Entangled Cognition in Immersive Learning Experience

Simple item page
aut.relation.journalAdaptive Behavior
dc.contributor.authorAguayo, Claudio
dc.contributor.authorVidela-Reyes, Ronnie
dc.contributor.authorVeloz, Tomas
dc.date.accessioned2023-08-17T22:45:29Z
dc.date.available2023-08-17T22:45:29Z
dc.date.issued2023-06-26
dc.description.abstractImmersive learning environments in education provide a set of rich and diverse learning affordances (possibilities). Cognition in such environments can be considered as embodied, enacted, embedded, and extended (the 4Es of cognition). During such cognitive happenings, we assume and live as valid everything we experience. Yet in this enactive structural coupling between individuals and their experiential world, another phenomenon occurs. We become a behaviorally inseparable entity with the virtual/immersive world. We become entangled with that virtual/immersive world. Here we propose that, within the framework of the 4Es of cognition, a recognizable lived experience phenomena occurs when learners engage with virtual or immersive learning environments. That is, cognition becomes entangled in immersive environments with alternative realities. Coming from the Santiago school of cognition, and building from ideas from immersive learning, 4E cognition, and quantum entanglement inspired in quantum cognition, we attempt to describe the process of entangled cognition happening in immersive learning environments. We recognize at least two levels of entanglement from the same recursive phenomenology: one we call a local entanglement, related to perception and sense-making; and a second we call a global entanglement, connected to the process and phenomena of human consciousness and meaning-making, accessible when conceived as a whole. We see the benefits for such a theoretical framework to ultimately guide, justify, and encourage the emergence of an epistemology shift in educational technology towards design principles that account for entangled cognition in immersive learning (and beyond), and the associated possibilities offered by new immersive technologies in education.
dc.identifier.citationAdaptive Behavior, ISSN: 1059-7123 (Print); 1741-2633 (Online), SAGE Publications. doi: 10.1177/10597123231183996
dc.identifier.doi10.1177/10597123231183996
dc.identifier.issn1059-7123
dc.identifier.issn1741-2633
dc.identifier.urihttp://hdl.handle.net/10292/16565
dc.languageen
dc.publisherSAGE Publications
dc.relation.urihttps://journals.sagepub.com/doi/10.1177/10597123231183996
dc.rights.accessrightsOpenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subject46 Information and Computing Sciences
dc.subject4608 Human-Centred Computing
dc.subject4602 Artificial Intelligence
dc.subject4611 Machine Learning
dc.subjectBehavioral and Social Science
dc.subject4 Quality Education
dc.subject0801 Artificial Intelligence and Image Processing
dc.subject1701 Psychology
dc.subject1702 Cognitive Sciences
dc.subjectArtificial Intelligence & Image Processing
dc.subject4602 Artificial intelligence
dc.subject4608 Human-centred computing
dc.subject4611 Machine learning
dc.titleEntangled Cognition in Immersive Learning Experience
dc.typeJournal Article
pubs.elements-id511480
Files
Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
aguayo-et-al-2023-entangled-cognition-in-immersive-learning-experience.pdf
Size:
1.36 MB
Format:
Adobe Portable Document Format
Description:
Journal article
Download
Thumbnail Image
Name:
Aguayo et-al._2023_Entangled cognition in immersive learning experience.pdf
Size:
1.36 MB
Format:
Adobe Portable Document Format
Description:
Evidence for verification
Download
Collections
Faculty of Māori and Indigenous Development (Te Ara Poutama)