Immersive Learning

An alternative definition...Living the experience

by Michael F. Holly, AIA, NCARB, REFP

Immersive learning is defined as a technique that makes use of an artificial or simulated environment through which the learners can become completely immersed in the learning process. In higher education, there is an opportunity to make the process genuine through living the work.

Today's higher education learning environment requires a necessity to create spaces that recognize 21st Century learning in an effective and meaningful way. Such an environment completely supports work, play, and study through an alternative immersive learning environment to deepen the experience and, therefore, fuel success. By placing students in an immersive environment, we replicate different learning scenarios where students are “living the work.” Three factors create an immersive learning atmosphere.

An Atmosphere of Association

Association is the “hook” that is used to create an immersive learning environment. Similar interests and areas of study draw in students, and the immersive space allows exploration, collaboration, and, therefore, growth opportunities.

To create this atmosphere, specific design strategies should be considered for a learning environment. First, the space needs to provide both formal and informal collaboration possibilities. These spaces should encourage “happy collisions” between faculty and students, faculty in different departments, as well as between students who may not otherwise interact.

Second, transparency is paramount to create the “hook.” Visibly available activity creates interest, interest creates active learning energy, energy produces inquiry, and inquiry accelerates more interest, energy, and inquiry, leading to innovation.

Providing space for “happy collisions” are key to enhancing immersion.

This atmosphere of "association" is an attachment to a place – and once it happens, the more connected and more immersed students can become. This leads us to the second “A.”

An Atmosphere of Attachment

Once an individual or group gets hooked, the next step of the immersive experience is having a strong sense of connectedness and commitment to the learning environment. This creates the sense of “attachment” that causes one to come back over and over again.

Design strategies to promote this sense of attachment should include support spaces where students can do their work outside of the typical learning spaces and communal spaces that allow participants to live daily within the space. The equipment and furniture should be as flexible as possible to accommodate active learning and have the ability to adapt to emerging areas of discovery.

Informal spaces support students living within the environment. 

Finally, technology in the building contributes to the atmosphere of attachment. Through technology, students can grow by connecting universally. They can collaborate with students, faculty, and industry from other cities, states, or countries.

In some circumstances, even the building itself can be used as a means to teach building systems, this furthering immersive attachment.

An Atmosphere of Accomplishment

The sense of "accomplishment" is the intersection between success and passion. It is the "sweet spot" where an individual can deepen understandings. When students feel successful and become passionate about the subject matter, the learning environment has reached the atmosphere of accomplishment. With an immersive environment, learning no longer becomes work, but a driver for accomplishment, then students have the greatest opportunity to succeed.  

In higher education, the three "A's" are critical to a higher learning level, and this unique environmental approach plays a role in supporting that effort. 

Immersive learning accelerates the search for the "sweet spot," which is found at the intersection of success and passion. 

H/S EXPERIENCE

As human beings, we spend our personal and professional time within the built environment. As Architects, we are privileged to create spaces where people can gather, live, learn, work, eat, sleep, and worship. Therefore, it is incumbent that we design spaces that enhance the quality of life and nurture a greater passion for living. Our design approach is influenced by the environment, culture, and community in which architecture exists. To take it further... We Design for Life.

Michael Holly is the Founder and Principal Architect at Holly & Smith Architects. He is a member of the AIA Committee on Education and is currently serving as the Governor of the Louisiana Chapter of the Association for Learning Environments (A4LE). Michael is certified as a Recognized Educational Facility Planner (REFP), and he is one of only two carrying that recognition within the State of Louisiana.