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Design of Immersive Virtual Reality (VR) Classroom Based on Embodied Cognition Theory and Analysis of Cognitive Transfer Effects

Author(s)

Yagang Mao

Affiliation(s)

Department of International Communication and Cooperation, Zhengzhou Health College, Zhengzhou, Henan, China *Corresponding author.

Abstract

Guided by the theory of embodied cognition, this paper explores the design framework of immersive Virtual Reality (VR) classrooms and their impact on learners' cognitive transfer. Through theoretical analysis and practical research, it is found that VR learning environments based on multi-sensory interaction can significantly improve the efficiency of knowledge internalization and promote the development of cross-situational transfer abilities. The research results provide theoretical and practical references for embodied learning design in the field of educational technology. This paper aims to provide a scientific guiding framework for the development and application of VR educational products through systematic research, and to promote innovation and development in educational technology.

Keywords

Embodied Cognition; Immersive VR Classroom; Design Framework; Cognitive Transfer; Multi-Sensory Interaction.

References

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