THREADING TRADITION WITH TECHNOLOGY: USING VR TO TEACH RIBBON SKIRT MAKING

Abstract

While Virtual Reality (VR) is increasingly acknowledged as a significant tool for cultural learning and language revitalization, it currently lacks empirical support and a unified theoretical framework in Indigenous contexts. This research investigates the application of immersive VR in Indigenous teachings, particularly focusing on passive seated experiences. Through various theoretical lenses, including Behaviourism, Constructivism, and the Cognitive Affective Model of Immersive Learning (CAMIL) it analyzes learner interactions in digital cultural spaces. Findings indicate strong Cognitive Presence and low cognitive load when VR design aligns with learners’ cultural contexts and self-directed Humanistic engagement. The study emphasizes Two-Eyed Seeing (Etuaptmumk) as a pedagogy that integrates Western instructional strengths with Indigenous knowledge, concluding that VR, when based on dual-perspective pedagogy, can empower Indigenous sovereignty and promote cultural continuity.