| Abstract (ENG): |
While online learning including immersive techniques are continually increasing (cf. Han et al., 2022), it is necessary to shed light on the assumed positive effects of immersive teaching. A comprehensive understanding including evaluation metrics are required. Knowing more about the impact of immersive learning is currently the key to further develop and optimize learning methods. It is therefore necessary to gain more knowledge on what actions have lead to improved, equal or worse learning and how they can be measured. While it is expected that factual knowledge is raised compared to conventional learning, also conceptual and procedural knowledge are assumed to improve (Makransky & Peterson, 2021). The paper addresses different ways of learning and also how to grasp and measure them. As a result, a comprehensive operationalization for a model based on the existing CAMIL framework of Makransky & Peterson is developed, adapted to the example of immersive video teaching and its effects on the learning results. |
| Citation: |
Stirzel, Martin
(2023)
Towards an Evaluation Concept for Immersive Teaching Based on the "Cognitive-Affective-Model of Immersive Learning (CAMIL)" Framework.
In: (Proceedings of the) 15th International Conference on Education and New Learning Technologies (EDULEARN23), July, 03-05, 2023, Palma, Spain, pp. 7211-7218.
(EDULEARN-Proceedings; 14).
ISBN 9788409521517
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