Technology-Based Immersive Teaching and Learning
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".
Deadline for manuscript submissions: 15 November 2025 | Viewed by 3558
Special Issue Editors
Interests: educational technology; VR; embodied cognition; distributed cognition
Special Issues, Collections and Topics in MDPI journals
Interests: online learning; technology enhanced learning; collaborative learning; computer-supported collaboration; identity
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
The Fourth Industrial Revolution (4IR) has ushered in innovative technologies that challenge traditional teaching methods. Technology-based immersive learning environments offer novel opportunities for educators and learners alike. However, understanding their cognitive and affective effects remains a critical area of research. For example, VR reduces the cognitive load by providing context-rich information and spatial cues. It also enhances motivation and the feeling of presence. Immersive learning leverages cutting-edge technologies such as virtual reality (VR), augmented reality (AR), and mixed reality (MR) to create an engaging interactive and immersive educational experience that captures the attention of learners. The experiential and embodied nature of immersive learning helps students retain information more effectively: they can explore real-world situations in virtual worlds, manipulate objects, and complete tasks, deepening their understanding of complex subjects. In this context, they learn by doing, making mistakes in a safe setting without real-world consequences.
This Special Issue welcomes the submission of articles that attempt to understand the effects of immersive environments on learning, regardless of the context. This involves the consideration of various factors that could enhance or deteriorate learning. We will also accept theoretical articles or literature reviews that seek to examine underexplored aspects of the effects of immersive environments on learning.
The scope of this Special Issue includes, but is not limited to, the following:
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- Immersive technology and embodied learning
- Embodiment, enaction and distributed learning in immersive learning environments
- Multisensory environments
- VR, AR, XR and cognitive load
- VR, AR, XR and psychosocial factors (motivation, self-regulation, flow, etc.)
- Teacher training programs
- The Cognitive Affective Model of Immersive Learning (CAMIL)
- STEM education
- Medical education
- Economic, cultural and technological barriers
- Usability and accessibility
- Immersive environments for K12, higher education and adult learning
- Etc.
- Jongbloed, J., Chaker, R., & Lavoué, E. (2024). Immersive procedural training in virtual reality: A systematic literature review. Computers & Education.
- Sandoval-Henríquez, F. J., Sáez-Delgado, F., & Badilla-Quintana, M. G. (2024). Systematic review on the integration of immersive technologies to improve learning in primary education. Journal of Computers in Education, 203, 1–18.
- Chen, C. H., & Chu, Y. R. (2024). VR-assisted inquiry-based learning to promote students’ science learning achievements, sense of presence, and global perspectives. Education and Information Technologies, 1-21.
- Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1-32.
Dr. Rawad Chaker
Dr. Maria Antonietta Impedovo
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- immersive environments
- embodiment
- embodied learning
- virtual reality
- augmented reality
- mixed reality
- cognition
- cognitive load
- multisensory
- teaching
- procedural knowledge
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