The XR2Learn Educational Framework
The XR2Learn Educational Framework describes a comprehensive approach for integrating Extended Reality (XR) technologies such as Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) into educational settings to enhance teaching and learning across various disciplines and learning modes. This framework, which was developed as part of the XR2Learn project funded by the European Union, provides educators with a methodology for effectively utilizing XR tools in education. Here you can download the first version of the XR2Learn Educational Framework in pdf format: TASK3.3 XR2LEARN EducationalFramework v1.0.pdf
The proposed Instructional Design Model, which is an important part of the XR2Learn Educational Framework, is listed below.
An Educational Framework is a structured approach or system that provides guidelines to organize and support processes or activities in various fields, in our case education. Having a framework helps to standardize practices and ensures coherence in achieving specific goals.
More specifically, there is a difference between Educational Framework and Instructional Design. An Educational Framework is a structured guide that outlines the objectives, standards, and best practices for teaching and learning. It helps in shaping curricula, assessing student outcomes, and ensuring consistency across educational institutions.
Instructional Design (ID) is the process of creating educational experiences in a systematic way to make learning more efficient and effective. It involves analyzing learners' (or users') needs, defining learning goals, and developing instructional materials and activities to meet those goals. ID is a systematic process based on educational theories and principles that help create effective learning experiences. According to the literature, ID includes the careful analysis of students' needs, the design and development of appropriate instructional materials, and the implementation and evaluation of these materials to achieve specific learning outcomes.
The ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) is one of the most recognized ID frameworks [1]. It helps educators in general, and instructional designers in particular, in generating courses/solutions according to the needs of their learners/users. The ASSURE model [4] is an other instructional design framework that emphasizes analyzing learners, setting objectives, and selecting appropriate media and materials to create engaging, technology-enhanced lessons. It concludes with evaluating and revising the instruction to ensure objectives are met and improve future teaching. This model provides a more specific focus on integrating media and technology into lessons, making it ideal for modern, tech-enhanced classrooms. Additionally, ASSURE’s emphasis on learner participation encourages active engagement, which can lead to improved learning outcomes. It also supports an iterative process through its final "Evaluate and Revise" step, allowing instructors to continually assess and improve their instruction based on learner outcomes and feedback. This cycle ensures that lessons are refined over time, enhancing their effectiveness with each iteration.
When it comes to (immersive) technology, the importance of instructional design becomes even more significant because it helps to ensure that technology is not only seen and used as a mere means, but as a tool to enhance the learning experience. Up to now, literature is lacking an established and validated instructional design method that values technology as just described [2]. Hence, legacy models like ADDIE and ASSURE need to be appropriately redesigned to address the new dimensions in ID introduced by technological innovations that can be exploited in the context of technology-assisted learning.
Identifying the need for the development of a hybrid ID model [3] and following a systematic literature review (analyzed in more detail in the extended version of the XR2Learn Educational Framework ), the XR2Learn consortium proposes an approach that combines the ASSURE model and the TPACK framework (Technological Pedagogical Content Knowledge Framework) [5], as described below.
ASSURE stands for:
- A - Analyze learners
- S - State standards and objectives
- S - Select media and material
- U - Utilize media and materials
- R - Require learner participation
- E - Evaluate and revise
The model is explained step by step in the following paragraph. (See figure 1)
As part of the XR2LEARN project, to address the unique challenges that mixed realities introduce as a tool or medium in the educational process, and to exploit the possibilities such as the immersion it offers, we propose an extended version of the ASSURE model. This version is integrated with the TPACK framework: a model designed to help educators effectively integrate technology into their teaching.
TPACK is a framework designed to help educators integrate technology effectively into their teaching. Developed by [5], TPACK builds on the concept of Pedagogical Content Knowledge (PCK) [6] by adding Technological Knowledge (TK) into the mix.
The TPACK framework encompasses three primary types of knowledge:
- Technological Knowledge (TK): Understand the capabilities and limitations of VR technology and how it can enhance learning.
- Pedagogical Knowledge (PK): Apply instructional strategies that incorporate the immersive capabilities of VR to promote deeper understanding and engagement.
- Content Knowledge (CK): Ensure that the VR content is relevant and enhances the learning objectives.
These knowledge areas intersect to form several combinations, each critical for effective technology integration:
- Pedagogical Content Knowledge (PCK): Know how to teach specific content effectively.
- Technological Content Knowledge (TCK): Understand how technology can influence and transform content.
- Technological Pedagogical Knowledge (TPK): Recognize how teaching and learning can change when using particular technologies.
When these three knowledge areas fully integrate, they form the comprehensive TPACK framework, which supports educators in designing and delivering content using appropriate technologies and pedagogical strategies.
The integration of the TPACK framework into each step of the ASSURE model when Virtual Reality (VR) immersive/mixed technology is used involves considering Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK) strategically.
