{'fraction_non_alphanumeric': 0.030534351145038167, 'fraction_numerical': 0.0, 'mean_word_length': 5.982248520710059, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
S.P.E.C.I.A.L. - a conceptual framework to support learning in immersive environments

Interactivity with computer-generated models in an immersive environment can have a wide range of applications in education such as training, vocabulary development, collaboration, and assessment. This paper presents conceptual syntheses and thematic analyses on the educational theories, strategies of cognitive development, and innovative assessments that support immersive environments for learning. The topics involved in this synthesised concept paper include Situated Learning, Play, Embodied Interactive Learning, Connectivism and Social Learning, and Immersive Assessments for Learning. Through this paper, the authors summarise and propose a conceptual framework for educational research scientists and practitioners to explore the design and implementation of any instructional activities associated with cognition, embodiment, problem-solving, and social skills featuring immersive environments, the S.P.E.C.I.A.L. framework. An interdisciplinary educational framework can guide future research and practice on the factors which support learning outcomes in immersive environments.