The purpose of this study is to evaluate cognitive affordances of two course designs: a Moodle-based online course and a mixed reality (MR) learning environment. The evaluation is done with a semi-structured qualitative survey based on Cognitive affordances of technology-framework. This study helps understand how different features of these environments support student learning. The study also proposes a model on how different learning environments can be combined to create more effective virtual learning environment designs. The results imply that the MR environment works well in experiential learning, discursive learning and supportive learning, which are, on the other hand, weaknesses of the online environment. The strength of the online environment is that it promotes critical thinking, conceptual change and self-regulated learning, which are weaknesses of the MR environment. Learning by doing is supported in both environments. The analysis shows that the two environments are complementary in terms of cognitive affordances and their parallel use in course design is therefore encouraged.

Original languageEnglish
JournalEducational Media International
Issue number1
Pages (from-to)45-61
Number of pages17
Publication statusPublished - 2022
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • Mixed reality
  • virtual-learning environments
  • online-learning environments
  • moodle
  • cognitive affordances

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