Educational Psychology Review· 2021Q1
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality
- 1,173citations
- Q1SCImago
- 2021year
Short summary
The Cognitive Affective Model of Immersive Learning (CAMIL) is a new theoretical framework that synthesizes existing research to explain how learning occurs in immersive virtual reality (IVR). It proposes that IVR learning is influenced by general instructional methods, but also by specific IVR affordances like presence and agency, mediated by factors such as immersion and control.
AI-generated from the title and abstract; the full text is not read.
Key points
- Introduces the Cognitive Affective Model of Immersive Learning (CAMIL) as a theoretical framework for IVR education.
- Identifies 'presence' and 'agency' as key psychological affordances unique to IVR learning.
- Describes how immersion, control, and representational fidelity facilitate these affordances.
- Outlines six cognitive and affective factors (e.g., motivation, self-efficacy, cognitive load) that impact learning outcomes in IVR.
- Explains the pathway from these factors to factual, conceptual, and procedural knowledge acquisition and transfer.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.
The authors' abstract, as published at the source. Educational Psychology Review, 2021 · DOI ↗
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Field: Human-Computer Interaction
Human-Computer InteractionComputer Science