Type of Credit: Elective
Credit(s)
Number of Students
This graduate-level course explores the conceptual foundations, design principles, and practical applications of immersive technologies, including Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR). Students will engage with theoretical frameworks such as experiential learning, embodied cognition, and affordance, while critically examining how these principles guide the design and evaluation of immersive experiences. The course follows a two-cycle learning design: each conceptually focused week features group-led discussions on assigned readings, followed by a group-based case study application the following week. Through this iterative approach, students actively connect theory with practice, developing hands-on skills in designing, analyzing, and critiquing immersive technology applications. The course also incorporates site visits, guest lectures, and expert panel presentations to broaden perspectives and foster interdisciplinary understanding.
能力項目說明
By the end of this course, students will be able to:
Understand Core Concepts: Explain the foundational principles of AR, VR, and MR, including experiential learning, embodied cognition, and affordance.
Apply Design Principles: Demonstrate the ability to apply design principles in immersive environments, integrating theoretical knowledge into practical solutions.
Engage in Iterative Learning: Participate effectively in group-led discussions and case study analyses, using the two-cycle structure to deepen understanding and problem-solving skills.
Critically Analyze Applications: Evaluate AR/VR/MR systems and experiences using evidence-based criteria, including usability, affordances, and user engagement.
Communicate Insights: Present project outcomes, provide constructive peer critique, and articulate design rationale in both written and oral formats.
Integrate Multidisciplinary Perspectives: Examine immersive technologies in educational, industrial, and creative contexts, recognizing the interplay of technical, cognitive, and social factors.
|
Week |
Topic |
Content and Reading Assignment |
Teaching Activities and Homework |
|
1 (9/5) |
Orientation |
Course overview AR/VR/MR Conceptual Foundations |
Lecture & discussions |
|
2 (9/12) |
Extended Reality |
Assigned Readings [2-1][2-2] [2-3][2-4] |
Lecture & discussions |
|
3 (9/19) |
Experiential Learning |
Assigned Readings [3-1] [3-2][3-3] |
Lecture-driven week |
|
4 (9/26) |
Experiential Learning |
Student selected case study |
Case-driven week |
|
5 (10/3) |
Embodied Cognition |
Assigned Readings [5-1][5-2][5-3][5-4] |
Lecture-driven week |
|
6 (10/10) |
Double Tenth Day (no class) |
||
|
7 (10/17) |
Embodied Cognition |
Student selected case study |
Case-driven week |
|
8 (10/24) |
Taiwan Restoration Day (no class) |
||
|
9 (10/31) |
Affordance |
Assigned Readings [9-1][9-2][9-3] |
Lecture-driven week |
|
10 (11/7) |
Affordance |
Student selected case study |
Case-driven week |
|
11 (11/14) |
Immersion Meets Innovation: Exploring EdTech Taiwan 2025 |
||
|
12 (11/21) |
Design Principles Revisited |
Assigned Readings [12-1][12-2][12-3] |
Lecture-driven week |
|
13 (11/28) |
Design Principles Revisited |
Student selected case study |
Case-driven week |
|
14 (12/6) |
Guest Lecture (Dr. Chandler Seokmin Kang) |
||
|
15 |
Final Presentation(1) |
Expert Panel Presentation |
|
|
16 |
Final Presentation(2) |
Expert Panel Presentation |
|
Weekly Assigned Readings:
(All readings will be downloadable through Moodle)
[2-1] Alotaibi, M. N., & Malkawi, E. (2025). Learning beyond realities: Exploring virtual reality, augmented reality, and mixed reality in higher education—A systematic literature review. Discover Education, 4(1), 59. https://doi.org/10.1007/s44217-025-00559-7
