Call for Chapters: Context-Rich Learning Designed By Extending Reality


Jason Braun, WGU, United States
Goran Trajkovski, WGU, United States

Call for Chapters

Proposals Submission Deadline: September 21, 2022
Full Chapters Due: December 4, 2022
Submission Date: December 4, 2022


When the first human on the African savanna decided to climb up a tree to avoid a lion and lived, others copied her. That was the first apprenticeship; the first internship. When these humans sat around the campfire and asked each other what they would have done in that situation, that was the first case study. This context-rich learning was how humans survived and transmitted culture for millennia. It wasn’t until the widespread adoption of literacy driven by Gutenberg’s printing press that education started to become more abstract.

The case study approach inspires the exploration of essential questions contextualized in real-world environments, allowing for an in-depth appreciation of issues, events, and phenomena as they interact with the individual, group, organization, or community. Narratives are often the most effective way to illustrate how a concept is applied in an authentic environment in business, law, medical schools, and the social sciences for problem-solving, analysis, decision-making, and coping with uncertainties of a situation. In this way, we can see case studies as the original simulation.

Simulations, games, and real or virtual apprenticeships are the kinds of context-rich learning environments that leverage the power of episodic memory, boost student motivation, and create the conditions which make learning transfer more likely. Context-rich learning embodies the answer to the question "why do we need to learn this?" Many students, especially those who have dyslexia or otherwise neurodivergent brains, require the kind of context that is lacking in education.

This publication is a collection of research and readings on the context-rich learning approach that examines the aspects of design, delivery, and assessments. The variety of methods and pedagogical frameworks here should building speak to educators producing courses and learningware across the disciplines. The delivery method, the medium, will change with the times and as it best fits the skill studied. It is the richness of the context that can allow for learning engagement, the mastery of skills, and learning transfer in apprenticeships or in augmented reality.


Apprenticeships, case studies, labs, field trips, games, and simulations are routinely used in some disciplines, at some levels, and less in others. All these methods provide a context for discussions and analyses, attempting to bring the real world into the classroom. Some disciplines use them far more often than others, though this appears as much due to habit as opposed to any pedagogical rationale.

While generally seen to support learning and development of competencies, studies of context-rich learning, its implementation, and assessment, efforts for systematically designing context-rich learning are sparse. Emerging technologies open new avenues for research in scenario- and problem-based learning, and the gamification of learning. The book aims to propose novel approaches to designing and delivering context-rich learning across all disciplines and to become a valuable reference and source of inspiration to learning and training facilitators.

The abstracted, the contextless, and the disconnected courses and learning materials have already been created. However, instructional designers, educators, and training facilitators can add tremendous value by creating context-rich learning.

Target Audience

The primary target audience for this proposed publication is practitioners and leaders in the science of learning at academic and training organizations interested in context-rich learning design and use across all disciplines. Product design and development professionals, including instructional designers, assessment developers, instructional technologists, and psychometricians, will use the topics covered in the publication to develop environments that support and use effective context-rich learning. Educational researchers will contribute and benefit from the publication by reviewing the application of methodologies in the domain of learning.

Recommended Topics

Designing context-rich learning experiences

Tools and methodologies for developing context-rich learning experiences

Pedagogy, andragogy, and context-rich learning

Assessments using context-rich experiences

Measuring the impact of context-rich learning

Diversity, Equity, Inclusion, Belonging (DEIB), and ethics in and with context-rich learning

Context-rich learning and student motivation

Gamification in context-rich learning

Artificial Intelligence in guiding learning

Apprenticeships and internships



Virtual Reality

Augmented Reality

Extended reality

Modeling the workplace

Submission Procedure

Researchers and practitioners are invited to submit on or before September 21, 2022, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by October 5, 2022 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by December 4, 2022, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Context-Rich Learning Designed By Extending Reality. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2023.

Important Dates

September 21, 2022: Proposal Submission Deadline
October 5, 2022: Notification of Acceptance
December 4, 2022: Full Chapter Submission
January 17, 2023: Review Results Returned
February 28, 2023: Final Acceptance Notification
March 14, 2023: Final Chapter Submission


Jason Braun, Western Governors University,
Goran Trajkovski, Western Governors University,


Business and Management; Computer Science and Information Technology; Education; Environmental, Agricultural, and Physical Sciences; Library and Information Science; Medical, Healthcare, and Life Sciences; Media and Communications; Social Sciences and Humanities; Science and Engineering
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