Multimodal teaching, learning and training in virtual reality: a review and case study

Stéphanie Philippe, Alexis D. Souchet, Petros Lameras, Panagiotis Petridis, Julien Caporal, Gildas Coldeboeuf, Hadrien Duzan

Research output: Contribution to journalArticlepeer-review


It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings, spaces, processes, and teaching strategies for discerning a global perspective on constructing the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality (VR). VR environments may aid students' efforts to be active learners through consciously attending to, and reflecting on, critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change. This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments.
Original languageEnglish
Pages (from-to)421-442
JournalVirtual Reality & Intelligent Hardware
Issue number5
Publication statusPublished - 14 Oct 2020

Bibliographical note

©Copyright2020Beijing Zhongke Journal Publishing Co.Ltd.,Publishing services by Elsevier B.V.on behalf of KeAi Commu‐nication Co.Ltd.This is an open access article under the CC BY-NC-ND license(


Dive into the research topics of 'Multimodal teaching, learning and training in virtual reality: a review and case study'. Together they form a unique fingerprint.

Cite this