The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

Research output: Contribution to journalJournal articleResearchpeer-review

Standard

The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. / Makransky, Guido; Petersen, Gustav Bøg Lassen.

In: Educational Psychology Review, 2021.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Makransky, G & Petersen, GBL 2021, 'The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality', Educational Psychology Review. https://doi.org/10.1007/s10648-020-09586-2

APA

Makransky, G., & Petersen, G. B. L. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09586-2

Vancouver

Makransky G, Petersen GBL. The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review. 2021. https://doi.org/10.1007/s10648-020-09586-2

Author

Makransky, Guido ; Petersen, Gustav Bøg Lassen. / The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. In: Educational Psychology Review. 2021.

Bibtex

@article{f7fb78599b854062a74032f179626705,
title = "The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality",
abstract = "There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.",
keywords = "Faculty of Social Sciences, Immersive virtual reality, Educational psychology, Technology-enhanced learning, Motivation, Learning",
author = "Guido Makransky and Petersen, {Gustav B{\o}g Lassen}",
year = "2021",
doi = "10.1007/s10648-020-09586-2",
language = "English",
journal = "Educational Psychology Review",
issn = "1040-726X",
publisher = "Springer",

}

RIS

TY - JOUR

T1 - The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

AU - Makransky, Guido

AU - Petersen, Gustav Bøg Lassen

PY - 2021

Y1 - 2021

N2 - There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.

AB - There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.

KW - Faculty of Social Sciences

KW - Immersive virtual reality

KW - Educational psychology

KW - Technology-enhanced learning

KW - Motivation

KW - Learning

U2 - 10.1007/s10648-020-09586-2

DO - 10.1007/s10648-020-09586-2

M3 - Journal article

JO - Educational Psychology Review

JF - Educational Psychology Review

SN - 1040-726X

ER -

ID: 254986026