Potential Abstract: This research study investigates the intersection of aesthetics, virtual currency, and situated learning within a polytextual milieu in educational settings. By examining the ways in which individuals interact with and perceive virtual currency in various learning environments, we aim to uncover the potential impacts of these interactions on learners’ experiences and outcomes. Drawing on theories of situated cognition and aesthetic education, we explore how the design and use of virtual currency systems can influence cognitive processes, motivation, and engagement among students. The concept of polytextuality, which involves the integration of multiple forms of text and communication, serves as a lens through which we analyze the complex interactions that occur within virtual currency ecosystems. Through a mixed-methods research approach, including qualitative interviews, observations, and quantitative data analysis, we seek to illuminate the intricate relationships between aesthetics, virtual currency, and situated learning practices. Our findings contribute to a deeper understanding of the role of polytextual aesthetics in shaping learning environments, particularly those that incorporate virtual currency as a pedagogical tool. Ultimately, this research aims to inform educational practitioners, policymakers, and researchers about the potential benefits and challenges associated with leveraging virtual currency in educational contexts.
Potential References:
- Gamifying situated learning in organisations
- Towards a performative aesthetics of interactivity
- Optimizing learning outcomes in aesthetic education through technological integration: AR/VR applications in hospitality aesthetics course
- The aesthetics of emergence: Co-constructed interactions
- Gamification in the workplace: The central role of the aesthetic experience
