Embodied Learning Through Immersive Virtual Reality: Theoretical Perspectives for Art and Design Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10500219" target="_blank" >RIV/00216208:11410/25:10500219 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=kND4Xj_qn_" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=kND4Xj_qn_</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/bs15070917" target="_blank" >10.3390/bs15070917</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Embodied Learning Through Immersive Virtual Reality: Theoretical Perspectives for Art and Design Education

Popis výsledku v původním jazyce

A significant development in pedagogical strategies which make use of the principles of embodied cognition can be found within the implementation of Immersive Virtual Reality (IVR) into art and design education. This theoretical study investigates how IVR-mediated embodiment enhances spatial thinking and creative problem-solving in art and design education by examining the taxonomy of embodied learning and principles of embodied cognition. The pedagogical affordances and limitations of IVR for creative learning are analyzed through a combination of empirical research and case studies, such as the Tangible and Embodied Spatial Cognition (TASC) system and Tilt Brush studies. Through gesture, spatial navigation, and environmental manipulation, IVR provides numerous possibilities for externalizing creative ideation; however, its implementation requires negotiating contradictions between virtual and physical materiality. IVR-based educational technologies have the potential to revolutionize teaching and learning. The goal of this paper is to provide educators with a theoretically grounded framework for applying embodied practices in IVR-based learning environments, while also acknowledging the current limitations of this technology.

Název v anglickém jazyce

Embodied Learning Through Immersive Virtual Reality: Theoretical Perspectives for Art and Design Education

Popis výsledku anglicky

A significant development in pedagogical strategies which make use of the principles of embodied cognition can be found within the implementation of Immersive Virtual Reality (IVR) into art and design education. This theoretical study investigates how IVR-mediated embodiment enhances spatial thinking and creative problem-solving in art and design education by examining the taxonomy of embodied learning and principles of embodied cognition. The pedagogical affordances and limitations of IVR for creative learning are analyzed through a combination of empirical research and case studies, such as the Tangible and Embodied Spatial Cognition (TASC) system and Tilt Brush studies. Through gesture, spatial navigation, and environmental manipulation, IVR provides numerous possibilities for externalizing creative ideation; however, its implementation requires negotiating contradictions between virtual and physical materiality. IVR-based educational technologies have the potential to revolutionize teaching and learning. The goal of this paper is to provide educators with a theoretically grounded framework for applying embodied practices in IVR-based learning environments, while also acknowledging the current limitations of this technology.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Behavioral Sciences

ISSN

2076-328X

e-ISSN

2076-328X

Svazek periodika

15

Číslo periodika v rámci svazku

7

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

31

Strana od-do

1-31

Kód UT WoS článku

001535506800001

EID výsledku v databázi Scopus

2-s2.0-105011616060