Chais2025_Heb_and_Eng-web

ע 149 ליאור אליהו, תמי זייפרט ספר הכנס העשרים לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי ד' אולניק - שמש, א' בלאו, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן, א' רבין )עורכים(, רעננה: האוניברסיטה הפתוחה תרומת מרחבי למידה אימרסיבי י י ם על חווי ת הזרימה ועבוד ה בקבוצה )מאמר קצר( תמי זייפרט מכללת סמינר הקיבוצים Tami.Seifert@smkb.ac.il ליאור אליהו מכללת סמינר הקיבוצים Lioreliyahu944@gmail.com The Contribution of Immersive Learning Spaces to the Flow Experience and Teamwork (Short Paper) Lior Eliyahu Kibbutzim College of Education Lioreliyahu944@gmail.com Tami Seifert Kibbutzim College of Education Tami.Seifert@smkb.ac.il Abstract Immersive systems (ROIS- Room-Oriented Immersive Systems) may enable meaningful and innovative learning. This study examines the impact of using immersive environments on flow experience, group learning, and pedagogical integration. The research compares learners with and without Attention Deficit Hyperactivity Disorder (ADHD). Using a mixed-methods approach including validated questionnaires, observations, research diaries, and interviews, the study included 120 participants, comprising both teaching students and practicing teachers. Participants experienced two activities within the immersive environments: simulating the experience of a person with ADHD and, a scientific exploration on space. Practicing teachers reported higher levels of flow. While small groups enhanced engagement, improved learner interaction, and enabled more effective role distribution. large groups encountered challenges with communication and crowding. Clear instructor guidance emerged as crucial for learner engagement and success. The study also examined the effect of ADHD on learner performance within the space. Learners with ADHD faced difficulties due to the sensory overload, especially in large groups. However, the immersive space showed potential to encourage focus and flow. Participants expressed positive attitudes toward immersive environments in teaching, while also noting challenges with resource limitations, planning, and content adaptation. Results indicate these environments can enhance the teaching of social, emotional, and scientific skills, particularly in small classes. Significant benefits were identified in the use of immersive environments for learning, along with the need for comprehensive technical and instructional support to fully realize the pedagogical potential of these environments. These findings underscore the need for both technical and pedagogical support to effectively implement immersive learning environments in educational settings. Keywords: immersive environments, flow experience, group learning, Attention Deficit Hyperactivity Disorder (ADHD). תקציר מערכות אימרסיביות ) ROIS – Room-Oriented Immersive Systems ( עשויות לאפשר למידה משמעותית וחדשנית . מחקר זה בוחן את השפעת השימוש במרחבים אימרסיבים על חוויית