Immersive Learning Theory: As a Design Tool in Creating Purpose-Built Learning Environments

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Author(s): Kathy Blashki (Deakin University, Australia)and Sophie Nichol (Deakin University, Australia)
Copyright: 2008
Pages: 7
Source title: Encyclopedia of Information Technology Curriculum Integration
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-59904-881-9.ch063

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

This article explores an application of immersive learning theory in an Australian secondary school. The emphasis in this study is on the development and implementation of a learning environment that encompasses four essential learning elements: immersion, engagement, agency, and risk (Blashki, Nichol, Jia, & Prompramotes, 2007; Nichol & Blashki, in press). The following documents the impact of a “purpose-specific environment” (Blashki, 2000) created at Karingal Park Secondary College (KPSC) and referred to as the max learning space. The max learning space (“The Max”) was constructed, both physically and pedagogically, upon the precepts of immersive learning for year 7 students to enhance and support their initiation into secondary school learning.

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