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Hybrid teaching setting pairing iVR phases with classroom modules across the six cognitive apprenticeship phases

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 1 claim rests on one study

Description

The article's lesson design combines an individual iVR learning situation with teacher-led classroom learning. "For the individual learning sessions, six learning modules were created, of which three modules were mandatory and three optional." Three cognitive apprenticeship phases (modeling, coaching, scaffolding) take place in iVR and require actions, while three phases (articulation, reflection, exploration) take place in the classroom with learning material and require cognitive processing; the modules are arranged so the phases complement each other.

Design Implications

Context

Requirements

  • iVR application designed in line with relevant learning objectives and curricula
  • teacher-led classroom sessions with accompanying learning modules

Constraints

  • Requires organizational preparation of space, equipment and supervisors in the authentic school setting

Target Learners

  • vocational apprentices in technical fields

Learning Goals

  • complex technical troubleshooting procedures
  • applying technical knowledge in concrete situations

Claims

  • Cognitive Apprenticeship

Examples

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Key Sources

  • P. Spangenberger, N. Matthes, F. Kapp, L. Kruse, J. L. Plass. (2025). Orchestrating iVR technology in an authentic classroom setting and its effects on factual knowledge, comprehension and transfer. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10409-2
Page metadata
Field Value
type design
id hybrid-ivr-cognitive-apprenticeship-setting
title Hybrid teaching setting pairing iVR phases with classroom modules across the six cognitive apprenticeship phases
description The article's lesson design combines an individual iVR learning situation with teacher-led classroom learning.
status review
generated by process:settle-candidates on 2026-10-28
trust unverified — no one has confirmed this page's content
sources 1 — p-spangenberger-2025

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