Pacific Journal of Technology Enhanced Learning
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Immersive XR Simulation with AI Virtual Patient for Chiropractic Learning: A pilot-ready educational tool to improve communication and history-taking skills through virtual patient interaction.
Get PDFClinical education relies on history-taking, clinical reasoning, and building communication between patient and doctor (Hecimovich and Volet, 2009). Conventional methods mostly face challenges such as a limited number of available patients, lack of case varieties and various ethical concerns (Pohlman et al., 2020). To overcome these, we introduce an Immersive Learning (XR) project featuring an AI-based non-playable character with Natural Language Processing, designed to create a simulated clinical environment for chiropractic interns. This combination of immersive and experiential learning techniques offers a valuable opportunity to improve clinical competence in a safe and controlled setting.
An intern joins a virtual environment through a Meta Quest, or other available similar VR headset, and interacts with an AI-driven virtual patient. This virtual patient is trained in chiropractic case studies with the aim of enhancing communication skills and cognitive learning through diverse case histories.
The core components of this patient history-taking are:
Chief Complaint – Linked to spinal regions.
Symptoms – Numbness, tingling, pain.
Duration and Frequency – Time and severity scaling.
Triggers – Identifying motion-based pain influencers.
Radiation – Tracking referring pain patterns.
This prototype mimics real world clinical notetaking and supports interactive, repeatable training sessions.
Inspired by Aguayo and Eames (2023) and Aguayo (2023), this project utilizes a DBR approach and the 4E+ cognition framework in the design of immersive learning, to iteratively design and refining the XR learning solution in a real-world educational setting. This research will unfold in four key phases:• Exploration and Analysis: Reviewing literature and identifying learning challenges with chiropractic students and faculty to define Xr training requirements.• Design: Developing an XR prototype featuring AI-driven virtual patients and their case histories to enhance engagement and communication skills.• Evaluation: The prototype will be tested with 5-10 students, following quantitative and qualitative mixed method approach to collect iterative feedback.• Reflection: Analysing the design principles and assessing integration into the chiropractic curriculum.
A functional prototype has been developed with an AI driven virtual patient and a UI for history-taking practices. Formal evaluation is on pending and the system is pilot-ready. The upcoming feedback will assess its potential effectiveness in improving student’s engagement, communication skills and usability. Similarly, studies on immersive learning environments and AI based patients have proven improvement in clinical reasoning and communication skills in healthcare education (Narayanan et al., 2023).
This prototype was developed in collaboration with a New Zealand College of Chiropractic (NZCC). The system contributes to clinical simulation by offering immersive, interactive learning experiences that enhance communication skills and clinical reasoning. Additionally, its adaptable design allows for application across various healthcare disciplines, such as nursing and physiotherapy, where effective communication is essential.
This presentation will showcase the interactive responses of the AI-driven Virtual patient to illustrate how history-taking process works within the system. It will also discuss the pedagogical strategies employed in developing this system. This presentation will benefit XR designers, developers, educators and clinical researchers interested in innovative approaches to simulation-based training
Blueroom and Mixed Reality
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BlueRoom is a mixed reality simulator which has been developed for practising fine motor skills with real tools and equipment in a virtual environment. Initially developed for medical training on board aircraft, it has since expanded to a wider range of training scenarios including civilian medical training, tactical combat casualty care, aircraft vectoring and even musical performance.
BlueRoom utilises the Varjo headset and high performance computers within a blue structure, allowing for real time chromakeying and a training experience which surpasses the fidelity and immersiveness of VR or AR. It allows multiple users to be physically present within the space, using their own hands and physical objects just as they would in reality, whilst immersed in environments which would typically be too expensive, dangerous or otherwise difficult to access for training.
BlueRoom Mission Control, a large touchscreen operated program, allows facilitators to fully customise, control, monitor and record the learner experience. BlueRoom also integrates biometrics using Garmin smart watches, allowing facilitators to monitor and record the stress levels of participants for advanced scenario modification and debriefing.
In this presentation we will explore the creative journey of BlueRoom, driven by stakeholders including paramedics, defence forces, researchers and technologists. We will examine how BlueRoom is being used to address training gaps across the world, including the US, UAE, EU and Australia.
