Autonomy Illusion in Immersive Virtual Learning Environments
DOI:
https://doi.org/10.56198/A6PFYZU3NKeywords:
Virtual Reality, Virtual Learning Environments, Presence, Pedagogy, Learner AutonomyAbstract
With the prevalence of virtual reality (VR), new research has focused on its applications in various fields, including education. The notion of presence has been touted as advantageous for learning in the virtual environment; however, there has been little research on the subject concerning learning. This paper examines one of the themes from the interpretive phenomenological analysis (IPA) of a pedagogical informed virtual learning experience simulating the local solar system through the lens of five grade nine students. Data for this study was gathered through semi-structured interviews and video observations of the experience to understand the relationship presence has on learning in virtual environments. This paper highlights the sense of autonomy participants felt that led to a phenomenon identified as autonomy illusion. Autonomy illusion is the feeling of control over learning brought on by the removal of conventional classroom delimiting factors in place of environmentally designed delimitations, creating the illusion of freedom described as a symbiotic dichotomy of two opposing features, pedagogical freedom and environmental imposed delimitations, which help define the illusion.
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