Project

Multimedia learning theory and Immersive principle: importance of immersion as a means of facilitating vocational education and training

Immersive technologies are becoming an increasingly important learning tool. Moreover, research findings indicate that procedural learning is the main potential area of application and VET in particular is the most promising candidate. However, many aspects surrounding immersive technologies have yet to be explored.

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Technological advances have paved the way for increased use of immersive technologies. Augmented reality, virtual reality, and 360-degree video are increasingly becoming an integral part of training. 

The role of immersive technologies in fostering learning has been explored in multimedia learning theory. Researchers introduced the immersive principle to explain the greater realism generated by immersive experiences as opposed to viewing conventional video clips. Although literature on the topic is not yet consolidated, early findings indicate that procedural learning is well supported by such technologies. However, they produce mixed results when learners are asked to demonstrate their declarative learning.

Vocational education and training gives ample space for procedural learning with specific moments in branch courses and workplace training where learners are given the opportunity to apply the theoretical skills acquired from classroom instruction. The strong focus on procedural learning makes vocational education and training a prime target for the introduction of immersive technologies.

The latest research findings, however, point to a number of limitations, namely the lack of longitudinal research and the inability of learners to apply skills learnt through immersive technologies to real-life situations. Finally, although models used to study immersion, sense of presence and motivation have provided initial insights into possible correlations, further research is needed to consolidate the findings.

This project is intended to answer the following research questions:

  1. How does the greater sense of motivation resulting from the use of immersive technologies affect learning outcomes in the long term?
  2. How is immersion able to influence the sense of presence? How does sense of presence affect motivation?
  3. Are learners really able to apply skills better in real-life settings when trained using immersive technologies?

Dissertation supervisors:

  • Prof. Dr. Alberto Cattaneo (SFUVET)
  • Prof. Dr. Dominik Petko (University of Zurich)
  • Prof. Dr. Mireille Betrancourt (University of Geneva)
Method

This research focuses on vocational education and training in Switzerland. It involves the gathering of both quantitative data (use of eyetracking devices, handtracking and traditional psychometric questionnaires) and qualitative data (conducting interviews, which are then analysed using qualitative-quantitative methods).