Attendees will gain a comprehensive understanding of the mixed reality technology behind BlueRoom, the unique user experience this provides, and take a deep dive into the features and use cases of the BlueRoom mixed reality simulator. By exploring how it is being used to address a wide range of training needs attendees will be equipped to envision how mixed reality technologies can be leveraged to solve their own specific education and training challenges
Biometric-Driven Adaptation in Healthcare Simulation: A potential way to bridge learner and environment
Get PDFExtended Reality (XR) encompasses Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), blending the physical and digital worlds to create immersive experiences. Healthcare simulation has evolved significantly with XR technologies, yet a critical gap exists between technical skill development and emotional resilience training. This overview of literature synthesizes current implementation on biometric-driven adaptation in healthcare simulation, highlighting opportunities for innovation through the integration of physiological monitoring with adaptive learning environments.
The healthcare simulation field overlooks key clinical competencies, with emotional resilience explaining more than 40% of clinical performance and around 30% of patient outcomes (Hamstra et al., 2014), yet training remains focused on technical skills. XR tools emphasize anatomical realism over emotional regulation (Li, 2024), reinforcing the "fidelity fallacy", the false belief that visual realism ensures clinical authenticity (Carey & Rossler, 2023). Fixed XR scenarios fail to reflect real-world complexity, where clinicians face significant unexpected variations per event (Armstrong et al., 2024), and cannot adapt to users’ emotional states, widening the authenticity gap (Birt et al., 2024).
Physiological monitoring enables adaptive learning, with strong links between biometrics and emotion: heart rate variability reflects cognitive load, pupillary response signals stress, and vocal cues reveal anxiety (LeBlanc et al., 2024). Yet, integration is limited to three fourth of simulation centers collect data, but only less than 5% use it in real time (Lam et al., 2021). This gap persists despite simulations with biofeedback improving stress management, decision accuracy, and learning transfer over standard methods (Farsi et al., 2021).
Review was conducted on literatures covering only the implementation of biometric-driven simulation in various domains. Biometric-driven adaptation has proven feasible in adjacent fields like military training (Yockey, 2023), aviation (Bernabei & Costantino, 2024), and competitive sports (Gorski et al., 2021), which have successfully integrated physiological monitoring with environmental adaptation. However, healthcare education adoption faces barriers including equipment costs, technical integration challenges, standardization issues, and privacy concerns (Li et al., 2023).
Biometric-driven adaptation in healthcare setting is limited. This gap is particularly consequential in Australasian healthcare contexts, where cultural variation introduces complexity. Research identifies significant cultural differences in stress manifestation and decision-making patterns among healthcare students from diverse backgrounds (Kelly et al., 2018), yet these dimensions remain unaddressed despite increasingly multicultural workforces and patients.
Multi-modal XR technologies offer promising opportunities for comprehensive simulation environments. Combined approaches utilizing projection environments, augmented reality, and haptic feedback achieve greater psychological fidelity than single-modality implementations (Cochrane et al., 2020; Akhtar et al., 2024a; Akhtar et al., 2024b). The MESH360 framework provides a foundation for integrated approaches but lacks biometric adaptation.
Emerging research on personalized cognitive load management shows dynamic adjustment of scenario complexity based on real-time indicators improves learning outcomes by 23% compared to standardized approaches (Pears et al., 2024), allowing learners to progress at optimal challenge levels without triggering performance-impairing stress (Couarraze et al., 2023).
The literature reveals a significant opportunity for innovation through integrating biometric monitoring with adaptive XR environments. We hope to address the documented gaps by creating a bidirectional relationship between learner and environment, establishing a continuous feedback loop that better prepares healthcare professionals for the complex interplay of technical and emotional challenges in clinical settings. The presentation will provide an overview of the approach and how it might be implemented.
