Learning Environments: from real to immersive

Abstract

This article addresses learning from a constructivist perspective and the potential that hybrid and immersive environments may have in the teaching-learning process, in which it is of significant relevance to consider the active involvement and stimulation of student agency in the process of knowledge construction. In this sense, the authors present theoretical considerations and reflections aimed at raising awareness for emerging learning environments, different models of hybrid teaching and for various immersive media, as well as, contribute to the reflection and consolidation of the foundations of learning in these contexts. Emphasising situational learning, integrating hybrid and immersive environments, can lead the study of education and learning in new directions.