When knowledge becomes spatially experienceable
Standing next to Gustave Eiffel and watching the construction of a mammoth steel structure, landing on Mars and embarking on a scientific discovery tour, or receiving close-up training of a machine instead of having to work your way through a grueling operator’s manual page by page – extended reality (XR) is now making all that possible. The related technologies of virtual reality (VR), augmented reality (AR), and mixed reality (MR) interlink these digital and real worlds, creating learning environments in which knowledge is no longer merely viewed in 2D but literally being experienced in 3D.
Equipped with this digital extension of reality, learners move though virtual spaces, explore or change methods and objects, observe processes from various perspectives, and become part of the situation being portrayed.
“The possibility of immersing oneself in a 3D environment and interacting with other participants and objects in real time opens up all-new horizons in the realm of learning.“
Torsten Fell, founder of the Institute for Immersive Learning
Content no longer consists of distantly abstract descriptions but is embedded in environments packed with context. The boundaries between learning and acting begin to blur as well. With that, extended reality presents itself not only as a new technology but also as a didactic approach that revolutionizes existing educational models.
Extended reality as a technology bundle
The term extended reality summarizes a variety of technological approaches. The virtual reality (VR) approach, for instance, by means of an audio-visual headset (VR headset) produces completely new digital environments that largely replace real-world sensory impressions whereas augmented reality (AR) complements the real world by digital information such as overlays on mobile devices or data headsets. Mixed reality takes this even a step further than VR and AR by permanently and interactively anchoring virtual objects in a real-world space.
However, for learning applications, delimitation is less important than the aspect of sharing: digital content is localized and directly experienceable. This spatial dimension fundamentally distinguishes extended reality from classic e-learning formats on digital end devices. While texts, audio traces, or videos impart knowledge sequentially XR sparks the spirit of discovery. Learners now almost personally choose where to look, what objects to investigate, and in what sequence to explore content. That makes learning a more eventful process but also a more self-controlled and individually defined one.
Spatial learning and cognitive anchoring
A key characteristic of extended reality learning environments is immersion, i.e. the subjective feeling of being present in the learning environment and to actively participate in it. This experienced presence is the result of the interaction between several factors: a three-dimensional, spatial representation, the possibility of a direct interaction with virtual objects, and direct, situation-dependent feedback on one’s actions.
As a result, learners link new knowledge with motion, action, spatial orientation, and personal experience, which leads to a particularly clear, structured, and concurrently emotionalized idea that can be more effectively anchored in long-term memory because the human brain is specialized in spatially organizing information. Places, motion, and positions serve as anchors for memories.
A study titled “Spatial Memory and Recall” by the University of Maryland documents that information is easier to retrieve if it has been learned in an immersive virtual reality (VR) environment instead of on a desktop monitor. What’s more, another study revealed that VR learners are focused four times as fast as e-learners on a screen. In addition, the study participants felt more emotionally connected to content by a factor of 3.75 that, accordingly, became more deeply ingrained in their memories.
Theory in very close touch with practice
Instead of reading tiring manuals learners could repeatedly go through processes in specific situations, make mistakes, and directly experience their consequences (albeit without suffering those consequences). In doing so, the actors develop certainty of action before transferring their knowledge into real-world work or deployment contexts. Especially in safety-critical areas such as the chemical industry or mechanical engineering, this unleashes sensational potential, and that obviously applies to healthcare too. “One of the significant advantages of VR in surgical training is the ability to repeat procedures multiple times. Trainees can practice the same surgery repeatedly until they achieve mastery, honing their skills without any impact on real patients,” said Matthew Martinez from the University of Austin in the “Journal of Surgery.”
Pavel Naydenov with his startup company SOLA has established an immersive anatomy laboratory at the University of Pleven in Bulgaria with 20 stations, each of which can be operated by augmented or virtual reality. “The students can place a 3D heart model on the desk and interact with it using their hands, or they can literally “step inside” the organ,” he says.
At other universities, scientists fly through virtual skulls, perform autopsies on digital bodies, or engineers work on digital twins of machines as well.