 
Bridging Realities: design possibilities for virtual music performance coaching
Get PDFThe University of Melbourne's commitment to the ASE Strategy themes - Arts and Culture, Digital Sensibility, Curriculum of Quality and Relevance, Community in which students strive, Valuing excellence in education, and Environments and systems that enable innovation - serves as the foundation for our presentation. Our project aligns with these themes by extending learning into virtual spaces, fostering community through development of mental skills for performance, and nurturing innovation in educational practices. This initiative is grounded in research-based learning experiences (Cochrane et al., 2023; Osborne, Glasser & Loveridge, 2022) and aims to democratise access to performance venues and expert support, potentially reaching students from diverse backgrounds.
Performance anxiety is a prevalent issue among musicians in training. Our project utilises simulation training to facilitate the acquisition and rehearsal of performance routines for anxiety management. By creating semi-immersive simulations that replicate pre-performance and concert stage environments, complete with audience projections, we provide musicians with an authentic transitional space between imaginal and in-vivo exposure. This approach enables musicians to adapt to real-life stressors within a safe setting, both physically and psychologically.
In Phase 1, students (consenting n=7) learned and practiced a centering pre-performance routine to regulate anxiety. They then performed a 2-minute piece from memory in a virtual concert hall using the software OvationVR, complemented by live in-situ performance coaching. We measured heart rate, subjective units of distress, and confidence levels throughout the exposure task. Phase 2 involves the development of a bespoke virtual music simulation, co-designed with students through a user-centered methodology.
Phase 1 findings indicate that the virtual environment's avatar realism effectively elicited cognitive and affective responses associated with performance anxiety, such as the sensation of being judged. The centering routine's efficacy was demonstrated by decreased anxiety and increased confidence levels (subjective ratings out of 100) between two virtual performances before a simulated audience within a semester: Time 1 (weeks 4-5) anxiety M=40.5 (SD=24.4); confidence M=66.3 (SD=14.1); Time 2 (weeks 11-12) anxiety M=34.2 (SD=20.6); confidence M=77.0 (SD=6.6). Phase 2 is currently underway.
Our project contributes to the scholarship of teaching and learning by offering insights into immersive reality applications for managing performance-related stress. The principles derived from our work can inform interventions across disciplines that involve high-stress scenarios, supporting the development of a design framework to enhance performance in higher education.
To engage the audience, we propose an interactive demonstration where a volunteer experiences our VR educational intervention in real-time. Assisted by our team, the participant will be invited to wear the VR headset and undergo a virtual coaching session. The audience will witness the intervention via projection, and the volunteer will share their experience, fostering a reflective conversation on the impact of immersive simulations in education.
References
Cochrane, T., Galvin, K., Buskes, G., Lam, L., Rajagopal, V., Glasser, S., Osborne, M. S., Loveridge, B., Davey, C., John, S., Townsin, L. & Moss, T. (2023). Design-Based Research: Enhancing pedagogical design. In T. Cochrane, V. Narayan, C. Brown, K. MacCallum, E. Bone, C. Deneen, R. Vanderburg, & B. Hurren (Eds.), People, partnerships and pedagogies. Proceedings ASCILITE 2023. Christchurch (pp. 351-356). https://doi.org/10.14742/apubs.2023.489
Osborne, M. S., Glasser, S., & Loveridge, B. (2022). ‘It’s not so scary anymore. It’s actually exhilarating’: A proof-of-concept study using virtual reality technology for music performance training under pressure. In S. Wilson, N. Arthars, D. Wardak, P. Yeoman, E. Kalman, & D. Y. T. Liu (Eds.), Reconnecting relationships through technology. Proceedings of the 39th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, ASCILITE 2022 in Sydney: e22116. https://doi.org/10.14742/apubs.2022.116  
An Overview of the State of the Art of Mobile XR and Lessons Learnt So Far
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Mobile extended reality, encompassing augmented reality, virtual reality, and mixed reality, has advanced significantly over the past decade. Transitioning from high-cost, tethered systems into increasingly accessible, mobile-first platforms, these technologies have been integrated into education, training, and cultural sectors with varied results. As smartphones, head-mounted displays, and web-based frameworks evolved, so too did the opportunities and constraints of delivering extended reality experiences at scale.
