The Budding Botanist Paradox: Automating Human Inquiry with Immersive Technology

Abstract

The way humans are using technology to augment our learning processes is evolving
rapidly on a fundamental level. This evolution can be seen in the ways mobile computing has
given us the ability to seek just-in-time information and have that information be customized
and contextualized to fit our needs. Immersive technology is poised to exacerbate some of these
trends and further supplement digital information to everything, everywhere. This study
attempts to frame this progression in the automation of some of the most fundamental processes
of human inquiry from mobile learning and the transition into immersive learning using tools
like augmented and virtual reality. A hypothetical scenario of a learner of botany is presented
and analyzed to explore continuing trends and concepts of these technologies and their use in
learning contexts as they evolve. The budding botanist paradox is a thought experiment that
attempts to reason that the more automated the learning process becomes, enhanced, and
augmented with immersive technology, the more learners could be dependent on these
automated systems for basic learning, more susceptible to second order influences in behavior,
and the more vulnerable teachers and learners are if/when the automated systems have
problems.