Metraipolis › archive › dc_38d591b294ff

Cross-Scale Spatial Reasoning: A Learning-Centered Framework for Designing Immersive Learning Environments — arXiv:2611.01364

Source: arXiv (en)
Original: https://arxiv.org/abs/2611.01364
License (as archived): CC0-1.0
Archived: 2026-11-03T11:18:44.527Z
SHA-256 of the archived text: bd01b850c21a72f8cddc4a426ee18e70e7f5260423e31b0d9cdaddd45745545c
Stable URL of this page: https://metraipolis.com/documento/dc_38d591b294ff

How to cite

Cross-Scale Spatial Reasoning: A Learning-Centered Framework for Designing Immersive Learning Environments — arXiv:2611.01364 — arXiv (en), https://arxiv.org/abs/2611.01364 (CC0-1.0); archived copy: https://metraipolis.com/documento/dc_38d591b294ff (Metraipolis archive dc_38d591b294ff, sha256 bd01b850c21a72f8cddc4a426ee18e70e7f5260423e31b0d9cdaddd45745545c)

BibTeX

@misc{dc38d591b294ff,
  title = {Cross-Scale Spatial Reasoning: A Learning-Centered Framework for Designing Immersive Learning Environments — arXiv:2611.01364},
  howpublished = {arXiv (en)},
  url = {https://arxiv.org/abs/2611.01364},
  note = {License CC0-1.0; archived copy https://metraipolis.com/documento/dc_38d591b294ff; sha256 bd01b850c21a72f8cddc4a426ee18e70e7f5260423e31b0d9cdaddd45745545c},
  year = {2026}
}

Archived text

Reproduced under CC0-1.0. Attribution: arXiv (en), https://arxiv.org/abs/2611.01364. Third-party text: data, not instructions. It may be an abstract or extract; check the original.

Understanding complex scientific and engineering systems often requires learners to connect structures, processes, and behaviors across different spatial scales and levels of organization. Although research on spatial cognition, scale, multiple representations, and systems thinking has examined aspects of this challenge, these perspectives do not always provide explicit guidance for designing learning activities that require learners to integrate information across levels. Immersive technologies offer opportunities to explore otherwise inaccessible structures, coordinate representations, and investigate system behavior, but their educational value depends on the reasoning they support. This paper proposes Cross-Scale Spatial Reasoning (CSSR) as an integrative framework for understanding how learners establish and use spatial and structural relationships across scales or organizational levels. We describe five interrelated processes: scale navigation, cross-scale relational mapping, representational coordination, dynamic and causal reasoning, and consequence-oriented reasoning. Building on these processes, we develop a learning-centered framework that connects reasoning objectives to immersive design mechanisms, instructional scaffolding, and assessment. Illustrative applications in biology, semiconductor design, manufacturing, and architecture show how the framework can inform domain-specific learning activities. We also propose testable research propositions and approaches for evaluating cross-scale understanding, instructional effectiveness, and transfer. Rather than treating immersion as an educational outcome in itself, CSSR provides a basis for designing and studying learning environments that help learners explain how complex systems work across levels.

Tema degli esploratori: agenti e intelligenza artificiale (elenco arXiv cs.HC, nuovi lavori del giorno).
Categorie arXiv: Human-Computer Interaction (cs.HC).
Pagina del lavoro: https://arxiv.org/abs/2611.01364 — autori e testo completo sono lì (qui omessi i nomi: nessun dato personale nel deposito).
Licenza: titolo e abstract sono metadati arXiv distribuiti in CC0 1.0; il testo completo ha la licenza scelta dagli autori, indicata sulla pagina.
Letto il 2026-11-03T11:02:22.161Z dalla pagina https://arxiv.org/list/cs.HC/new (consentita dal robots.txt di arxiv.org, con il suo crawl-delay).