This presentation provides a structured overview of the current state of mobile extended reality. It is organised around five key developmental phases, beginning with early mobile visualisation and simple three degrees of freedom experiences, followed by the emergence of marker-based augmented reality and physical-digital hybrid approaches using 3D printing. Subsequent phases focus on mobile-first immersive learning, collaborative virtual environments, affective biometric feedback, and the recent shift toward spatial computing with artificial intelligence integration.
The presentation draws on over twenty published case studies in education, health, construction, design, and cultural heritage. These include simulations for remote paramedic skill development, mobile augmented reality heritage tours, immersive cinema projects using heart rate and brainwave data, and international comparisons of mobile web-based augmented reality access and usability. Each case study is used to identify specific design challenges and pedagogical implications, including issues of onboarding, user interface complexity, physical discomfort, and cultural and ethical sensitivity. Lessons from these implementations are critically examined. Key successes include measurable skill transfer, high learner engagement, and the development of comparative visualisation pedagogy. Challenges include limited scalability beyond pilot deployments, insufficient inclusion of diverse learner needs, and difficulty sustaining cross-institutional collaboration. Design-based research and multimodal evaluation approaches have played an essential role in identifying these factors.
The presentation also reflects on how mobile extended reality intersects with policy and standards. It includes examples from international safety guidelines, ethical design frameworks, and institutional deployment models. These considerations are used to inform a broader discussion of where mobile extended reality currently stands and where future development is needed.
Participants will leave with a comprehensive understanding of the trajectory of mobile extended reality technologies and their application in real-world contexts. The session will be of particular relevance to educators, researchers, designers, and institutional leaders seeking evidence-informed guidance for designing, evaluating, or scaling mobile immersive learning environments. It will also identify future directions for research and development, including the need for longitudinal studies, integration of cognitive and emotional data, and improved accessibility for all learners
Future Matters: How are gaming tools impacting architectural design practice and pedagogy?
Get PDFThis paper explores the integration of gaming software, specifically Unreal Engine into architectural design practice and education. It presents two case studies illustrating how these tools can be utilized to enhance architectural design processes, challenging abstract, static and service-oriented representation techniques. It argues for the importance of simulation and filmic practices as generative tools for architectural design allowing for immersive and interactive stakeholder engagement as well as public broadcasting, expanding modes of future practice. The paper advocates for the inclusion of these tools in design studio pedagogy valuing excellence in education and studio experience, environments and systems that promote future excellence.
If ‘Simulation (…) is the generation by models of a real without origin or reality: a hyperreal.’ (Baudrillard, 1994) then we can imagine architectural drawings working as models for the construction of this ‘hyperreal’.
Drawings are the primary medium through which architects communicate their projects to clients, stakeholders, contractors or the public. Orthographic projections, models and images allow architects to describe and illustrate a design idea. Rendering outputs particularly, have taken over the marketing aspects of architectural practice for their visual immediacy amongst audiences not versed in reading abstract drawings.
Images are incredibly powerful in ‘selling’ concepts, but digital rendering tools are expensive, complex and hard to master in an already time-poor practice. In recent years, open-source gaming engine software has emerged as a competitive alternative for architects to not only render still images but also to evaluate real-time design proposals in an immersive and highly accurate virtual environment.
The research outlines two case studies illustrating the utilization of Unreal Engine 5 in architectural practice as well as in design studio pedagogy, arguing for the multifaceted ways in which these instruments allow for novel ways to simulate, evaluate and present design ideas to a broader audience.
Through the Swan Hill Visitor Centre Project designed by Common, a first case study illustrates how the software allows precise design decisions pertaining to contextual information, materiality, light and spatial user experience. As a real-time design evaluation tool with fast rendering processing and vast amounts of embedded plugins and assets, it provides practitioners with valuable ways to assess design iteration and development in real-time.
A second case study describing a Masters Design Studio pedagogy at the Melbourne School of Design in 2024 (Future Matters Studio D) illustrates how the software allows students to speculate on urban future challenges through a design fiction lens. Architectural design has ‘always been capable of constructing fantasy and science fiction imagery, foreshadowing the future’ (Sambo, 2024) as illustrated in the works of Liam Young, Lebbeus Woods or Ian Cheng. As such, a filmic tool such as this could provide a novel way to engage with future design practice, expanding the scope of design impact.
