Makransky, Guido

The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

Makransky, G., & Petersen, G. B. (2021) · Educational Psychology Review

Virtual Reality Applications and ImpactsVisual and Cognitive Learning Processes

Cited by 1,438

A structural equation modeling investigation of the emotional value of immersive virtual reality in education

Makransky, G., & Lilleholt, L. (2018) · Educational Technology Research and Development

Virtual Reality Applications and ImpactsEducation and Learning Interventions

Cited by 796

Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments

Makransky, G., Borre‐Gude, S., & Mayer, R. E. (2019) · Journal of Computer Assisted Learning

Virtual Reality Applications and ImpactsSimulation and Modeling Applications

Cited by 532

Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment

Meyer, O. A., Omdahl, M. K., & Makransky, G. (2019) · Computers & Education

Virtual Reality Applications and ImpactsVisual and Cognitive Learning Processes

Cited by 515

Development and validation of the Multimodal Presence Scale for virtual reality environments: A confirmatory factor analysis and item response theory approach

Makransky, G., Lilleholt, L., & Aaby, A. (2017) · Computers in Human Behavior

Virtual Reality Applications and ImpactsFlow Experience in Various Fields

Cited by 424

Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning

Makransky, G., & Mayer, R. E. (2022) · Educational Psychology Review

Virtual Reality Applications and ImpactsVisual and Cognitive Learning Processes

Cited by 386

Investigating the process of learning with desktop virtual reality: A structural equation modeling approach

Makransky, G., & Petersen, G. B. (2019) · Computers & Education

Virtual Reality Applications and ImpactsEducation and Learning Interventions

Cited by 321

Improving biotech education through gamified laboratory simulations

Bonde, M. T., Makransky, G., Wandall, J., Larsen, M. V., Morsing, M., Jarmer, H., & Sommer, M. O. A. (2014) · Nature Biotechnology

Educational Games and GamificationInnovative Teaching Methodologies in Social Sciences

Cited by 243

Virtual simulations as preparation for lab exercises: Assessing learning of key laboratory skills in microbiology and improvement of essential non-cognitive skills

Makransky, G., Thisgaard, M. W., & Gadegaard, H. (2016) · PLOS ONE

Experimental Learning in EngineeringSimulation-Based Education in Healthcare

Cited by 212

Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education

Makransky, G., Bonde, M. T., Wulff, J. S. G., Wandall, J., Hood, M., Creed, P. A., Bache, I., Silahtaroglu, A., & Nørremølle, A. (2016) · BMC Medical Education

Simulation-Based Education in HealthcareInnovations in Medical Education

Cited by 175

Virtual learning simulations in high school: Effects on cognitive and non-cognitive outcomes and implications on the development of STEM academic and career choice

Thisgaard, M., & Makransky, G. (2017) · Frontiers in Psychology

Science Education and PedagogyCareer Development and Diversity

Cited by 91

Beyond the “Wow” Factor: Using Generative AI for Increasing Generative Sense-Making

Makransky, G., Shiwalia, B. M., Herlau, T., & Blurton, S. (2025) · Educational Psychology Review

Artificial Intelligence in EducationIntelligent Tutoring Systems and Adaptive Learning

Cited by 27