Pedagogy is the study of how teaching and learning occur and the practice of teaching in formal education. It involves the theories, methods, and practices that support effective learning and teaching. The application of pedagogical principles is particularly relevant in virtual immersive environments (VIEs), where the design of educational experiences requires a deep understanding of how people learn and how to support their learning effectively.

Pedagogy is “the art and science of teaching," encompassing theoretical and practical aspects of educational instruction. It includes the selection of appropriate instructional strategies, the organization and sequencing of content, and the assessment of student learning. It is concerned with what and how it is taught, considering learners' developmental needs, prior knowledge and experiences, and the social and cultural contexts in which learning occurs. It is a dynamic and constantly evolving field, shaped by ongoing research and the changing needs of learners and society (Haihuie, 2006).

VIEs are ideal for active learning because they allow learners to explore and interact with digital content in real-time, an essential pedagogy principle. This is achieved through various interactive features, such as simulation environments, virtual laboratories, and gamification elements, which can support problem-solving, experimentation, and exploration (Gee, 2003). Active learning in VIEs can also be enhanced using social and collaborative learning strategies like group work, peer feedback, and discussion forums.

Another critical principle of pedagogy in VIEs is the use of personalized and adaptive learning approaches. VIEs allow personalized learning environments tailored to individual learners' needs, interests, and abilities. This is achieved through analytics and tracking tools, which can monitor and analyze learners' progress, behavior, and preferences in real-time. Personalized learning in VIEs can also be enhanced through adaptive learning technologies, which can adjust the difficulty and pacing of learning activities to match the learners' abilities and preferences (Frasson, 2021).

Moreover, VIEs can create a powerful sense of presence and immersion, enhancing learners' engagement, motivation, and learning outcomes. This is achieved through realistic and immersive simulations, virtual reality, and other immersive technologies, which can create a sense of "being there" and enhance learners' emotional and cognitive engagement with the learning experience (Vesisenaho et al., 2019).

Taçgin et al. (2016) developed a pedagogical model for VIEs using augmented reality (AR) to teach chemistry. The model was based on the constructivist approach to learning, emphasizing the importance of active, experiential learning and scaffolding the development of students' knowledge and skills. The researchers designed a series of AR experiences, including simulations and interactive games that allowed students to explore the concepts and principles of chemistry in a hands-on, immersive environment. The experiences were scaffolded to build on students' prior knowledge and gradually increase complexity, supporting the development of more advanced understandings of the subject matter. In addition to providing engaging and interactive learning experiences, the AR platform allowed for real-time feedback and assessment of student learning. The researchers were able to track students' interactions with the virtual environment and use this data to assess their understanding of the subject matter and provide targeted feedback and support. AR, in this context, allows for a more personalized and flexible approach to instruction, catering to individual students' diverse needs and learning styles.

References

Frasson, C. (2021, October). A framework for personalized fully immersive virtual reality learning environments with gamified design in education. In Novelties in Intelligent Digital Systems: Proceedings of the 1st International Conference (NIDS 2021), Athens, Greece (Vol. 338, p. 95).

Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in entertainment (CIE), 1(1), 20-20.

Haihuie, S. (2006). Pedagogy and Technology: Is it the art and science of teaching or is it the media of transmission that enhances distance learning?.

Taçgin, Z., Uluçay, N., & Özüağ, E. (2016). Designing and developing an augmented reality application: a sample of chemistry education. Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi, 1(1), 147-164.

Vesisenaho, M., Juntunen, M., Häkkinen, P., Pöysä-Tarhonen, J., Fagerlund, J., Miakush, I., & Parviainen, T. (2019). Virtual reality in education: Focus on the role of emotions and physiological reactivity. Journal of Virtual Worlds Research, 12(1).

Activity: Personalized Augmented Reality Exploration using Augment Software

Objective: This activity aims for students to use Augment, an Augmented Reality (AR) tool, to select and place 3D virtual objects in their immediate environment and reflect on their observations.

Materials Needed: Augment AR software: https://www.augment.com/. Students are instructed to use the trial version. The 3D objects selected should be relevant to the subject being studied in class.

Procedure:

1. Object Selection Phase: Students must familiarize themselves with the Augment software. They should follow this link to learn how to use this software: https://help.augment.com/en/.

After familiarizing themselves with the Augment software, students must select and place a 3D virtual object in their real-world environment. The selection of the 3D object should be directly related to their current course of study. For example, a science student might choose a 3D molecule model, whereas a history student might choose a historical character.

2. Exploration Phase: Once the objects are placed, students are to explore and interact with the 3D models in detail, noting their observations and thinking about how these objects relate to their environment and the subject of study.

3. Presentation Phase: Students are to prepare a brief presentation or report based on their AR exploration. This presentation should include their observations from the AR exploration and how these observations connect with their current lessons.

4. Reflection Phase: Finally, students are to reflect on their AR experience, discussing what they learned, what they found challenging, and how they think they can apply their new knowledge in the future.

This activity integrates the pedagogical principles of active learning, personalized learning, and immersion. It allows students to actively engage with their learning material, personalize their learning journey according to their interests, and experience a sense of presence and immersion in the learning process.