The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Mitigating Negative Learning in Immersive Spaces and Simulations
Abstract
The growing popularization of immersive virtual spaces and simulations has enhanced the ability to “model” various environments, scenarios, decision-making contexts, and experiential learning for a variety of fields. With these subliminal semi-experiential affordances have also come some challenges. Foremost is the challenge of designing virtual experiential learning that does not result in “negative learning.” Negative learning involves unintended messages which lead to learners with illogical or inaccurate perceptions about reality. Negative learning may be subtle; it may exist at an unconscious or subconscious level; it may be biasing even without learner awareness. This chapter addresses some of the risks of negative learning in immersive spaces and simulations and proposes some pedagogical design, facilitation, and learner empowerment strategies to address negative learning—to increase confidence and assurance in the immersions.
Related Content
|
Nithin Kalorth, Vidya Deshpande.
© 2024.
7 pages.
|
|
Nitesh Behare, Vinayak Chandrakant Shitole, Shubhada Nitesh Behare, Shrikant Ganpatrao Waghulkar, Tabrej Mulla, Suraj Ashok Sonawane.
© 2024.
24 pages.
|
|
T.S. Sujith.
© 2024.
13 pages.
|
|
C. Suganya, M. Vijayakumar.
© 2024.
11 pages.
|
|
B. Harry, Vijayakumar Muthusamy.
© 2024.
19 pages.
|
|
Munise Hayrun Sağlam, Ibrahim Kirçova.
© 2024.
19 pages.
|
|
Elif Karakoç Keskin.
© 2024.
19 pages.
|
|
|