Abstract

Mixed reality (XR) environments combining real-to-virtual immersive experiences provide unprecedented potential for reframing educational pedagogy and practice. XR environments provide scaffolded learning points accommodating individual needs, while enhancing sensorial and embodied experiences. XR environments can facilitate self-determined (heutagogical) experience-based learning and esthetic visualization of wicked problems, making complex knowledge more accessible. Here we report on a study exploring the design of mobile learning with education outside the classroom (EOTC), heutagogy, and free-choice learning to enhance marine ecological literacy, based on a bring your own device (BYOD) XR intervention at a marine educational center in Aotearoa New Zealand. Findings indicate that XR affordances can enhance the understanding of complex marine conservation science, facilitating ecological literacy knowledge, attitudes and behavior change. Implications include pedagogical rethinking of EOTC with self-determined mobile learning; haptic, sensorial and embodied XR design considerations for environmental education; and epistemological speculation on learning phenomena in real-to-virtual immersive environments.

摘要

混合现实 (XR) 环境结合了真实到虚拟的沉浸式体验，为重构教育教学法和实践提供了前所未有的潜力。XR 环境提供脚手架学习点以满足个人需求，同时增强感官和具体体验。XR 环境可以促进基于经验的自主（heutagogical）学习和邪恶问题的审美可视化，使复杂的知识更容易获得。在这里，我们报告了一项研究，基于海洋教育中的自带设备 (BYOD) XR 干预，探索移动学习与课堂外教育 (EOTC)、heutagogy 和自由选择学习的设计，以提高海洋生态素养新西兰 Aotearoa 中心。研究结果表明，XR 可供性可以增强对复杂海洋保护科学的理解，促进生态素养知识、态度和行为的改变。其影响包括通过自主移动学习对 EOTC 进行教学反思；环境教育的触觉、感官和具体 XR 设计考虑；对真实到虚拟沉浸式环境中学习现象的认识论推测。