The above was exemplified through a series of images, video and user experience photographs to illustrate the effectiveness of the software, with a final reflection on the advantages and disadvantages of adopting these tools within established design studio models, while meeting intended learning outcomes.
The research concludes with a positive appraisal of the incorporation of tools like Unreal Engine 5 as design enablers, rather than design visualizers, highlighting how simulation and immersion technologies can foster new ways of thinking, communicating and designing for practitioners and for students.
References
Baudrillard, J. (1994). Simulacra and Simulation (S. Glaser, Trans.). University of Michigan Press. https://press.umich.edu/Books/S/Simulacra-and-Simulation
Candy, S. & Young, L. (2019). I design worlds, Journal of Future Studies’ 23(3), 113-118. https://jfsdigital.org/wp-content/uploads/2019/04/10-Young-I-Design-Worlds.pdf
Cheng, I. (2018). Emissaries Guide to Worlding. Koenig Books.
DUNNE, A., & RABY, F. (2013). BEYOND RADICAL DESIGN? In Speculative Everything: Design, Fiction, and Social Dreaming (pp. 1–10). The MIT Press. http://www.jstor.org/stable/j.ctt9qf7j7.5
Sambo, M. M. (2024). Introduction. AR Magazine: From drawing to the metaverse/ Imagined architecture, scripts, artificial languages, 129/130. https://www.architettiroma.it/armag/
Young, L. (2020). Planet City. Uro Publications.
 
Powerful Ideas from a Child Cultivated in a FABLAB
Get PDFThis study presents a case study of the experience of a 12-year-old child with advanced learning needs (ALN), who transitioned from the formal education system to a homeschooling modality (Choi and Kim, 2021). This change was driven by the need to provide a more flexible and responsive environment suited to his cognitive and emotional profile, characterized by high levels of curiosity, critical thinking, creativity, and emotional sensitivity. The child currently attends a university-based FabLab on a regular basis, where he participates in STEAM learning projects involving technologies such as 3D printing, Arduino-based electronics, augmented and virtual reality, as well as maker activities focused on the collaborative construction of a ROVER for simulated space exploration.
The study adopts an ethnographic case study design and is methodologically framed within a qualitative approach using data collection techniques based on prolonged field observations and semi-structured interviews (Creswel, 2017). The analysis is guided by a critical and interdisciplinary theoretical perspective that integrates three conceptual frameworks: (1) Seymour Papert’s (1980) notion of powerful ideas, understood as those that transform ways of thinking, enabling the construction of a complex intellectual system without taking incomprehensible steps; (2) Bruno Latour’s (1987) concept of the laboratory as a sociotechnical network, which helps conceptualize the FabLab as a distributed epistemic ecosystem; and (3) Wendy Ross’s (2022) idea of scientific serendipity, which emphasizes the unexpected emergence of creative connections in exploratory artifact-building contexts. These frameworks are interpreted through the interdisciplinary lens of 4E Cognition (embodied, enacted, embedded, extended), allowing for an understanding of the child’s cognition not as a purely brain-bound process, but as a situated, embodied, active phenomenon extended through technologies, materials, and human relationships (Videla, Veloz y Pino, 2023).
The ethnographic findings suggest that the FabLab functions as a rich learning environment where the child not only engages with advanced curricular content (physics, geometry, mathematics, and computational thinking), but also constructs meaning through material and social interaction. This occurs during the construction of a space simulation ROVER, which involves building an aluminum chassis, a high-traction four-wheel (off-road) system with electric motors on each wheel, a control system using Arduino and a motor driver, a Bluetooth module, a camera with a servo motor for rotation and adjustments, 12V batteries, and a 3D-modeled and printed structure.
The study documents the development of sophisticated metacognitive skills, spontaneous hypothesis generation, abductive reasoning, complex problem-solving, and moments of serendipity—alongside growing self-confidence and self-efficacy. On an emotional level, a strong bond with the project emerges, as well as a sense of epistemic belonging to the “sociotechnical laboratory” space, in contrast to the child’s previous experience of exclusion within the traditional school system.
