Immersive Learning as a Catalyst for Redesigning Instructional Theory and Design

Clicks: 7
ID: 334370
2025
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #600 of 1,064 articles by views in Annals of Human and Social Sciences

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 1,064 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
This study explored how veteran instructional designers interpret immersive learning scenarios using traditional models such as ADDIE and Dick and Carey. It focused specifically on Pakistan’s higher education design context. While immersive technologies promise enhanced engagement and presence, existing research rarely examines how design models adapt to these environments. Legacy instructional frameworks assume structured learning sequences and predictable outcomes. Immersive learning disrupts this logic through embodiment, spatiality, and learner-driven paths. A theory-informed qualitative design was used. Fifteen experts participated in scenario-based focus group discussions structured around the ADDIE model. Data were thematically analyzed using NVivo, with dual coding aligned to structured and experiential frameworks. Findings revealed model breakdowns at all ADDIE stages. Designers struggled to analyze learner readiness, sequence open pathways, define content, implement through outdated systems, and assess emergent learning. Participants improvised with constructivist and experiential strategies when traditional models failed. Instructional design models require transformation, not extension. Institutions must revise designer training, immersive infrastructure, and evaluation philosophy.
Reference Key
imported_1793227168_6ae279a07667f Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Aysha Khalil, Sobia Younas, Syeda Madeeha Akhtar
Are you one of these authors? Claim your profile
Journal Annals of Human and Social Sciences
Year 2025
DOI
10.35484/ahss.2025(6-III)32
URL
https://ojs.ahss.org.pk/journal/article/view/1048
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.