Abstract:

The integration of disruptive technology has become an integral aspect of our daily lives, leading to a profound shift in how we engage, communicate, and exchange information. Disruptive technologies encompass interactive media technologies such as virtual reality (VR), augmented reality (AR), mixed reality (MR) and extended reality (ER); adaptive support technologies such as AI and chatbots; motivation management technologies such as virtual gamification. These innovations have the potential to disrupt conventional learning and teaching methods, representing a transformative force in education and have the power to fundamentally alter our understanding of education.

Practice-based learning strategies, such as inquiry learning, action learning, experiential learning, simulations, and gamified learning, have emerged as effective and promising teaching methods, encouraging learners to actively participate in the learning process. Practice-based education involves learning from real-world experiences. With the advent of disruptive technology there is an opportunity to reshape traditional educational approaches, in particular practice-based learning.

The article explores through an extensive literature review what are the interactivity types (students’ opportunity to consume, annotate, manipulate, submit, expand, remix, create) and scaffolding needs (cognitive, metacognitive, procedural, strategic, affective) in practice-based learning scenarios supported by different disruptive technologies.

The study gathered recent empirical and meta-analytical studies from the SCOPUS database on disruptive technologies from 2019 to 2022. Using keywords such as VR, AR, XR, MR, AI educational Chatbots, and gamified learning, we aimed to identify research on the use of disruptive technologies for practice-based learning.

The analysis of these studies revealed that despite the promotion of interaction as a key benefit of digitalization, the modes of interaction with content facilitated by disruptive technologies remain relatively modest. Pedagogical designs often align with a knowledge transmission or information acquisition perspective, treating students as passive consumers of pre-existing content. The literature analysis further indicates that scaffolding is not consistently incorporated into practice-based learning with disruptive technologies. Conceptual and procedural scaffolding emerged as the most frequently implemented types in conjunction with disruptive technologies, highlighting opportunities for enhancing the pedagogical integration of these innovations. Consequently, disruptive technologies like AI, AR, VR, chatbots, and virtual games have not yet demonstrated the capacity to revolutionize current educational practices or support more advanced forms of interaction and scaffolding.

Keywords:

Disruptive technology, practice-based learning, interactivity, scaffolding.