Creating Meaningful Connections: The Role of Simultaneous Multi-Situational Learning in Knowledge Contextualization and Application

Abstract

This study investigates the effectiveness of a simultaneous multi-situational learning system with embodied recognition to enhance learners' outcomes. Traditional situational learning systems provide a single situation for knowledge explanation or application, which limits learners' ability to fully immerse themselves in the learning environment and receive immediate feedback. To address this, a simultaneous multi-situational learning system was proposed to create a digital space with multiple situations, allowing learners to immerse themselves in different scenarios simultaneously and facilitating reflective learning. An experimental study with 60 undergraduate students in a Hospitality Japanese course compared a control group using the traditional situational learning system with an experimental group using the proposed simultaneous multi-situational learning system. Results showed the proposed system significantly improved learning outcomes, understanding, and interest in learning. It enables the prompt creation of situational learning environments, contextualizes knowledge, and fosters reflective learning with real-time feedback. Overall, this study contributes to the field of education by providing a more effective approach to situational learning that can be easily implemented in classroom settings.