[2-2] Vasarainen, M., Paavola, S., & Vetoshkina, L. (2021). A systematic literature review on extended reality: Virtual, augmented and mixed reality in working life. International Journal of Virtual Reality, 21(2), 1–28. https://doi.org/10.20870/IJVR.2021.21.2.4620
[2-3] Mitchell, B. (2023, August 24). AR vs. VR vs. MR vs. XR: What’s the difference? Lifewire. https://www.lifewire.com/ar-vs-vr-vs-mr-vs-xr-7089737
[2-4] Shoard, C. (2025, August 27). ‘We are seeing a new maturity’: How ‘extended reality’ is coming of age at the Venice film festival. The Guardian. https://www.theguardian.com/film/2025/aug/27/venice-film-festival-extended-reality-cinema-vr
[3-1] Crogman, H. T., Cano, V. D., Pacheco, E., Sonawane, R. B., & Boroon, R. (2025). Virtual reality, augmented reality, and mixed reality in experiential learning: Transforming educational paradigms. Education Sciences, 15(3), 303. https://doi.org/10.3390/educsci15030303
[3-2] McCord, D. M., Schleicher, D., & Kinney, M. (2024). Virtual reality training as enhanced experiential learning. Journal of Cognitive Enhancement, 8(4), 1–15. https://doi.org/10.1007/s41465-024-00393-1
[3-3] Czerkawski, B. C. (2021). Learning experience design for augmented reality. Research in Learning Technology, 29, 2429. https://doi.org/10.25304/rlt.v29.2429
[5-1] Lehrman, A. L., & Kourtesis, P. (2025). Embodied learning through immersive virtual reality. Journal of Cognitive Enhancement, 9(1), 1-15.
[5-2] Fahim, M., & Rezanejad, A. (2014). An introduction to embodied cognition. International Journal of Language and Linguistics, 2(4), 283–289. https://doi.org/10.11648/j.ijll.20140204.16
[5-3] Lin, L., Li, C., Xiong, Z., & Chen, X. (2023). Design strategies for VR science and education games from an embodied cognition perspective: A literature-based meta-analysis. Frontiers in Psychology, 14, 1162224. https://doi.org/10.3389/fpsyg.2023.1162224
[5-4] Mansour, N., Aras, C., Kleine Staarman, J., & Alotaibi, S. B. M. (2025). Embodied learning of science concepts through augmented reality technology. Education and Information Technologies, 30(6), 8245–8275. https://doi.org/10.1007/s10639-024-13120-0
[9-1] Fernández-Ruiz, M., Ruiz-Torres, D., & Puente, H. (2023). Environmental visualization and exploration in mobile augmented reality games: Redefining the spatial affordances. Interaction Design and Architecture(s). https://doi.org/10.55612/s-5002-056-004
[9-2] Jo, H & Park, D. H. (2023). Affordance, usefulness, enjoyment, and aesthetics in virtual reality usage. Scientific Reports, 13, Article 15097.
[9-3] Keshavarzi, M., Wu, M., Chin, M. N., Chin, R. N., & Yang, A. Y. (2019). Affordance analysis of virtual and augmented reality mediated communication. arXiv. https://doi.org/10.48550/arXiv.1904.04723
[9-4] Dincelli, E. (2022). Immersive virtual reality in the age of the Metaverse. Information Systems Frontiers, 25(3), 101819. https://doi.org/10.1016/j.is.2022.101819
[12-1] Cao, Y., Ng, G.-W., & Ye, S.-S. (2025). A systematic review of evidence-based design and pedagogical principles in educational virtual reality environments. Educational Research Review, 47, 100676. https://doi.org/10.1016/j.edurev.2025.100676
[12-2] Sahu, S. (2025, June 15). Designing for the immersive world: A UX designer’s guide to AR, VR, and XR. UX Planet. https://uxplanet.org/designing-for-the-immersive-world-a-ux-designers-guide-to-ar-vr-and-xr-c2414802be59
[12-3] Johnson-Glenberg, M. C. (2018). Immersive VR and education: Embodied design principles that include gesture and hand controls. Frontiers in Robotics and AI, 5, 81.
Supplementary books
Dooley, K. J., & Lindquist, E. A. (Eds.). (2020). Immersive media and storytelling: Interactive technologies and the future of narrative. Routledge.
Liu, D., Dede, C., Huang, R., & Richards, J. (Eds.). (2017). Virtual, augmented, and mixed realities in education. Springer. https://doi.org/10.1007/978-981-10-5490-7
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778