The ability to project oneself into a future landscape is a critical aspect for studying and practicing the science of foresight and foresight-based learning systems. The purpose of this paper is to discuss how we can construct immersive spatial narratives through multimedia-enhanced learning approaches, to increase deeper learner immersion and levels of creativity to transport the learner into a simulated 2030 landscape by reducing the distance between the projected reality and the Self.
The author designed a foresight-based course on the Future of Mobile Learning underpinned by a new learning system that embraced the concept of immersive spatial narratives, combining physical, virtual and cognitive learning spaces, which enable students to explore complex, undiscovered or unstructured knowledge. Practicing was carried out on 35 students who had completed the course during the preceding three years through a questionnaire and interviews to establish increased levels of creativity in a simulated future landscape.
The paper established that the addition of multimedia learning environments and tools to foresight-based learning creates immersive spatial narratives that increase creativity and learner ability to project him/herself into a simulated future landscape. In all, 75 per cent of the respondents stated that having to think about the future and place themselves in a practicing landscape increased their creative skills.
A new, foresight-based learning system driven by the concept of immersive spatial narratives, enhanced with student-created multimedia learning tools. The system demonstrated how this approach helps to increase learner creativity and the ability to transition from their Present Self to their Future Self.
Woodgate, D. (2019), "Immersive spatial narratives as a framework for augmenting creativity in foresight-based learning systems", On the Horizon, Vol. 27 No. 2, pp. 57-71. https://doi.org/10.1108/OTH-11-2018-0033Download as .RIS
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