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. 2021 Apr 21;11(5):57.
doi: 10.3390/bs11050057.

Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

Valentina Cesari  1 , Benedetta Galgani  2 , Angelo Gemignani  1 , Danilo Menicucci  1
Affiliations

Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

Valentina Cesari et al. Behav Sci (Basel). .

Abstract

Online-learning is a feasible alternative to in-person attendance during COVID-19 pandemic. In this period, information technologies have allowed sharing experiences, but have also highlighted some limitations compared to traditional learning. Learning is strongly supported by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), behavioral, emotional, and cognitive engagement, together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, boredom, and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning-supporting variables, this article aims at describing the role of flow, presence, engagement, and social interactions during online sessions and at characterizing multisensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed, or virtual reality can support the above-mentioned domains, and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

Keywords: augmented reality; boredom; education; engagement; flow; mixed reality; multisensory stimulation; sense of presence; social interactions; virtual reality.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Schematic flow chart of the online learning process. On the left: traditional online learning prevents the reaching of learning bedrocks, thus leading to learning impairment. On the right: multisensory online learning allows the reaching of learning bedrocks, thus leading to learning empowerment.
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