This work offers a critical reflection on the role of technological and sociomaterial environments in the education of students with Special Educational Needs (SEN), particularly in non-traditional contexts such as home education connected to university spaces. The FabLab is not simply viewed as a fabrication space, but as a cultural and cognitive environment that fosters the emergence of powerful embodied ideas, epistemic agency, and self-trust
Technology and self-regulated learning
Get PDFTechnology and self-regulated learning (SRL) are at an important, convergent moment in higher education. The public release of generative AI in late 2022 has normalised “on-demand” cognitive support. Evidence shows, however that indiscriminate use of AI can blunt the metacognitive, motivational and strategic behaviours that underpin effective learning. This risk is most acute in first-year transition, when many learners arrive with fragile SRL skills and conflicting signals about institutional AI policy. SRL must become a first-order design lens for any AI-enabled curriculum.
To frame the challenge, this Trendsetter talk draws on systematic reviews, mixed-methods field studies and longitudinal analytics conducted by colleagues worldwide, as well as Chris’ two decades of research at the intersection of assessment, technology and SRL in higher education. Taken together, recurring, framing patterns present themselves and link to current problems in the intersection of AI and SRL. These include productive dialogic prompting, where learners iteratively question AI outputs, and shallow answer harvesting, marked by minimal goal setting and weak monitoring.
Building on this literature and Chris’ current work, the Talk will introduce the GenAI-SRL Design Framework, a concise set of principles that positions AI as both reflective tool and analytic lens. Four design levers—Goal Alignment, Metacognitive Visibility, Ethical Guard-rails and Data-informed Adaptivity—are illustrated through classroom cases and open resources, including prompt libraries, dashboard templates and SRL detectors.
For the Scholarship of Technology Enhanced Learning community, the session offers three practical take-aways: (1) a framework for embedding SRL into AI-rich course designs; (2) recommendations for capturing SRL in situ; and (3) guidance for conducting research, aligning policy, and progressing curriculum and professional development around responsible uses of AI.
Cultivating a reciprocal relationship between technology and SRL is essential for sustaining learner agency in an era of ubiquitous AI. Moving beyond binary narratives of “ban or embrace”, allows us to develop learning ecologies in which technology sharpens—rather than dulls—students’ ability to plan, monitor and evaluate their own learning
Exploring the Real Impact of ICT Tools on Secondary School Students’ Learning of Geography
Get PDFThis study investigates the impact of ICT tools on student motivation, specifically examining whether immersive experiences, such as using Google Earth, enhance the understanding of geographical concepts in secondary school geography classes. A mixed-methods survey was conducted with 100 students participating in specific geographical educational activities. The data analysis revealed that using Google Earth significantly influences student motivation. The study found that virtual field trips enhance and increase students' enthusiasm for learning geography. An open-ended questionnaire was administered to 100 students out of a total of 450, revealing a statistically significant improvement in learning outcomes when students engaged in virtual field trips using experimental and self-directed learning strategies. The findings support the importance of experiential and self-directed learning strategies in teaching geography through virtual field trips. Moreover, the integration of ICT tools facilitates a deeper understanding of geographical concepts while fostering a more collaborative, interactive, and immersive learning environment. The study also indicates that student motivation was unaffected by previous ICT tool experience or gender. In light of these findings the study recommends incorporating digital and professional competencies in teacher training to prepare them for designing smart, flexible classrooms that cater to learners' needs in the digital age
Cloaked Philosopher : Reimagining Iranian Storytelling for the 21st Century through Technology
Get PDFThis abstract presents a scholarly examination of the intertwining between traditional Iranian storytelling and contemporary educational practices through technological advancements, particularly artificial intelligence (AI). It articulates the concept of "cloaked philosophy," where deep philosophical insights are embedded within compelling narratives, akin to the allegorical style found in the works of historical Iranian mystics like Suhrawardi (Najafi, 2022). This methodology not only preserves cultural heritage but also enhances intellectual inquiry within educational frameworks (Najafi, 2022). The research investigates how modern digital platforms can revitalise such storytelling techniques, thereby transforming the conveyance of complex philosophical ideas to align with the digital age (Giuliano, 2020).
