This paper seeks to investigate the ways in which students negotiate reality and construct meaning in immersive narratives within art and design educational contexts and the implications of immersive storytelling for educational practices in this field. Immersive narratives, such as virtual reality experiences, interactive installations, and video games, have the potential to challenge the traditional narrative structures and cultural norms taught in university, and thus this study aims to explore how art and design educators can effectively develop new narratives and educational methodologies into their teaching practice to enhance student learning outcomes.

Gadamer argued, “To reach an understanding in a dialogue is not merely a matter of putting oneself forward and successfully asserting one’s own point of view, but being transformed into a communion in which we do not remain what we were.” As such, this paper employs a hermeneutic phenomenological approach, to examine the immersive communion and to understand it through the analysis of data in interviews and observations of students engaging with immersive narratives, as well as analysis of the narratives themselves.

The significance of this study lies in its potential to shed light on the ways in which immersive narratives can transform art and design education. Ultimately, this research seeks to contribute to the ongoing discourse surrounding the use of emerging technologies in education and the potential they hold for enhancing student learning outcomes.

Authors:
Timi O'Neill, University of Wales Trinity Saint David, United Kingdom

About the Presenter(s)
Mr Timi O'Neill is a University Assistant Professor/Lecturer at UWTSD in United Kingdom

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