Pedagogical theory and embodiment: some provocations for virtual and augmented reality in education

Virtual and augmented reality technologies have been heralded as bringing an end to education in its traditional, institutional forms. This paper explores this claim by deploying two areas of educational theory: non-technicised pedagogical theory and sociological theories of embodiment. The paper traces each theoretical area, weaving a series of provocations, throughout which raise significant questions for the development and study of educational technology. This paper highlights a number of educational issues and tensions that need to be deeply considered and debated if virtual reality is to become the much heralded transformative technology for education and embodied learning.

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