Pursue two future research directions in XR learning: studying learning designers' situated practice and critically investigating power, politics, and ideology in XR platforms¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The introduction's future directions section recommends, first, learning-sciences scholarship on the in-situ practice of learning design, asking how designers "employ various tools, formalisms, and heuristics to instantiate embodied cognition into the learning design process" whether positioned close to the code or close to the platform. Second, it recommends empirical critical research on "issues of power, politics, and ideology in XR technology," including biometric data harvesting and corporate shaping of learner experiences.

Design Implications¶

Context¶

Requirements¶

• Motivating research questions include how designers work within platform constraints and how marketing strategies shape students' understanding of embodied learning

Constraints¶

• XR technology is largely developed by corporate institutions, which the authors treat as a condition motivating the critical direction

Target Learners¶

• Learning scientists, learning experience designers, and instructional designers working with academic subject matter experts

Target Learning Goals¶

• Advancing design practice and critical understanding of XR-supported collaborative and embodied learning

Related Strategies¶

• Political Education
• Design GenAI-in-the-loop XR tools with editable components, reproducible generation, continuity with existing artifacts, and shared-attention cues

Examples¶

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Key Sources¶

• Jacob Fortman, Rebecca Quintana. (2023). Fostering collaborative and embodied learning with extended reality: Special issue introduction. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-023-09404-1