Pedagogy 2025

Abstract

As learning experience design continues to evolve, the growing demand for immersive education calls for more intentional and evidence-based approaches. Their adoption should be guided by clear pedagogical reasoning rather than novelty. This lightning talk introduces an evaluative framework that enables intentional learning experience design and fosters interdisciplinary practice. Starting from the learning challenge—which includes “understanding the learning objectives, the learner(s), and the conditions that will hinder or help learners reach the targeted goal” (Kessler et al., pp. 32–33)—our framework guides teams through the design of immersive learning experiences, evaluating the role of simulation in achieving learning affordances. Applying the framework ensures a learner-centered approach from the outset and invites valuable discussion on scalability, sustainability, and inclusivity, all of which inform decisions about the suitability of immersive learning experiences. The framework is grounded in Dede’s (2009) definition of immersion as “the subjective impression that one is participating in a comprehensive, realistic experience” and considers three interrelated factors: Performance Domain – What learners need to be able to do, and whether immersive interventions can support the development of those skills and competencies. Attentional and Motivational Engagement – What challenges learners face in sustaining motivation, focus, and engagement, and whether immersion can help address these. Learning Environment – The level of authenticity required for the learning experience and whether this can be realistically and valuably recreated through immersive technologies. By examining these factors, the framework enhances design choices and facilitates meaningful, relevant immersive learning experiences. The aim of the session is to provide an overview of our framework and current findings and invite discussion on potential applications across settings.