Learning is a complex process consisting of many factors that involve a wide range of cognitive, social, and emotional factors. At its core, learning involves acquiring and integrating new information and experiences into an individual's existing knowledge and skills, leading to changes in behavior, attitudes, and understanding.

According to De Houwer et al. (2013, p.1), "Learning has been defined functionally as changes in behavior that result from experience or mechanistically as changes in the organism that result from experience.". Or, Learning is a change in what you know caused by experience. Meaningful learning is a generative activity in which the learner actively seeks to make sense of the presented material (Fiorella & Mayer, 2015).

These definitions emphasize that learning is an active process in which individuals acquire new knowledge or skills by engaging with the material or through instruction. The learning process involves acquiring and integrating new information into one's existing knowledge structures, allowing for more complex understandings and abilities.

One important aspect of learning is attention, which involves focusing on and processing relevant information from the environment. Attention is influenced by novelty, relevance, and personal interest and can be enhanced through repetition, chunking, and elaboration (Schunk & Zimmerman, 2012).

Another key aspect of learning is memory, which involves the encoding, storing, and retrieving of information over time. Memory is influenced by attention, relevance, emotional valence, and elaboration and can be enhanced through techniques such as repetition, rehearsal, and organization (Roediger & Butler, 2011).

Social factors also play an important role in learning, particularly in developing skills and behaviors influenced by social norms, expectations, and feedback. Social learning can occur through direct instruction, observation, imitation, or collaborative learning activities and can be facilitated through scaffolding, modeling, and peer feedback (Bandura, 1977).

Emotional factors also play a key role in learning, particularly in developing attitudes, beliefs, and values that influence behavior and motivation. Emotions can enhance or detract from learning (Özhan et al., 2020) depending on their valence, intensity, and relevance to the task or topic, and can be regulated through techniques such as self-talk, mindfulness, and emotion regulation strategies. Effective learning requires attention, memory, social support, emotional regulation, appropriate learning strategies, and metacognitive awareness of one's own learning processes.

Learning in VIEs, such as VR, can be linked to different learning styles, as defined by Kolb's experiential learning theory. This theory categorizes learning into four modes: concrete experience, reflective observation, abstract conceptualization, and active experimentation. VR is highly compatible with experiential learning as it supports active knowledge construction through experimentation, enables learners to experience consequences, and provides immersive environments closely emulating real-world operations. Studies have demonstrated that VR can cater to all four learning styles and effectively support experiential learning by offering concrete experiences, encouraging reflective observation, and promoting abstract conceptualization. As such, VR can be a versatile tool to enhance learning for individuals with different preferences and learning styles (Lee et al., 2010).

The unique affordances of Virtual Immersive Environments (VIEs) offer a rich and engaging learning environment. One important aspect of learning in VIEs is active and hands-on learning strategies, which allow learners to manipulate and explore digital content in real-time. Various input devices, such as controllers, motion sensors, and haptic feedback systems, facilitate this interactivity, which enables learners to navigate and manipulate the VIE realistically and engagingly (Felnhofer et al., 2015).

Another key aspect of learning in VIEs is creating a sense of presence, or the feeling of being in and part of the virtual environment. Presence is achieved through sensory feedback, including visual, auditory, haptic, and olfactory cues, creating realism and coherence in the VIE. This sense of presence can enhance learners' emotional and cognitive engagement with the VIE and lead to more effective learning and training outcomes (Felnhofer et al., 2015).

Farra et al. (2018) explored the student experience with varying levels of immersion in virtual reality (VR) simulations in nursing education. Initial studies of varying levels of virtual reality simulations (VRS) showed equal or improved learning outcomes with higher levels of immersion. The authors found that both moderate and highly immersive VRS was positively perceived by participants, with a more immersive experience reported when using the Oculus. However, they pointed out that further research is needed to fully understand how students perceive and learn from VRS and identify best practices for developing appropriate skills and knowledge using VRS.

Moreover, using social and collaborative learning strategies is another important key in VIEs, allowing learners to engage with others in the virtual environment. This can be synchronous or asynchronous communication, such as chat, audio or video conferencing, or virtual collaboration tools. Social learning can be facilitated through scaffolding, modeling, and peer feedback, enhancing motivation, engagement, and learning outcomes (Dunleavy et al., 2009). Effective learning in VIEs requires the application of appropriate learning strategies, such as active and hands-on learning, creating a sense of presence, and using social and collaborative learning strategies.

References

Bandura, A. (1977). Social learning theory Prentice Hall. Englewood Cliffs, NJ, 247.

De Houwer, J., Barnes-Holmes, D., & Moors, A. (2013). What is learning? On the nature and merits of a functional definition of learning. Psychonomic bulletin & review, 20, 631-642.

Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of science Education and Technology, 18, 7-22.

Farra, S. L., Smith, S. J., & Ulrich, D. L. (2018). The student experience with varying immersion levels of virtual reality simulation. Nursing education perspectives, 39(2), 99-101.

Felnhofer, A., Kothgassner, O. D., Schmidt, M., Heinzle, A.-K., Beutl, L., Hlavacs, H., & Kryspin-Exner, I. (2015). Is virtual reality emotionally arousing? Investigating five emotion-inducing virtual park scenarios. International Journal of Human-Computer Studies, 82, 48-56.

Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity. Cambridge university press.

Özhan, Ş. Ç., & Kocadere, S. A. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031.

Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.

Schunk, D. H., & Zimmerman, B. J. (Eds.). (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.

 Class Activities

In this assignment, students apply Kolb's Experiential Learning Theory to an exciting exploration of a well-known global landmark. The theory suggests that effective learning occurs through four key stages - concrete experience, reflective observation, abstract conceptualization, and active experimentation. The following provides an overview of how each stage integrates into the assignment.

Concrete Experience (CE):

First, students engage in a hands-on experience involving a virtual tour of a global landmark. Students, for example, use Google's 3D function to explore the Eiffel Tower or the Great Wall of China. Navigating the structure, students examine the details, understanding its structure from different perspectives. Take notes on observations and document descriptions of the experience.

Reflective Observation (RO):

Following the virtual exploration, students reflect on the experience. Consider how this exploration differs from simply viewing static images of the structure. Document notable observations and feelings about the experience in a reflective paragraph or share them in a class discussion.

Abstract Conceptualization (AC):

The next stage involves connecting the experiences to broader concepts. Students research the history, architectural style, cultural significance, and other related facts about the landmark they explored. The aim is to draw connections between the observations made during the Google 3D exploration and the information found in the research.

Active Experimentation (AE):

Finally, the students put what they have learned into practice. Design a 3D model of a building inspired by the architectural style of the explored landmark, or write a travel blog post about the landmark and its significance, using the virtual tour as a reference. This stage is an opportunity for creative exploration.

This process, transitioning from concrete experience to reflective observation, abstract conceptualization, and ultimately active experimentation, represents the core of experiential learning. Tools like Google's 3D function allow students to experience this cycle firsthand, even within a virtual learning environment. Students are encouraged to engage deeply in observations, research findings, and creative projects.