Learning experience (LX) design framework for integrating immersive VR in inquiry-based science learning

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The article offers a learning experience (LX) design as an organizing framework for bringing an immersive VR simulation into an inquiry-based learning environment in Physics. The design specifies how the simulation and the inquiry process together support students' understanding of the Special Theory of Relativity. The authors "reflect on our LX design" after enactment and highlight questions for further research, positioning the design as a contribution to practice where learning designs are lacking.

Design Implications

Context

Requirements

• An immersive VR simulation of the scientific phenomenon
• An inquiry-based learning process in which the simulation is enacted

Constraints

• The record notes integration challenges and a lack of learning designs to inform practice; detailed design specifications are in restricted files

Target Learners

• High-school students (10-11th graders) in Physics classrooms

Learning Goals

• Conceptual understanding of the Special Theory of Relativity

Claims

• Lx Design Immersive Vr Special Relativity 109 Students [+M]
• Mixed Method Evaluation Gains And Perceptions Immersive Vr [+M]

Related Designs

Examples

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Key Sources

• Yiannis Georgiou, Olia Tsivitanidou, Andri Ioannou. (2023). Learning experience design with immersive virtual reality in physics education. https://zenodo.org

Page metadata

Field	Value
type	design
id	lx-design-framework-immersive-vr-science
title	Learning experience (LX) design framework for integrating immersive VR in inquiry-based science learning
description	The article offers a learning experience (LX) design as an organizing framework for bringing an immersive VR simulation into an inquiry-based learning environment in Physics.
status	review
generated	by process:settle-candidates on 2026-10-29
trust	unverified — no one has confirmed this page's content
sources	1 — yiannis-georgiou-2023

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