Thumbnail
Access Restriction
Subscribed

Author Herrington, Jan ♦ Reeves, Thomas C. ♦ Oliver, Ron
Source SpringerLink
Content type Text
Publisher Springer US
File Format PDF
Copyright Year ©2007
Language English
Subject Domain (in DDC) Social sciences ♦ Education
Subject Keyword cognitive realism ♦ authentic learning ♦ immersive technologies ♦ simulation ♦ higher education ♦ Educational Technology ♦ Learning & Instruction ♦ Higher Education
Abstract THE DEVELOPMENT of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible. Such simulations have been used to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be in education for effective learning to occur? Some authors and researchers argue that problems should be real, or that simulations should have ultrarealistic physical similarity to an actual context. This paper proposes that physical verisimilitude to real situations is of less importance in learning than “cognitive realism,” provided by immersing students in engaging and complex tasks. The paper presents a description of the theory and research that provide the foundations for this approach. Examples of courses employing cognitive, rather than physical, realism are presented together with the views of teachers, authors and instructional designers. Finally, the implications of this approach are discussed.
ISSN 10421726
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2007-01-01
Publisher Place Boston
Journal Journal of Computing in Higher Education
Volume Number 19
Issue Number 1
Page Count 20
Starting Page 80
Ending Page 99


Open content in new tab

   Open content in new tab
Source: SpringerLink