{"id":1096,"date":"2021-11-05T22:18:00","date_gmt":"2021-11-05T22:18:00","guid":{"rendered":"https:\/\/cogitateandpercolate.com\/?page_id=1096"},"modified":"2026-06-29T14:10:41","modified_gmt":"2026-06-29T14:10:41","slug":"instructional-design","status":"publish","type":"page","link":"https:\/\/cogitateandpercolate.com\/?page_id=1096","title":{"rendered":"Instructional Design"},"content":{"rendered":"

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Instructional Design<\/span><\/div>\n
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These are my blog posts arranged by topic. <\/span>My specialty within Instructional Design is design within virtual reality, VR or XR, or immersive environments. I have a few posts on general Instructional Design topics too.<\/span><\/div>\n

From Myths to Principles: Navigating Instructional Design in Immersive Environments<\/p>\n

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This series is an update of my original 8-part Instructional Design in the Metaverse<\/a> series. I continue to bust myths
\nrelated to learning in immersive environments while also advocating for
\nresearch-based decisions related to instructional design.<\/span><\/span><\/span><\/div>\n
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I estimate that I have at least 15 parts right now, but new research comes in every day. <\/span><\/div>\n

Part 1: From Myths To Principles: Navigating Instructional Design in Immersive Environments<\/span><\/a><\/p>\n

Part 2: The Immersive Environment Delusion<\/a><\/span><\/p>\n

Part 3: The Case Against Virtual Campuses<\/a><\/span><\/p>\n

Part 4: Myth: Learners Learn Faster<\/a>
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Part 5: Myth: Learners Learn More<\/a> <\/span><\/p>\n

Part 6: Myth: Immersive Learning is Active Learning<\/a> <\/span><\/p>\n

Part 7: Myth: Immersion Creates Empathy<\/p>\n

<\/a>Part 8 – soon<\/span><\/p>\n<\/p>\n

Instructional Design in the Metaverse<\/span><\/h2>\n
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\"Decorative<\/a><\/div>\n<\/h2>\n

Part 1 Introduction<\/a><\/p>\n

Part 2 Theory and Scope<\/a><\/p>\n

Part 3 Myths versus Reality<\/a><\/p>\n

Part 4 The Characteristics of Success<\/a><\/p>\n

Part 5 What is the same between 2D and 3D design?<\/a> <\/span><\/p>\n

Part 6 What is different between 2D and 3D design?<\/a><\/p>\n

Part 7 Design and Build<\/a><\/p>\n

Part 8 Limitations, Serendipity, and Conclusion<\/a><\/span><\/p>\n

My full references list<\/a><\/span><\/p>\n

Bonus content!  Check out my Behind the Scenes post<\/a> \ud83d\ude0eon this series.<\/span><\/p>\n

Seeking Integrity Series<\/span><\/h1>\n

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This represents similar themes to my <\/span>Bad Research page<\/a> but are updates to show that snake-oil salesmanship continues in the research, marketing, and publication arms of XR for education.<\/span><\/p>\n

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Seeking Integrity in VR Educational Research<\/a> <\/span>
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\ud83d\ude15 A June 2023 LinkedIn post claimed, <\/span>“learners remember an astounding 90% of
\nwhat they experience in VR compared to merely 10% of what they read and
\n20% of what they hear.” <\/p>\n

\ud83d\ude21 I explain why sitting 10 inches from your monitor is NOT a comparable research condition for VR.<\/span><\/div>\n

Seeking Integrity In VR Educational Research 2: PwC VR for Soft Skills<\/a><\/span>
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\ud83d\ude15 <\/span>An updated take on the Pricewaterhouse Cooper report which claims that after using VR, the learners were:<\/span> <\/span><\/p>\n