Overview

Self-Regulated Learning (SRL) is an individual’s active and conscious control of his/her own learning activity. It is characterized by strategic action and motivation, as well as by awareness of personal learning aims, beliefs, knowledge, needs and achievements. The literature has highlighted that the ability to self-regulate is a necessary ingredient of learners’ versatility and that it is crucial to make people able to successfully cope with the demands of both formal education and life-long learning in the dynamic context of knowledge society. The literature also shows that self-regulation can be taught, starting from early childhood, but it also highlights that, even though self-regulation tends to partially increase with age, its acquisition and improvement needs to be fostered by means of conducive learning environments and activities. There is also evidence that self-regulation skills are context-dependent: a learner who is skilful at self-regulating in one context may not be as capable in a different one. It is therefore advisable that teachers, learning designers and environment developers pay attention to the support they are providing to facilitate and foster students’ practice of self-regulation.

Immersive Learning (IL) environments have peculiar features that distinguish them from other kinds of learning environments. Do such characterizing features provide support to the development/practice of SRL, or are they indifferent, or do they even hinder such development? This question has so far been scarcely (if at all) explored in the literature, but addressing it is crucial to the development of both research fields. This Special Track aims to collect, discuss and compare evidence in this respect, in relation to any level and type of formal and informal learning, so as to possibly contribute to the development of effective IL environments, as well as to a deeper understanding of how SRL skills can be acquired. Program Committee: to be announced

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Author Info

All accepted full papers will be published in Springer’s C​CIS conference proceedings series.​

The submitted papers must not exceed 4-6 pages (short paper) or 10-12 pages (full paper). Contributions are welcome on work-in-progress, research results, technical development, and best practices. Research, development, and best practices contributions will be accepted according to their quality and relevance either as full or short papers. Work-in-progress will only be accepted as short papers.

Submitted papers must follow the same guidelines as the main conference submissions. Please visit http://immersivelrn.org/ilrn2016/author-info/ for guidelines and templates.

For submitting a paper to this special track, please use the submission system https://www.easychair.org/conferences/?conf=ilrn2016 , log in with an account or register, and select the track “Special Track 2: Self-Regulated Learning in Immersive Environments” to add your submission.

Each proposal will be sent to two reviewers with competence respectively in SRL and IL. A third review (considering both perspectives) will be provided by myself. Attention will be paid that the proposals concern both SRL and IL, not just one of the two fields.

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Special Track Chair

Giuliana Vettori – Institute for Educational Technology, Italy’s National Research Council (ITD-CNR) Genoa, Italy

Program Committee (to be announced)