Imagination through virtuality for in-depth learning

Abstract

Based on the fast growing technologies to allow students to explore and experience three-dimensional worlds, the question becomes relevant if and how technology offers essentially new dimensions to the learning process. In a number of prototypes this paper demonstrates how learners may undergo immersive experiences that complement the predominantly verbal expositions how complex realities like the many-facetted processes in living creatures work. Based upon the model of a mammal's heart, pre- and postsynaptic processing and finally the apprehension of cultural signs on migration, identity, culture and communication, this paper aims at provoking the discussion in how far we may already rely on visual semiotics that may complement traditional learning material and further stimulate the further evolution into perceptual learning. Based on experiments into the relation between cognitive style (holistic versus serialistic) and various memory capacities, the thesis is brought forward that we need to explore further the various concept-mapping techniques, both for the designer and the user of educational learning environments.