There are many names for it. Some people describe it as being “in the groove” in a “state of Zen” or “flow model” (Csikszentmihalyi 1975, p. 12). Kiili (2005) describes it as “a state of complete absorption or engagement in an activity and refers to the optimal experience” (p. 14). Kiili (2005) compared the flow state to online game based learning where learner immersion and engagement are imperative (p. 20). Dede (2009), supported this describing immersion through “situated experience” (p. 66), that uses “authentic contexts, activities” (p. 66) to enhance learning through immersion. Learning, immersion, and flow are indisputably linked. Augmented Reality (AR) and Virtual Reality (VR) have been in existence since the 1960’s but only recently have become more ubiquitous (Zec, 2013). Learning leaders have more opportunity now than ever before to use this technology to enhance learning in their students. The immersive experience of VR and AR now has been described as incredible, how to use this technology to harness the link between flow, immersion, and learning? How can we use AR and VR technology as effective learning tools using immersion and flow, and how do we measure effective immersion/flow for learning?
As part of the MGMT1103 – Introduction to Project Teams and Technical Communications program at Bow Valley University students learn soft communications skills to interact with varying peer groups (Boyce, Clemes, Fahrenbruch, & Linds, 2019). With immersive learning being more accessible, how can we use AR and VR to enhance students learning communication skills?
One of the earliest models determining flow state was Csikszentmihalyi (1975), who suggested that enjoyment, immersion, and engagement played in balance between worry and boredom. This model helped determine how to achieve and maintain flow state.
Georgiou & Kyza (2017) developed a framework after testing how to utilize augmented reality to support student learning. They discovered 21 factors of immersion that greatly impacted student learning and themed tem into four categories: interface, content, locality, and content.
Georgiou & Kyza (2017) process and the four categories are part of a three module framework called the Gradual Immersion Method developed by Sanabria & Arámburo-Lizárraga (2017) to “promote intuitive learning through digital creation, using interactive devices and 2D, 3D and AR activities” (p. 489). The first models indicating familiarization including operation, combination, association, grouping, discernment and evaluation (Sanabria & Arámburo-Lizárraga, 2017). The second module, digital creation, involves, 3D capturing in the field, 3D capturing in the lab, 3D model mounting in the lab and final work mounting in the field. The last module, exhibition, include AR work assessment by audience, audience affective0response measurement, audience creation of 3D/AR works, and research assessment.
I have personally used VR and AR for gaming and information gathering using devices such as PlayStation VR (PSVR) and the Google Goggles and Google Translator app on my Android phone. Anecdotally, I can say that the ease of access of information using Google Goggles and Google Translator makes for an amazing experience. Taking a picture of an item and receiving information regarding that item is quite convenient and using my phone’s camera to look at Chinese sign while receiving the translated message in English on my screen is paradigm-shifting. The PSVR immersion and flow are almost immediate. Simulating a diving experience in a shark cage seeing the marine life feeling the genuine panic of being approach by a great white impacted me more than I had expected. Experience this and researching the supporting literature on the subject, I have little doubt that AR and VR immersive learning has the opportunity of being a very effective educational tool.
I now invite my peers for their input, experience, thoughts, and contradictions.
References
Boyce, C., Clemes, J., Fahrenbruch, A., & Linds, A. (2019, April 14). Virtual Reality (VR) and Augmented Reality (AR) in the development of soft skills – Team Anonymous Dumbo Octopus (ask about the name). Retrieved April 19, 2019, from https://malat-webspace.royalroads.ca/rru0051/virtual-reality-vr-and-augmented-reality-ar-in-the-development-of-soft-skills-team-anonymous-dumbo-octopus-ask-about-the-name/
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69. https://doi.org/10.1126/science.1167311
Georgiou, Y., & Kyza, E. A. (2017). A design-based approach to augmented reality location-based activities: Investigating immersion in relation to student learning. Proceedings of the 16th World Conference on Mobile and Contextual Learning – MLearn 2017, (November), 1–8. https://doi.org/10.1145/3136907.3136926
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8(1), 13–24. https://doi.org/10.1016/j.iheduc.2004.12.001
Sanabria, J. C., & Arámburo-Lizárraga, J. (2017). Enhancing 21st century skills with AR: Using the gradual immersion method to develop collaborative creativity. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 487–501. https://doi.org/10.12973/eurasia.2017.00627a
Zec, D. (2013). Overview of Virtual Reality Technologies. East Central Europe, 42(1), 48–69. https://doi.org/10.1163/18763308-04201003
Alistair, the immersion experience of AR/VR is an interesting question in relation to communication skills or other learning experiences. Communication skills typically require some form of interaction and feedback. Can you envision AR/VR experiences that provide such features and thus enhance skills? What would that look like? One of the challenges in education is to translate an immersive experience into meaningful learning. Does this happen during the experience, afterwards during debriefing or reflection, or both? How does this cycle connect to experiential learning? Flow state in itself is something we experience in our everyday life, and the ability for AR/VR to create a similar state in itself doesn’t necessarily lead us to learning. You’ve cited some literature and possible models; your next step that may include connecting one of those models or approaches to your main topic or question once it’s narrowed down.