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In the field of education, virtual reality (VR) offers learners an immersive and interactive learning experience, allowing them to comprehend challenging concepts and ideas more efficiently and effectively. VR technology has enabled educators to develop a wide range of learning experiences, from virtual field trips to complex simulations, that may be utilized to engage students and help them learn. Learning theories and approaches are essential for understanding how students learn and how to design effective learning experiences. This study examines the most recent published findings in educational theories and approaches connected to the use of VR systems for educational and tutoring purposes. Seventeen research studies that meet the search criteria have been found in the database, and each of them focuses on at least one learning theory or learning approach related to educational systems using VR. These studies yielded five educational approaches, one methodology, five learning theories and one theoretical framework, which are presented in the context of virtual reality in education. These include constructivism learning, experiential learning, gamification of learning, John Dewey’s theory of learning by doing, flow theory, Cognitive Theory of Multimedia Learning, design thinking, learning through problem solving, scientific discovery learning, social constructivism, cognitive load theory and the Technology Pedagogical Content Knowledge Framework (TPACK). A major finding of this study is that constructivism learning is the most often utilized learning theory/method, Experiential Learning is most appropriate for VR and the gamification of learning has the greatest future potential.

Purpose Organisational learning drives tourism organisations towards more sustainable tourism. Digital transformation also provides opportunities for sustainable tourism development. This study aims to combine these perspectives and explore how digital transformation enables organisational learning to contribute to sustainable tourism, following organisational learning theory (OLT). Design/methodology/approach Based on a critical realist paradigm, this study focuses on developing an in-depth understanding of organisational learning in tourism organisations. Thirty qualitative interviews with tourism organisations participating in an executive development programme (EDP) show how tourism organisations create, retain and transfer knowledge. Findings This study demonstrates that the EDP initiates knowledge creation through content transmission and exchange, triggers knowledge retention through utilisation of digital technologies and reinforces digitalisation through data value creation. Furthermore, this study enables knowledge transformation as implementation, which contributes to the three pillars of sustainable tourism and facilitates the development of networks encouraging sustainable tourism. Originality/value This study identifies approaches that enable economic, social and environmentally sustainable tourism development by facilitating collaborations via digital transformation, digital technologies that guide guest streams, online mobility offers and online environmental awareness campaigns that reduce environmental impacts. Thus, this study strengthens OLT and has implications for organisational learning and tourism policymakers.

Personalized learning has the potential to transfer the focus of higher education from teacher-centered to learner-centered environments. The purpose of this integrative literature review was to provide an overview of personalized learning theory, learning technology that supports the personalization of higher education, current practices, as well as case studies of implementing technology models to support personalized learning. The review results revealed the following: three technological models that support personalized learning within blended learning environments in higher education, an increase in personalized learning implementation in higher education with the support of the referenced technology models and platforms, and a lack of data-driven and independent research studies that investigate the effectiveness and impact of the personalized learning and technology models on student learning. The article informs educators and higher education administrators of the emerging models, platforms, and related opportunities to implement personalized learning in higher education settings. The review discusses the barriers, challenges, and theoretical and practical implications of implementing a personalized learning approach in higher education. Finally, recommendations for future research are discussed.

Game-based learning supported by mobile intelligence technology has promoted the renewal of teaching and learning models. Herein, a model of Question-Observation-Doing-Explanation (QODE) based on smart phones was constructed and applied to science learning during school disruption in COVID-19 pandemic. In this study, from the theoretical perspective of cognitive-affective theory of learning with media, Bandura’s motivation theory and community of inquiry model, self-report measure was used to verify the effect of students’ scientific self-efficacy and cognitive anxiety on science engagement. A total of 357 valid questionnaires were used for structural equation model research. The results indicated that two types of scientific self-efficacy, as indicated by scientific learning ability and scientific learning behavior, were negatively associated with cognitive anxiety. In addition, cognitive anxiety was also negatively correlated to four types of science engagement, as indicated by cognitive engagement, emotional engagement, behavioral engagement, and social engagement through smartphone interactions. These findings provide further evidence for game-based learning promoted by smart phones, contributing to a deeper understanding of the associations between scientific self-efficacy, cognitive anxiety, and science engagement. This study points out that the QODE model is suitable for implementing smart mobile devices to students’ science learning.

Personalised learning (PL) is learning in which the stage of learning and the instructional approach are optimised for the needs of each learner. The concept of PL allows e-learning design to shift from a ‘one size fits all’ approach to an adaptive and student-centred approach. This paper aims to provide a literature review of PL based on: the PL components used to analyse learner diversity, the PL features offered, the methods used in developing the PL model, the resulting model, the learning theories applied and the impact of PL implementation. Thirty-nine out of 1654 articles published between 2017 and 2021 which were found by Kitchenham method were studied and analysed. The results are derived from synthesized through qualitative synthesis using thematic analysis. The results reveal that most of the articles used knowledge level and learner characteristics to analyse learner diversity. The teaching materials and learning path were the most widely offered PL features in PL model. There is a trend in determining PL features using the knowledge graph method and the use of machine learning classification algorithms to analyse learner diversity. The results also show that PL implementation improves learning outcomes and increases learner’s satisfaction, motivation, and engagement. Research analysing the impact of PL implementation on learning is limited. In addition, only a few studies explicitly referred to learning theory in relation to PL model development. Further research topics are suggested.