“Tell me and I forget, teach me, and I remember, involve me and I learn.”
Konfuzius (551–479 BC)
Virtual research environments enable experiments that in the real world are costly, hazardous, or organizationally complex. Chemical reactions, for instance, can be visualized on molecular levels, and explosions or toxic effects be simulated in ways involving no risk. Learners can change parameters as needed and observe how processes develop. Abstract concepts such as reaction kinetics or energy flows thus become immediately comprehensible with the didactic benefit in this case not existing strictly in the aspect of visualization but rather in active participation. People mixing substances, changing temperatures, ignoring safety measures themselves directly experience cause and effect chains. Errors are not sanctioned but become milestones for the evolution of learnings.
Digital learning for digital natives
Naydenov didn’t notice any reservations about using the new learning technologies at his immersive anatomy lab among the students. For them, he says, it’s quite natural because this generation has grown up with monitors and user interfaces. They didn’t need any instructions but started exploring immediately after the simulation was started. His department required a little more convincing but when they saw how much engagement the students showed and how many questions they asked, the skepticism disappeared, says Naydenov. By now the professors at the University Pleven have also been won over by the fact that the technology enhances engagement and makes it a lot easier for students to learn.
Limits and challenges of immersive learning formats
Despite all its potential learning with extended reality is no sure-fire success. The added didactic value does not automatically result from the use of new technology. Poor concepts can lead to users being overwhelmed or distracted. Too much stimulation, unclear learning goals, or inadequate guidance impair the success of learning. In addition, the development of high-quality XR content takes time, specialist knowledge, and interdisciplinary coordination. Technical aspects play a role as well. Hardware costs, maintenance, and ergonomic issues affect XR’s practical use.
Not all learners respond to immersive environments in the same way. XR is not suitable for every learning situation and therefore must be used systematically. “In many cases, organizations have opted for a specific tool without being clearly aware of the relevant use case,” warns XR expert Fell. “Unfortunately, that’s a grave mistake. The clear objective, the learning goals, and the general conditions should be subjected to a closer look before embarking on an independent search for a technical solution.”
XR as a complement, not a substitute
In the discussion about education, XR is occasionally portrayed as a basic substitute for classic learning formats. In reality, the technology displays its strengths primarily as a meaningful complement. It’s particularly suitable in areas where spatial cognition, utilization expertise, or safety aspects are of paramount importance. For strictly fact-based knowledge or reflective discussions, other formats are more suitable. The challenge lies in integrating XR into existing curricula in meaningful ways. That requires a clear definition of learning goals, didactic editing of content, and reflection of experiences. Sustainable learning results only from a combination of experiencing, classification, and transfer.
Conclusion
Extended reality not only changes how learning takes place but also how knowledge is being perceived. Learners become active discoverers that tap into knowledge rather than just absorbing it. In addition, that shift has the potential to realistically train knowledge in a wide variety of situations while enhancing the motivation to learn.
Schaeffler & mixed reality
Motion Technology Company Schaeffler uses augmented and virtual reality as part of its digital transformation – both internally in its Digital Workplace and externally for customer services and in the production process. “tomorrow” provides two examples.
Vehicle Lifetime Solutions
This area is focused on mixed and augmented reality applications that project technical information directly into the field of vision of service personnel, thus eleminating the need for classic manuals or monitors. The digital tools support mechanics in performing repairs more precisely and quickly. At Zukunftswerkstatt 4.0 (Future Shop 4.0) – a training center in Esslingen near Stuttgart – new and innovative repair solutions of this kind are regularly presented. More than 130 partners from the automotive industry, including Schaeffler’s “Vehicle Lifetime Solutions” Division, use this platform for networking.
Metaverse approach for factories
Schaeffler relies on the metaverse for the factory of the future, simulate, and optimize production processes. Digital twins of machines and production lines make it possible to visualize processes in 3D, detect bottlenecks early, and to test adjustments – even before real-world production has started. As a result, employees can globally and collaboratively analyze processes, run training programs, and make decisions. In these settings, mixed reality directly links virtual models with real-world data, which makes factory planning more efficient, flexible, and fit for the future.
