence summaryAt a glance
Hemminki-Reijonen and colleagues develop a pedagogical design for combining generative AI with immersive virtual reality in higher education. The qualitative descriptive project had two phases.
Key ideas
In a needs analysis, ideas from 66 educators were grouped into AI acting as a character, emerging technologies supporting student learning, and technologies assisting teachers. The design phase applied these needs to sustainability education and created two generative-AI characters: Tero as an information source and Madida as a learning companion. Iterative expert testing and interviews indicated that the characters addressed nine of twelve identified needs. The paper treats AI characters as pedagogical roles embedded in an environment, not merely as technical features, and discusses opportunities for contextual information, dialogue, guidance, engagement, and teacher support. It also identifies unmet needs and the necessity of further refinement.
Why it matters
Because the study evaluates needs and a design concept rather than comparative learning outcomes, it does not demonstrate that the system improves achievement. Its main contribution is a research-informed design process and testable framework for subsequent implementation and evaluation.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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