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2 references
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- Vol 7 RE: Chapter 13
immersive virtual realityhigher educationhead-mounted displaysexperiential learningpresencespatial understandingcybersicknessinstructional designJournal article Evidence summaryAt a glance
Radianti and colleagues systematically review 38 studies of immersive virtual reality using head-mounted displays in higher education. They map application domains, learning theories, research methods, design elements, evaluation approaches, and reported benefits and limitations.
Key ideas
Most applications concerned skill practice, simulation, or spatial understanding in fields such as medicine, engineering, and the natural sciences. Studies frequently reported engagement, motivation, presence, experiential access, and promising learning outcomes, but theoretical grounding was often weak and samples were commonly small. Evaluation focused heavily on usability and immediate reactions, with fewer rigorous comparisons, delayed measures, or analyses of cost and implementation. The review organises design considerations around interaction, realism, feedback, embodiment, collaboration, and instructional support and proposes a research agenda addressing learning theory, assessment, longitudinal effects, accessibility, and adverse experiences such as cybersickness.
Why it matters
For educators, immersive VR is best treated as a designed learning environment rather than a motivational device: its expense and complexity are justified when immersion enables consequential practice or experience that safer, simpler media cannot provide.
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- Vol 4 TE: App C
person-centered educationsignificant learninglearner autonomyfacilitative teachingempathic understandingexperiential learningparticipatory assessmentself-directed learningBook Evidence summaryAt a glance
Rogers applies person-centered psychology to education and argues that significant learning is active, personally relevant, and initiated in important part by the learner. He contrasts this with compulsory transmission of disconnected facts.
Key ideas
The educator’s central task is to facilitate a climate in which students can inquire, take intellectual risks, use resources, and accept responsibility for choices. Rogers describes three facilitative attitudes: genuineness or congruence, acceptance and trust, and empathic understanding of the learner’s perspective. He illustrates these ideas through classrooms, workshops, independent study, and participatory forms of evaluation. Freedom does not mean an absence of structure; learners and facilitators negotiate purposes, limits, resources, and consequences.
Why it matters
The book’s enduring proposal is that education should develop adaptable, self-directing people who can continue learning amid change, rather than merely reproduce information selected by authorities.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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