Abstract

Rapid technological advancements are transforming educational practice and reshaping the traditional conception of learning. In particular, immersive technologies, such as augmented reality (AR) and virtual reality (VR), have shifted the focus from learning outcomes alone to the quality of the learning environment and the psychological processes involved in learning (e.g., motivation and cognitive processes). Against this background, the current perspective proposes a reconceptualization of immersive technologies (virtual reality, augmented reality, and mixed reality) as ecological learning environments. Specifically, by integrating the neo-ecological framework with the Cognitive-Affective Model of Immersive Learning (CAMIL), we argue that immersive technologies create hybrid physical–virtual microsystems in which embodied and experiential learning emerge as pedagogical processes through which knowledge is actively constructed. From this perspective, learning results from the interaction between ecological contexts, immersive psychological mechanisms, and learners’ active engagement with the environment. We further discuss the important limitations and ethical challenges associated with immersive technologies. Finally, we suggest that immersive technology should be integrated into blended educational approaches consisting of traditional learning combined with immersive technologies.

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