ABSTRACT
Human society is changing on a global scale. We interact in hybrid human-machine ecosystems every day, which implies significant changes to our perceptual frameworks. It seems clear that this means a shift towards a more abstract conception of the world.
The emerging technologies of augmented and virtual reality can be used to model daily life situations that learners will have to face in the digital world. They can provide powerful educational experiences that transcend traditional classrooms, provided that there be a sound pedagogical basis for their use, focussed on enhancing learners’ knowledge and understanding. To accomplish this, we need to understand more about how the human brain processes these simulations or enhancements of reality, so we can design them for maximum effectiveness. Key to understanding the value of these experiences is the idea of transcendence. Virtual and augmented realities transcend everyday experience of the physical world, and students engaged in these learning spaces receive a level of emotional reinforcement and stimulation in a transmedia environment. They can be extremely powerful for a variety of learner populations, including, as the case studies show, populations at risk of exclusion, or in educational crisis.
