Immersive Learning Environments (ILEs) allow the development of complex skills through realistic, interactive, and adaptive experiences. However, designing ILEs for psychomotor skill training presents ongoing challenges, particularly in identifying the key components that shape psychomotor learning such as motor skill types, appropriate feedback strategies, and supporting technologies. Integrating these components effectively can foster self-directed learning. Addressing these challenges requires a systematic understanding of design principles as well as practical methodologies for creating adaptive and feedback-driven ILEs. This dissertation investigates how ILEs can address the challenges of psychomotor skill training by (1) exploring essential design elements and strategies, (2) developing a design methodology for ILE creation, (3) applying the methodology to develop a versatile ILE toolkit for various psychomotor domains, and (4) evaluating its effectiveness through empirical user studies. The dissertation concludes by summarising the key findings, discussing their theoretical and practical implications, and outlining future directions for advancing adaptive, feedback-driven ILEs that support autonomous psychomotor learning.
Khaleel Asyraaf Mat Sanusi (Thu,) studied this question.