School of Education
Date: Wednesday 04 June 2025
Time: 10:00
Venue: Online
Category: Public lectures, Academic events, Student events
Speaker: Professor Silvia Wen-Yu Lee, National Taiwan Normal University

This presentation explores the transformative role of Augmented Reality (AR) and Immersive Virtual Reality (IVR) in science learning. Drawing from a systematic review, we propose that AR should be seen not just as a tool, but as a concept that bridges formal and informal learning environments to foster meaningful learning experiences. Our suggested framework highlights three key design approaches for AR: location-based, role-based, and task-based learning.

The focus then shifts to Immersive Virtual Reality (IVR), where we will present findings from a series of studies examining the interplay between IVR affordances, pedagogy, and learners' emotional engagement. One key study investigates the use of advance organizers (AOs), such as concept maps provided before VR sessions, to help learners manage cognitive load. In a study involving elementary students, the AO group demonstrated better science learning outcomes compared to those without AOs.

Our findings show that emotional engagement—driven by curiosity and a sense of control—is a critical factor in learning success within IVR environments. Interestingly, we found that presence, while enhancing engagement, can negatively impact knowledge acquisition if not carefully managed. High levels of presence may overwhelm learners when cognitive demands are excessive. The presentation concludes with practical recommendations for designing IVR-based instruction. We emphasize that instructional designs should prioritize learning objectives first, immersion second, and incorporate structured guidance to optimize IVR's educational impact. By balancing presence, emotional engagement, and cognitive load, educators can unlock the full potential of immersive technologies in science education.

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