Scholars have stressed the need to better understand the role of learning in sustainability transitions. Even though progress has been made, there is a call for more research, both in the form of large-scale empirical studies and theoretical clarity. Based on pragmatic learning theory, this paper responds to this call by presenting the results of an empirical study on learning within the context of a European large-scale multi-level transition-oriented sustainability project. Following the empirical analysis of the learning in this project, the concept of a learning system is proposed as a theoretical innovation, and the question of how to most effectively facilitate learning in sustainability transitions is rephrased as how such a learning system is best designed. Moreover, the term “learning path” is introduced to describe how individuals or groups maneuver within a learning system. We argue that to understand this maneuvering, the focus needs to be directed at the perceived learning needs of the actors relative to the challenges they are experiencing. Finally, the article discusses how to improve learning in sustainability transition projects and points to the potential value of using the concepts of learning systems and learning paths in doing so.

Background Despite the established need to prioritize professionalism-training in developing future physicians, very few medical programs in the Gulf Region embed in their curricula discrete contextualized courses aimed at developing the corresponding competencies, while fostering self-directed learning. This study aims at exploring the perception of undergraduate medical students in a multi-cultural, multi-ethnic setting regarding their understanding of, and personal experience with professionalism through their engagement with the content of an innovative curriculum-based professionalism course, offered at a Medical School in Dubai, United Arab Emirates. Methods The study used a qualitative phenomenological research design. Out of 33 students, 29 students had submitted reflective essays. The content of these essays was inductively analyzed following a six-step framework for conducting thematic analysis. The framework’s steps include familiarizing oneself with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. Findings The inductive qualitative analysis generated the Professionalism Learning Journey model. This conceptual model includes four interconnected themes: Awareness, Acknowledgement, Realization, and Application. The generated model depicts the trajectory that the learners appear to experience while they are engaging with the content of the course. Conclusion Integrating a professionalism-training course into an undergraduate medical curriculum is likely to be positively appraised by the learners. It raises their awareness, enables them to value the subject matter and the sophistication of its application, and empowers them to put into practice the taught principles, on an individual basis and collectively. This is especially true when the course is entrenched in constructivism experiential learning theory and designed to foster self-directed learning. The introduced conceptual model, in conjunction with the innovative professionalism-training course curriculum, can serve as a template for other competencies and other schools.

Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so. By reviewing this literature, this article offers an understanding of boundaries as dialogical phenomena. The review of the literature reveals four potential learning mechanisms that can take place at boundaries: identification, coordination, reflection, and transformation. These mechanisms show various ways in which sociocultural differences and resulting discontinuities in action and interaction can come to function as resources for development of intersecting identities and practices.

The aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The interviews have been thematically organised around key concepts from the theory. By relating the concepts to their uses in research and to other social theories, Wenger-Trayner clarifies key ideas of the theory including what constitutes a 'community of practice'. He explains how he conceptualises identity and participation in order to develop a social theory of learning in which power and boundaries are inherent. The interviewers draw on these conceptual discussions with Wenger-Trayner to consider how the theory of communities of practice resonates with key debates and issues in education. By unpacking some key concepts of the theory from an educational perspective, we provide researchers with conceptual tools to support the complex decision-making that is involved in selecting the best and most appropriate theory or theories to use in their research.

This study investigates the effects of using design thinking on students’ problem solving and creativity skills, applying a constructivist learning theory. A course where students use design thinking for analyzing real problems and proposing a solution, was evaluated. The study involved 910 novice university students from different disciplines who worked in teams throughout the semester. Data were collected at three times during the semester, i.e. at the beginning (t0), in the middle (t1) and at the end (t2), after solving a short case study. Each time the problem solving and creativity skill of each student was rated by three different actors, i.e. the students themselves (self-evaluation), one peer and one teacher (facilitator). The objective of this study is to investigate whether the problem solving skills and creativity skills improved along the course, as rated by the three actors. A repeated measures ANOVA was used for the data analysis of this within-subjects design. Results show a significant improvement on students’ problem solving and creativity skills, according to the three raters. Effect sizes were also calculated; in all cases the effect sizes from t0 to t1 were larger than t1 to t2. The multi-actor perspective of this study, the adoption of reliable and valid measures and the large sample size provide robust evidence that supports the implementation of design thinking in higher education curriculum for promoting key skills such as problem solving and creativity, demanded by labor markets. Finally, a discussion that puts forward an agenda for future research is presented.