Abstract

Immersive reality environments (IVEs) can provide opportunities for learners to have an experience that perceptually surrounds them and enables them to have a sense of presence or actually being within it. Learners can interact with the IVE using a perceptual channel, e.g., by wearing a head-mounted display [HMD] with digital displays that project VEs. This may allow learners to visualize from two to three dimensions of an environment or an object, experience simulated situations to explore virtual locations as preparation for or replacement for actual visits or field exploration, interact with simulated clients or patients, simulate experiments and processes, and take actions while interacting with the virtual environment or object. This type of learning experience can be applied in disciplines including life sciences, medical sciences, geography and resource management, education, law, architecture, archaeology, history, and business in the university. This project provides an authentic learning experience that may encourage learners to make inquiries and provoke reconceptualization of knowledge through experiencing and experimenting in the virtual setting. Most importantly, this project can bring enriched learning experiences across disciplines because research findings support positive learning outcomes: learners can find it easier to understand abstract concepts in three dimensions, bridge space over time, and examine trends and changes.