Purpose The ability to project oneself into a future landscape is a critical aspect for studying and practicing the science of foresight and foresight-based learning systems. The purpose of this paper is to discuss how we can construct immersive spatial narratives through multimedia-enhanced learning approaches, to increase deeper learner immersion and levels of creativity to transport the learner into a simulated 2030 landscape by reducing the distance between the projected reality and the Self. Design/methodology/approach The author designed a foresight-based course on the Future of Mobile Learning underpinned by a new learning system that embraced the concept of immersive spatial narratives, combining physical, virtual and cognitive learning spaces, which enable students to explore complex, undiscovered or unstructured knowledge. Practicing was carried out on 35 students who had completed the course during the preceding three years through a questionnaire and interviews to establish increased levels of creativity in a simulated future landscape. Findings The paper established that the addition of multimedia learning environments and tools to foresight-based learning creates immersive spatial narratives that increase creativity and learner ability to project him/herself into a simulated future landscape. In all, 75 per cent of the respondents stated that having to think about the future and place themselves in a practicing landscape increased their creative skills. Originality/value A new, foresight-based learning system driven by the concept of immersive spatial narratives, enhanced with student-created multimedia learning tools. The system demonstrated how this approach helps to increase learner creativity and the ability to transition from their Present Self to their Future Self.

中文翻译：

---

身临其境的空间叙事作为在基于远见的学习系统中增强创造力的框架

目的将自己投射到未来环境中的能力是学习和实践有远见和基于远见的学习系统的科学的关键方面。本文的目的是讨论如何通过多媒体增强的学习方法来构建沉浸式空间叙事，通过减少预计的现实与现实之间的距离，提高学习者的沉浸感和创造力，从而将学习者带入模拟的2030年景观。自己。设计/方法论/方法作者设计了一个基于远见的移动学习的未来课程，该课程以一种新的学习系统为基础，该系统包含沉浸式空间叙事的概念，结合了物理，虚拟和认知学习空间，使学生能够探索复杂的，未发现或未组织的知识。通过问卷调查和访谈，对在过去三年中完成课程的35名学生进行了练习，以在模拟的未来环境中提高创造力。结论本文确定，将多媒体学习环境和工具添加到基于远见的学习中，可以创建身临其境的空间叙事，从而增加创造力和学习者将自己投射到模拟未来环境中的能力。总计有75％的受访者表示，必须考虑未来，将自己置于实践环境中，可以提高他们的创造力。原创性/价值一种新的，基于远见的学习系统，由沉浸式空间叙事概念驱动，并通过学生创建的多媒体学习工具进行了增强。