ABSTRACT The study investigates the conditions under which the integration of VR and GenAI may constitute a pedagogically grounded instrument of didactic innovation. The research comparatively evaluates MuSEd VR, an immersive environment featuring GenAI-based conversational avatars, against the traditional MuSEd "Mauro Laeng" museum. The mixed-methods study involves 2,524 participants: an experimental group (N = 1,443, VR experience) and a control group (N = 1,081, physical museum visit, non-randomized access). The results demonstrate the superiority of the VR experience across all evaluative dimensions (Cohen's d effect sizes ranging from 0.73 to 3.40; p < .001). The findings are discussed through the original AIM model (Immersive Mediated Learning) and their implications
Palazzi, C. (2026). Immersive technologies and educational responsibility in teacher training: empirical evidence from the MuSEd VR project. Q-TIMES WEBMAGAZINE, 2, 522-543.
Immersive technologies and educational responsibility in teacher training: empirical evidence from the MuSEd VR project
Claudio Palazzi
2026-01-01
Abstract
ABSTRACT The study investigates the conditions under which the integration of VR and GenAI may constitute a pedagogically grounded instrument of didactic innovation. The research comparatively evaluates MuSEd VR, an immersive environment featuring GenAI-based conversational avatars, against the traditional MuSEd "Mauro Laeng" museum. The mixed-methods study involves 2,524 participants: an experimental group (N = 1,443, VR experience) and a control group (N = 1,081, physical museum visit, non-randomized access). The results demonstrate the superiority of the VR experience across all evaluative dimensions (Cohen's d effect sizes ranging from 0.73 to 3.40; p < .001). The findings are discussed through the original AIM model (Immersive Mediated Learning) and their implicationsI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