The presentation builds upon comparative literature, philosophy, and educational research, emphasising the role of AI as a modern conduit for narrative innovation (Artamonov et al., 2021). By examining AI-generated visual narratives, the study proposes a contemporary method for representing philosophical discourses, thereby ensuring they remain engaging and accessible to current audiences (Giuliano, 2020). This aligns with the potential of AI to create immersive experiences that complement traditional storytelling, preserving the authenticity of Persian wisdom while accommodating contemporary pedagogical needs (Najafi, 2022).
Iranian storytelling is steeped in centuries of literary and philosophical practice, where mystics and poets have cloaked profound philosophical insights within narrative layers, this cloaked philosophy involves the subtle embedding of complex ideas within parables and allegories (Kreyenbroek et al, 2010; Yamamoto et al, 2010). Historically, such narratives were not merely entertainment; they functioned as vehicles for transcending explicit knowledge and engaging the audience in a reflective, experiential mode of understanding. In this context, the allegorical elements serve as mnemonic devices, inviting interpretative engagement and inciting deeper intellectual inquiry. Researchers such as Najafi (2022) and Ziai (1990) have elucidated how these traditional methods effectively transmitted wisdom while preserving cultural specificity.
The presentation situates traditional narrative techniques within the context of twenty-first-century technological advancements, particularly the burgeoning field of AI. In this presentation I will explore the potential for modern digital platforms to reinvigorate ancient storytelling practices, thereby forging new pathways for the dissemination of complex ideas in contemporary educational settings. The presentation will present a framework for utilising AI as a medium for narrative innovation. This framework underlines the capacity of technology to preserve and evolve the art of storytelling, ensuring that philosophical discourses remain accessible and relevant to modern audiences.
While AI generates potent visual frameworks for myth-making (Artamonov, Medvedeva, Tikhonova & Slivnaia, 2021), the iterative involvement of the researcher ensures that technology supplements rather than overshadows cultural nuances. The presentation offers a reflective commentary on the interplay between tradition and innovation, proposing that the future of teaching and learning may benefit significantly from the strategic integration of culturally grounded narratives and emerging digital technologies. Ultimately, the presentation contends that these cloaked philosophies foster a renewed appreciation of Iranian wisdom for present and future generations. The proposed framework highlights the potential of modern narrative technologies to foster innovative teaching and learning paradigms, thereby ensuring that ancient philosophical insights remain accessible and relevant in the relevant audience.
Artamonov, D. S., Medvedeva, E. N., Tikhonova, S. V., & Slivnaia, Z. A. (2021). Digital Mythology: A New Direction in the Study of Social Myths. European Proceedings of Social and Behavioural Sciences. https://doi.org/10.15405/epsbs.2021.12.03.1
Giuliano, R. M. (2020). Echoes of myth and magic in the language of Artificial Intelligence. AI & Society, 35, 1009–1024. https://doi.org/10.1007/s00146-020-00966-4
Kreyenbroek, P., & Marzolph, U. (2010). Oral Literature of Iranian Languages: Kurdish, Pashto, Balochi, Ossetic, Persian and Tajik: Companion. DOI: 10.5040/9780755610440.ch-010
Najafi, H. (2022). Persian Illuminationism as a Heuristic Methodology in Creative Practice-led Research. R.G. Journal, 13(2), 36–45. https://dx.doi.org/10.53450/2179-1465.rg.2022v13i2p36-45
Polanyi, M. (2009). The Tacit Dimension. In L. Prusak (Ed.), Knowledge in Organisations (pp. 135–146). Routledge. (Original work published 1966).
Schimmel, A. (1975). Mystical Dimensions of Islam. University of North Carolina Press.
Yamamoto, K., Kreyenbroek, P. G., & Marzolph, U. (2010). Naqqâli: Professional Iranian Storytelling. Oral Literature of Iranian Languages: Kurdish, Pashto, Balochi, Ossetic, Persian and Tajik, 240-257.
Ziai, H. (1990). Knowledge and Illumination: A Study of Suhrawardi’s Hikmat al-Ishraq. Brill