The fundamental frequency: Extending sound perception theory to extended-reality collaborative environments

It has been suggested that media and technology effectiveness in pedagogy is a myth. An intervention is not automatically effective simply by virtue of it being new. Yet, so often, initial hype leads to inflated expectations and subsequent disappointments. Virtual and augmented reality, the metaverse, and collaborative virtual learning environments that utilise an increasingly wide range of digital platforms have all made appearances within this narrative. However, initial failures to meet expectation, especially when value is taken for granted, should not condemn these technologies to being dismissed. With the burgeoning opportunity for heterogenic design (asynchronous and asymmetrical roles, tasks, interface platforms, user capabilities, etc.) their technical capabilities and pedagogic potential are too significant. The need is for deeper learning through meaningful experience, the latter facilitated through affective and cognitive engagement derived from user-experience factors that include presence, flow, and self-efficacy. The central assertion of this article is that the effectiveness of these technologies for learning can be greatly enhanced through user-centred software designs that focus upon evoking these factors. Hardware configurations and software designs should deliver training scenarios that are built upon research-informed interaction design. The twist here is that in this article, we look to the oft underappreciated field of auditory perception, specifically that pertaining to human interactions with (and through) digital technologies, to present a novel set of interaction design principles with the goal of enhancing extended reality collaborative learning.