Contextual Learning in the Digital Age: Designing Virtual and Augmented Reality Environments Based on Situated Cognition

บทคัดย่อ

In the digital era, educational paradigms are increasingly shaped by immersive technologies such as virtual reality (VR) and augmented reality (AR), which offer transformative potential for contextual learning. Grounded in the theory of situated cognition, this paper explores how learning environments can be designed to reflect real-world situations, thereby promoting deeper engagement and knowledge retention. The research highlights the theoretical underpinnings of situated cognition, emphasizing that learning is most effective when it occurs in authentic, socially interactive settings. It examines the integration of VR and AR as tools for simulating these contexts, drawing on case studies such as the AR-CIMUVE project and virtual field trips that facilitate embodied learning experiences. Furthermore, the paper identifies key benefits—such as increased motivation, improved collaboration, and enhanced cultural awareness—while also addressing challenges, including technical barriers, health concerns, and pedagogical misalignment. By reviewing current applications in both educational and public health contexts, the study underscores the importance of designing immersive environments that are ethically sound, pedagogically effective, and technologically feasible. This synthesis informs a framework for future innovations in educational technology, suggesting that effective implementation of AR/VR requires not only technical infrastructure but also a deep understanding of how context and interaction shape learning. The paper concludes with reflections on the evolving role of educators and the imperative to address digital divides to ensure equitable access to immersive learning experiences.