Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education, Gökçe Akcayir,Carrie Demmans Epp, Editör, IGI Global, Pennsylvania, ss.0-30, 2020
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recent increase in affordability of Immersive Virtual Reality Learning
Environments (IVRLEs) grows the interests of university, school and
industry training contexts. Due to their unique affordances, these
environments have the potential to lead to a paradigm shift in learning
experience design. The absence of learning design models, however,
represents a significant challenge to the widespread and effective
utilisation of this technology platform (Hanson & Shelton, 2008;
Appelman, 2005). Several researchers have proposed design models for
Virtual Reality Learning Environments (VRLEs). The majority of these
models don’t explicitly consider the unique characteristics of Immersive
environments. This research describes an instructional design model for
IVRLEs, which draws upon Dalgarno and Lee’s (2010) affordance model for
VRLE and Tacgin's (2018) IVRLE development stages for teaching concepts
and procedures. The specific learning strategies and affordances of
IVRLEs are matched with the features of current IVR systems and
technologies.