A well-documented phenomenon where innovation is received with skepticism, resistance, and, at times, outright hostility; as needed, educators and researchers must provide solid evidence of the value of new approaches to defuse a negative system response to innovation.
Published in Chapter:
Designing for Immersion: Mindful of Cognition, Motivation, and Imagination
Eileen O'Connor (SUNY Empire State College, USA) and Jelia Domingo (SUNY Empire State College, USA)
Copyright: © 2020
|Pages: 29
DOI: 10.4018/978-1-7998-3250-8.ch002
Abstract
Although immersive realities are not new, new applications, more available development tools, and expanding frontiers require educators to better understand how to design in these areas. This chapter develops a guiding pathway for exploration and development within a very broadly defined field of technology and of study. It establishes the range of variables that need to be considered and elucidates a systematic, applied, yet unfettered way for discovering the new potential. With scenarios, immersions, interactions and role-playing, shared and solo experiences now possible, imagination and creativity can move designs well beyond present text, image, and video limitations by using elements of gaming, storytelling, and conversation. Envisioning and designing for these environments is challenging; audience integration, assessment, and evaluation will be required throughout. However, since learning can reach beyond past boundaries, educators must use persistence when they move into these new realms, documenting and sharing their experiences, stumbles-along-the-way, and victories.