✔️ A - Analyze Learners
The first step of the XR2Learn-ID model involves a detailed analysis of learners. This analysis includes examining student demographics such as their age and educational level, assessing their prior knowledge, technological proficiency, and determining their learning styles (visual, auditory, etc.). In addition, students are assessed on their access to and comfort in using VR equipment. This ensures that the Instructional Design (ID) is appropriate for their needs, facilitating an effective and engaging learning experience.
- Demographics: Age, education level, VR experience.
- Prior Knowledge: Subject matter knowledge, technological proficiency.
- Learning Styles: Preferences for visual, auditory, kinaesthetic learning.
- Technological Readiness: Access to VR equipment, comfort with VR technology.
Objective: Conduct a thorough learner analysis that includes both traditional factors (learner background, prior knowledge, preferences) and their interaction with immersive technology.
TPACK Lens:
- Technological Knowledge (TK): Understand how learners interact with VR or other immersive technologies. Assess their familiarity and skill level with these technologies.
- Pedagogical Knowledge (PK): Explore how immersive experiences can deepen engagement with content and promote learning strategies.
- Content Knowledge (CK): Analyze how the content can be best delivered through VR to ensure relevance and alignment with learning goals.
✔️ S - State Standards and Objectives
Objective: Establish clear learning objectives that integrate technology, pedagogy, and content, ensuring the seamless inclusion of immersive technologies like VR.
TPACK Lens:
- Pedagogical Content Knowledge (PCK): Define how specific content will be taught using immersive technology to make it more accessible and engaging.
- Technological Pedagogical Knowledge (TPK): Set objectives that ensure technology enriches the pedagogical strategies. For example, how VR can simulate real-world environments for experiential learning.
- Technological Content Knowledge (TCK): Ensure that the technology chosen enhances the subject matter, making abstract concepts more tangible through immersion.
✔️ S - Select Media and Materials
Objective: Choose media and materials (tools and content) that align with learning objectives while leveraging technology's full potential, particularly for immersive experiences.
TPACK Lens:
- Technological Knowledge (TK): Select appropriate VR software or tools that support the content and are easy for learners to use.
- Technological Pedagogical Knowledge (TPK): Ensure that chosen technology fosters active learning strategies, such as interactive simulations or virtual field trips that promote deeper understanding.
✔️ U - Utilize Media and Materials
Objective: Implement the selected technology and resources effectively, ensuring that they are fully integrated into the learning process.
TPACK Lens:
- Technological Content Knowledge (TCK): Ensure that immersive technology effectively communicates content, such as using VR to visualize complex systems or historical events.
- Technological Pedagogical Knowledge (TPK): Align technology use with pedagogical strategies—such as facilitating collaborative learning in virtual environments or providing interactive problem-solving tasks in simulations.
✔️ R - Require Learner Participation
Objective: Engage learners through active participation, ensuring that technology facilitates meaningful interaction with content and peers.
TPACK Lens:
- Technological Pedagogical Knowledge (TPK): Design activities that require learners to engage deeply with the technology and content. For example, students could explore a VR environment to solve real-world problems, enhancing their understanding of the content.
- Pedagogical Content Knowledge (PCK): Ensure that activities involving VR or immersive technology align with learning strategies that encourage higher-order thinking, collaboration, and engagement with the subject matter.
✔️ E - Evaluate and Revise
Objective: Assess both learner outcomes and the effectiveness of the technology integration. Use this evaluation to revise and improve instructional design.
TPACK Lens:
- Technological Knowledge (TK): Evaluate how well the chosen technology supported learning objectives and whether it enhanced learners’ understanding of the content.
- Technological Pedagogical Knowledge (TPK): Assess how technology influenced teaching methods and whether it improved student engagement and participation.
- Technological Content Knowledge (TCK): Determine whether the technology helped clarify and transform the learning of complex content.
Figure 1: XR2Learn-ID model
Here’s a sample lesson plan that follows the integrated XR2Learn-ID framework, designed for a high school science lesson on Photosynthesis using Virtual Reality (VR) as a central tool. This lesson applies immersive technology to enhance student understanding of complex biological processes. By leveraging VR, the lesson transforms a traditionally abstract concept into a tangible, interactive learning experience. Using the TASSURE-PACK framework, the lesson ensures that technology is not just a tool but an integral part of the learning process.
Subject: Biology
Grade Level: High School (Grades 9-10)
Duration: 60 minutes
Learning Objectives:
- Explain the process of photosynthesis, identifying key stages such as light absorption, water splitting, and sugar production.
- Use VR technology to visualize and explore the internal structure of a chloroplast and how energy conversion occurs during photosynthesis.
- Collaborate in a challenge-based activity that tests understanding of photosynthesis using an immersive simulation.
Technology Used:
- Virtual Reality (VR) headsets.
