Lehrman Albert L
Faculty of Education, Department of Art Education, Charles University, Magdalény Rettigové 4, 110 00 Prague, Czech Republic.
Behav Sci (Basel). 2025 Jul 7;15(7):917. doi: 10.3390/bs15070917.
A significant development in pedagogical strategies which make use of the principles of embodied cognition can be found within the implementation of Immersive Virtual Reality (IVR) into art and design education. This theoretical study investigates how IVR-mediated embodiment enhances spatial thinking and creative problem-solving in art and design education by examining the taxonomy of embodied learning and principles of embodied cognition. The pedagogical affordances and limitations of IVR for creative learning are analyzed through a combination of empirical research and case studies, such as the Tangible and Embodied Spatial Cognition (TASC) system and Tilt Brush studies. Through gesture, spatial navigation, and environmental manipulation, IVR provides numerous possibilities for externalizing creative ideation; however, its implementation requires negotiating contradictions between virtual and physical materiality. IVR-based educational technologies have the potential to revolutionize teaching and learning. The goal of this paper is to provide educators with a theoretically grounded framework for applying embodied practices in IVR-based learning environments, while also acknowledging the current limitations of this technology.
在将沉浸式虚拟现实（IVR）应用于艺术与设计教育的过程中，可以发现利用具身认知原理的教学策略有了重大发展。本理论研究通过考察具身学习的分类法和具身认知的原则，探究IVR介导的具身化如何在艺术与设计教育中增强空间思维和创造性问题解决能力。通过实证研究与案例分析相结合的方式，如对有形与具身空间认知（TASC）系统和Tilt Brush研究的分析，探讨了IVR在创造性学习方面的教学优势与局限性。通过手势、空间导航和环境操纵，IVR为创造性思维的外化提供了众多可能性；然而，其应用需要协调虚拟与实体物质性之间的矛盾。基于IVR的教育技术有潜力彻底改变教学与学习。本文的目标是为教育工作者提供一个理论基础框架，以便在基于IVR的学习环境中应用具身实践，同时也认识到该技术当前的局限性。
