Immersive Learning Design for Technology Education: A Soft Systems Methodology

C. H. Wu, Y. M. Tang, Y. P. Tsang, K. Y. Chau

Research output: Journal article publicationJournal articleAcademic researchpeer-review

Abstract

Science, technology, engineering and mathematics (STEM) education is a globalized trend of equipping students to facilitate technological and scientific developments. Among STEM education, technology education (TE) plays a significant role in teaching applied knowledge and skills to create and add value to systems and products. In higher education, the learning effectiveness of the TE assisted by the immersive technologies is an active research area to enhance the teaching quality and learning performance. In this study, a taught subject of radio frequency identification (RFID) assisted by using mixed reality technologies in a higher education institution was examined, while the soft systems methodology (SSM) was incorporated to evaluate the changes in learning performance. Under the framework of SSM, stakeholders’ perceptions toward immersive learning and RFID education are structured. Thus, a rich picture for teaching activities is established for subject control, monitoring, and evaluation. Subsequently, the design of TE does not only satisfy the students’ needs but also requirements from teachers, industries, and market trends. Finally, it is found that SSM is an effective approach in designing courses regarding hands-on technologies, and the use of immersive technologies improves the learning performance for acquiring fundamental knowledge and application know-how.

Original languageEnglish
Article number745295
JournalFrontiers in Psychology
Volume12
DOIs
Publication statusPublished - 17 Dec 2021

Keywords

  • immersive learning
  • learning performance
  • radio frequency identification
  • soft systems methodology
  • technology education

ASJC Scopus subject areas

  • Psychology(all)

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