A VR user wearing a headset and gesturing. Nelson, & Erlandson, B. E. (2012). Design for learning in virtual worlds.

There are a multitude of educational theories surrounding VR and AR technologies in education. Most educational theories used to study this technology revolve around the immersive element, especially in the virtual reality space. Vanderburg (2021) states most educators using VR applications take a Piagetian learning approach which is an individualized student-centered discovery learning approach. But, Piaget focuses on individual development rather than collaboration. Vanderburg argues that educators should take a Vygotskian approach using the Zone of Proximal Development. These theories were new to me. But, Vanderburg explains that the Vgotskian approach allows teachings to interact and instruct students in a collaborative “sandbox” environment. Vgotsky’s theories emphasize the importance of social interaction for learning. The Zone of Proximal Development (ZPD) describes three “zones” for a learner: 1. What the learner can do unaided, 2. What a learner can do with guidance or instruction, and 3. What a learner cannot do. Vanderburg stresses that pedagogy should come before the technology and that a collaborative approach is the most useful for learners.

Johnson-Glenberg (2018) compares and contrasts different learning theories that would benefit VR education. The most exciting theory is the Embodied Learning Theory. Learners move their bodies to the content being learned. The theory states that physical activity, whether it’s exercising or simply gesturing, creates more neural pathways to increase memory of the content. Another theory that Johnson-Glenberg writes about is Constructivist Learning. Basically, education is driven through experiences rather than rote memorization or recitation of facts. Constructivist Learning Theory includes realistic environments (easy to access in virtual reality), a social component, and supports different perspectives. According to the study within the paper, students using VR headsets are able to learn abstract content better than students learning in a “passive” didactic manner.

Finally, I was excited to dig into Brian Nelson and Benjamin Erlandson’s book, Design for Learning in Virtual Worlds (2012). In Chapter 3: Theoretical Basis for Learning in VR, they also compare and contrast different learning theories in respect to their usefulness when paired with VR. Situated learning, learning in a place that looks and acts like the situation in which an event will actually take place, has been discussed in other references. VR embodies situated learning by the nature of its immersive technology. Constructivism is also discussed in this book. The authors argue that “its less of theory than an approach. Learning is an act of building, constructing, understanding some of the content or processes from the inside out.”

Nelson and Erlandson dismiss objectivist theory. Objectivists believe that knowledge and truth exist independently of students. Students must absorb these truths through passive transmission. The opposite of this approach is Socio-constructivism. According to this theory, nobody learns anything alone. Each person learns by trying things out, getting feedback, and then modifying their approach. Learners can also change their “roles” according to the needs of the class. One day they may be the “student” sharing their process or designs with the class and another day they may be the teacher or mentor, helping other students refine or improve their ideas.

The chapter ends with Mayer’s (2005) Cognitive Theory of Multimedia Learning (CTML). “CTML is built on three assumptions: 1. Human information processing occurs through visual and verbal. 2. Human cognitive architecture has limited capacity of info it can process at any given time. 3. Humans actively process incoming information. There are 3 process of CTML: selecting, organizing, and integrating information.”

Zone of Proximal Development (Wikipedia)

References:

Gao, Wang, Y., Chen, Y., Chang, J., & Wang, S. (2020). Life Science Immersive System Based on Virtual Reality. In Transactions on Edutainment XVI (pp. 135–145). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-61510-2_13

Johnson-Glenberg. (2018). Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls. Frontiers in Robotics and AI, 5, 81–81. https://doi.org/10.3389/frobt.2018.00081

Nelson, & Erlandson, B. E. (2012). Design for learning in virtual worlds. Routledge. https://doi.org/10.4324/9780203836378

Vanderburg, Mann, G., & Cowling, M. (2021). Changing Physics Instruction by Synergizing Vygotskian Educational Theory and Virtual Reality. Journal of Higher Education Theory and Practice, 21(6), 92–98. https://doi.org/10.33423/jhetp.v21i6.4378