Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom

Andreas Dengel; Josef Buchner; Miriam Mulders; Johanna Pirker

doi:10.1007/978-3-031-18138-2_7

Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom

Andreas Dengel^*, Josef Buchner^*, Miriam Mulders^*, Johanna Pirker^*

^*Corresponding author for this work

Institute of Interactive Systems and Data Science (7060)

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter discusses theoretical models for immersive learning and immersive teaching. The subjective and objective factors used in these models are distinguished by levels: micro, meso, and macro. We discuss the terms immersive teaching and immersive learning and possible strategies for implementing learning experiences in the everyday classroom.

Original language	English
Title of host publication	Immersive Education
Subtitle of host publication	Designing for Learning
Publisher	Springer International Publishing AG
Pages	107-122
Number of pages	16
ISBN (Electronic)	9783031181382
ISBN (Print)	9783031181375
DOIs	https://doi.org/10.1007/978-3-031-18138-2_7
Publication status	Published - 1 Jan 2023

Keywords

Augmented reality
Classroom integration
Constructive alignment
Immersive learning
Immersive Media in Schools
Immersive teaching
Virtual reality

ASJC Scopus subject areas

General Social Sciences
General Computer Science

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10.1007/978-3-031-18138-2_7

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KW - Constructive alignment

KW - Immersive learning

KW - Immersive Media in Schools

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KW - Virtual reality

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Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom

Abstract

Keywords

ASJC Scopus subject areas

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