As the use of Virtual Immersive Environments (VIE) becomes more prevalent in education and training, it is essential to consider how to design instructional strategies that take full advantage of the affordances of these environments. Affordances refer to the potential actions that can be taken in a particular domain, and they are shaped by the environment's properties and the user's characteristics.

As mentioned earlier in this book, one important affordance of VIE is the ability to provide learners with highly interactive and engaging experiences. This can be achieved through the use of virtual reality (VR), augmented reality (AR), or mixed reality (MR), which allow learners to experience and interact with digital content in a more immersive and realistic way than traditional media. This affordance can be leveraged to create more authentic and meaningful learning experiences that help learners develop complex knowledge and skills.

Another important affordance of VIE is the ability to support collaborative learning. VIE can be designed to allow learners to work together in a shared virtual space, regardless of their physical location. This can be particularly beneficial for geographically dispersed learners needing access to traditional learning environments. Using collaborative learning strategies in VIE can help promote social learning, knowledge sharing, and collective problem-solving.

In addition to these affordances, VIE offers personalized and adaptive learning opportunities. VIE can be designed to collect and analyze data on learners' behavior and performance and use this information to adapt the learning experience to their individual needs and preferences. This can help ensure that each learner is challenged appropriately and has the opportunity to achieve their full potential.

To take advantage of these affordances, it is important to align instructional design strategies with the unique characteristics of VIE. This requires a deep understanding of how VIE works and how learners interact with them. Instructional designers need to consider factors such as learners' sensory and perceptual experiences, the types of interactions that are possible in the environment, and the opportunities for collaboration and personalization.

Designing effective instructional strategies for VIE requires a multidisciplinary approach combining expertise in instructional design, educational psychology, computer science, and other fields. This collaborative approach ensures that the design of VIE is grounded in sound pedagogical principles and takes full advantage of the affordances of these environments.

Various instructional design models can be used in VIEs. One example is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), which involves a systematic and iterative approach to designing and developing instructional materials. Another model is the ARCS model (Attention, Relevance, Confidence, Satisfaction), which emphasizes motivating learners and enhancing their engagement with the learning content. A third model is the SAM (Successive Approximation Model), which emphasizes a collaborative and agile approach to design and development, focusing on rapid prototyping and testing.

Other instructional design models used in VIEs include the ASSURE model (Analyzing learners, State objectives, Selecting instructional strategies, Utilizing media and materials, Requiring learner participation, Evaluating and revising), Merrill's First Principles of Instruction model (problem-centered, activation of prior experience, demonstration, application, integration), and the Constructivist Learning Environment (CLE) model, which emphasizes the importance of creating an authentic and interactive learning environment that allows learners to construct their understanding of the material.

Here's an example of a lesson plan using the ASSURE model (Smaldinoet al., 2008) for a VIE.

Subject: Biology

Grade Level: 10th grade

Topic: Cellular Respiration

Duration: 50 minutes

Instructional Objectives:

• By the end of the lesson, students will be able to:
• Identify the key steps in cellular respiration.
• Explain how the process of cellular respiration produces ATP.
• Demonstrate their understanding of cellular respiration through a virtual lab activity.

Materials:

• Computer with Internet access
• Head-mounted display (HMD) and controller
• Virtual immersive environment software
• Virtual lab simulation
• Worksheets

Procedure:

Analyze learners:

Determine the students' prior knowledge and experience with the topic of cellular respiration. Assess their technology skills, and identify any learning or accessibility needs.

State objectives:

Present the lesson's objectives to the students, focusing on what they will learn and how it relates to real-world scenarios.

Select instructional strategies:

Demonstrate the steps of cellular respiration using animations, videos, and infographics. Facilitate a virtual lab simulation to allow students to apply their knowledge and build conceptual understanding.

Utilize media and materials:

Use virtual immersive environment software to provide a 3D visualization of cellular respiration. Use a virtual lab simulation to demonstrate the process of cellular respiration.

Require learner participation:

Provide interactive elements, such as quizzes, polls, and discussions, to encourage active participation and student feedback.

Evaluate and revise:

Collect feedback and assess student performance using a virtual lab report. Revise the lesson plan and instructional strategies based on student performance and feedback.

Assessment:

Pre-assessment quiz: Students will take a short quiz to assess their prior knowledge and understanding of cellular respiration.

Virtual lab report: Students will complete a virtual lab report that includes data analysis and conclusions based on their results.

Post-assessment quiz: Students will take a quiz to assess their understanding of the key concepts of cellular respiration.

This lesson plan using the ASSURE model for VIEs provides an engaging and interactive learning experience that allows students to develop their understanding of cellular respiration through various multimedia resources and virtual lab simulations.

However, there is no one-size-fits-all approach to instructional design in VIEs. Designers may use a combination of models and techniques to create effective and engaging learning experiences.

References