Immersive Learning environments in the context of Knowledge Creation

This dissertation redefines an immersive environment as a place where students become fully engaged and experience the state of flow. We argue that current research in immersive learning lacks focus on knowledge acquisition. Therefore, across 4 exploration papers, 9 experiments in a spectrum of university courses, we developed the Integrated Knowledge Acquisition Model (IKAM), a toolset allowing researchers to create learning tools with immersive elements. IKAM builds on 4 levels of pedagogical strategy starting with the capabilities of the tool (student-artefact-task) inspired by PAT, executed in a 3 phase form (create-evaluate-perform, with the mechanism of Nonaka’s SECI Model), addressed with learning goals and measured by traditional performance scores. Furthermore, we combined TAM, UTAUT, Cognitive Absorption model to build an immersive environment appropriate measurement model called the Technology Immersive Model (TIM). This scale was reduced through Exploratory Factory Analysis and Confirmatory Factor Analysis to a 15 items measuring the levels of enjoyment, immersion and timelessness of a student’s experience in our immersive platform. Through Structural Equation Modeling we were able to determine and confirm that tool design (functionality and cognitive expectancy) engages students with intrinsic motivation which leads to immersion and timelessness. Overall, we contribute to the field of business technology management by providing a starting point to identifying immersion learning tool with a focus on knowledge acquisition in today’s changing world embedded in technology and data