Designing the content component of immersive blended science learning: a CAMIL-grounded framework refined and pre-validated by a simulated multi-model Delphi panel

- Sokolyuk, Oleksandra (orcid.org/0000-0002-5963-760X) (2026) Designing the content component of immersive blended science learning: a CAMIL-grounded framework refined and pre-validated by a simulated multi-model Delphi panel CTE Workshop Proceedings (13). pp. 256 -270. ISSN 2833-5473

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Abstract

Immersive technologies – virtual reality (VR), augmented reality (AR) and 360◦ video – are spreading through school science, yet teachers lack research-informed criteria for deciding what content to deliver immersively and how to embed it in blended lessons. Building on a prior conceptual analysis, this paper develops the content component of an immersive-learning methodology into an explicit design framework grounded in the Cognitive Affective Model of Immersive Learning (CAMIL). The framework was refined and stress-tested with a novel instrument: a simulated Delphi panel of fourteen large language models (LLMs) from eight model families and three providers, each adopting an expert persona, across three rounds (generative development, rating, and re-rating after anonymised feedback). The panel expanded the framework from eleven to fourteen content-design criteria and a VR/AR/360◦ modality-fit mapping. We report the exercise transparently, including its limits. Relevance ratings sat at a ceiling – every item was endorsed – so the content-validity indices are non-discriminating, and the panel, which also generated the items it rated, offers refinement and pre-validation, not independent validation. The informative signal lay in feasibility, where the panel discriminated sharply and, on re-rating, became markedly more pessimistic: full VR, differentiation and teacher orchestration were judged least feasible in real classrooms. We contribute (i) the refined framework and (ii) the simulated multi-model Delphi as a fast, fully logged but explicitly synthetic pre-validation method, whose affordances and limits for educational design research we analyse. No human participants or classroom data are involved; the LLM panel complements rather than replaces human expertise.

Item Type:	Article
Keywords:	immersive technologies, blended learning, science education, content design, CAMIL, virtual reality, augmented reality, simulated Delphi, large language models
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques > 004.94 Simulation Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences
Divisions:	Institute for Digitalisation of Education > Department of Technologies of Open Learning Environment
Depositing User:	кандидат п О.М. Соколюк
Date Deposited:	08 Sep 2026 12:16
Last Modified:	08 Sep 2026 12:16
URI:	https://lib.iitta.gov.ua/id/eprint/750267

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