- VR simulation software focused on cellular biology (e.g., Google Expeditions, The Body VR).
- Interactive whiteboard or screen to guide the class.
1. Analyze Learners (A – Analysis)
Learner Profile:
- Most students are familiar with basic biology concepts but may struggle to visualize abstract cellular processes.
- Many are novice users of VR but have access to and comfort with basic technology.
- Pre-assessment: A quick quiz on prior knowledge of photosynthesis to gauge understanding.
TPACK Consideration:
- Technological Knowledge (TK): Students need guidance on using VR headsets and navigating the software.
- Pedagogical Knowledge (PK): Active learning and experiential strategies will help students explore complex processes.
- Content Knowledge (CK): Understanding the stages of photosynthesis, the function of chloroplasts, and chemical reactions involved.
2. State Standards and Objectives (S – Design)
Standards:
- Aligns with Next Generation Science Standards (NGSS): HS-LS1-5.
Learning Objectives:
- Pedagogical Content Knowledge (PCK): Demonstrate understanding of photosynthesis by explaining how light, water, and carbon dioxide contribute to the process.
- Technological Pedagogical Knowledge (TPK): Use VR to manipulate and visualize a 3D model of the chloroplast.
- Technological Content Knowledge (TCK): Use VR to visualize molecular interactions that are otherwise invisible.
3. Select Media and Materials (S – Development)
Media:
- VR simulation of chloroplasts to observe photosynthesis in action.
Materials:
- VR headsets for each student or pair.
- Handouts with key terms and stages of photosynthesis.
- Interactive whiteboard for guiding the lesson and displaying reflections.
TPACK Consideration:
- The VR simulation aligns with the biology content, providing an immersive experience for deeper engagement.
4. Utilize Media and Materials (U – Implementation)
Instructional Flow:
- Introduction (10 minutes): Review photosynthesis stages, focusing on light reactions and the Calvin cycle.
- VR Introduction (5 minutes): Tutorial on using VR headsets and software.
- VR Exploration (20 minutes): Students explore chloroplasts, observe light absorption, track water movement, and witness glucose production.
- Group Activity (15 minutes): Small groups complete a challenge-based task where they must "repair" the photosynthesis process using VR observations.
- Class Discussion (10 minutes): Students reflect on how VR helped them understand photosynthesis, consolidating key points on the interactive whiteboard.
TPACK Consideration:
- TK: VR headsets enhance tactile learning.
- TPK: VR simulation integrates into the teaching strategy, making learning interactive.
- TCK: Simulation shows molecular interactions in photosynthesis.
5. Require Learner Participation (R – Implementation)
Active Participation:
- Each student engages with the VR simulation and participates in a group challenge.
Challenge-based Activity:
- In the VR simulation, the "photosynthesis machine" has malfunctioned. Students must identify errors and fix the process, e.g., adding water molecules to the right places or fixing the Calvin cycle.
TPACK Consideration:
- TPK: Ensures that learners engage with content in an immersive, active way, using technology to solve problems.
6. Evaluate and Revise (E – Evaluation)
Evaluation Method:
- Formative Assessment: Monitor engagement during the VR experience and ask reflective questions.
- Summative Assessment: Quiz or reflection on the photosynthesis process, focusing on how technology enhanced understanding.
Revision Plan:
- Based on feedback and results, revise the VR-based lesson to improve clarity and engagement. Adjust the complexity of the simulation or group activity as needed.
TPACK Consideration:
- TK: Evaluate the effectiveness of the VR tool in supporting learning goals.
- TPK: Determine if the VR experience improved teaching methods and student engagement.
- TCK: Assess if VR helped students visualize and understand photosynthesis better than traditional methods.
Here you can download a template of the lesson plan for XR2Learn-ID model: LESSON PLAN.pdf
-
Molenda, M. (2003). "In search of the elusive ADDIE model," Performance Improvement, 42(5), 34–36. https://doi.org/10.1002/pfi.4930420508.
-
Castelhano, M., Morgado, L., & Pedrosa, D. (2023). "Instructional Design Models for Immersive Virtual Reality - A Systematic Literature Review."
-
Fragkaki, M., Hatzligeroydis, I., Palkova, Z., & Kovas, K. (2019). "Instructional Design in Virtual Reality Environments: The case of Palestinian HEIs," in 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA), IEEE, Patras, Greece, pp. 1–4. https://doi.org/10.1109/IISA.2019.8900765.
-
Heinich, R., Molenda, M., Russel, J. D., & Smaldino, S. E. (1996). Instructional Media and Technologies for Learning (5th ed.). Hillsdale, NJ: Prentice-Hall.
-
Mishra, P., & Koehler, M. J. (2006). "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge," Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x.
-
Shulman, L. S. (1986). "Those Who Understand: Knowledge Growth in Teaching," Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004.
|
Wiki - Immerse yourself in the world of XR2Learn |