ReviewBehavioral sciences (Basel, Switzerland)2025
Embodied Learning Through Immersive Virtual Reality: Theoretical Perspectives for Art and Design Education.
Review in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- From Sensation to Action: Neuroplasticity, Cognitive-Motor Training, and Emerging Biomarkers of Adaptation.Brain sciences · 2026Review
- Comparing the predictive roles of intrinsic and extraneous cognitive load on learning performance: the mediating effect of IVR self-efficacy in warehouse training.Frontiers in psychology · 2026Article
- Immersive metaverse art as a psychological intervention for depression and anxiety: a narrative review and multilevel model integrating engagement, cultural identity, and neurocognitive mechanisms.Frontiers in psychology · 2026Review
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Authors and funding
1 author.
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Abstract
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.