The literature indicates an increasing focus on conducting empirical research concerning immersive virtual reality (IVR). Nonetheless, there exists a pressing requirement to articulate the theoretical models associated with the IVR-mediated teaching-learning process more explicitly. This study aims to delineate and critically evaluate the predominant models in the existing literature that pertain to the learning processes and instructional design mediated by IVR.
Maria Elena Tassinari, Massimo Marcuccio (2024). IMMERSIVE VIRTUAL REALITY IN EDUCATIONAL CONTEXTS : A CRITICAL ANALYSIS OF THE TEACHING AND LEARNING MODELS. GIORNALE ITALIANO DI EDUCAZIONE ALLA SALUTE, SPORT E DIDATTICA INCLUSIVA, 8(2), 1-22 [10.32043/gsd.v8i2.1128].
IMMERSIVE VIRTUAL REALITY IN EDUCATIONAL CONTEXTS : A CRITICAL ANALYSIS OF THE TEACHING AND LEARNING MODELS
Maria Elena Tassinari
;Massimo Marcuccio
2024
Abstract
The literature indicates an increasing focus on conducting empirical research concerning immersive virtual reality (IVR). Nonetheless, there exists a pressing requirement to articulate the theoretical models associated with the IVR-mediated teaching-learning process more explicitly. This study aims to delineate and critically evaluate the predominant models in the existing literature that pertain to the learning processes and instructional design mediated by IVR.| File | Dimensione | Formato | |
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TASSINARI MARCUCCIO Immersive virtual reality.pdf
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