Learning in Context: The Role of Technology in Situated Learning

Most of us can recall a time when we learned something from a textbook but struggled to apply it when the moment actually came. That gap between knowing and doing is exactly what situated learning theory addresses – and it’s a gap that technology is now uniquely positioned to close.

What is situated learning? 🔗

Situated learning is a theory of education built on a simple but powerful premise: knowledge cannot be separated from the context in which it is learned and used. The concept was formalized in 1989 by John Seely Brown, Allan Collins, and Paul Duguid in their landmark paper Situated Cognition and the Culture of Learning. They criticized traditional schooling for treating knowledge as an abstract, self-sufficient substance independent of real-world application. Shortly after, Jean Lave and Etienne Wenger built on this work by introducing the concept of Legitimate Peripheral Participation (LPP) – the idea that learners enter a community of practice at the edges and gradually move toward full participation as they gain expertise.

This stands in direct contrast to conventional instruction, where students are often asked to absorb information in one context (the classroom) and later apply it in a completely different one (the workplace or real world). Research consistently shows that decontextualized instruction does not lead to effective, transferable learning. Instead, learning must be embedded in authentic activities, culture, and context – the very conditions in which that knowledge will eventually be used.

Three core conditions must exist for situated learning to take place: a clearly identifiable domain of knowledge, a community of practice made up of learners and experts engaging together, and authentic practice – real, contextually embedded activities through which learning occurs. When all three align, learning becomes not just more meaningful but also more durable.

Technology as a tool for situated learning 🔗

Technology has become one of the most powerful enablers of situated learning – particularly in settings where real-world practice is expensive, dangerous, or logistically difficult to arrange. When learning contexts and the activities within them are meaningful, learners are better equipped to solve problems practically and transfer those competencies to real-world experiences. Technology, when used well, is what makes those contexts possible.

Simulations and virtual environments 🔗

Simulations place learners directly inside a scenario that mirrors real-world conditions. Unlike a lecture or a case study read passively from a page, a simulation requires the learner to act – to make decisions, observe consequences, and adjust. Web-based simulations and online case studies are among the most accessible forms of situated cognitive activity available today, though they work best when paired with reflection and instructor guidance. The key distinction is that the learner is not studying a situation from a distance; they are situated within it.

Augmented reality (AR) 🔗

Augmented reality takes situated learning a step further by overlaying digital content onto real-world physical environments. AR learning environments can provide situated, just-in-time and just-in-place learning that delivers a sense of presence and immersion difficult to achieve through any other medium. Critically, AR also removes the dependency on an expert being physically present to supervise every learner interaction – a significant practical advantage in large classrooms or remote settings.

Interactive case studies 🔗

Digital case studies, especially those with branching scenarios and decision points, offer another strong situated learning tool. Unlike static readings, interactive case studies require learners to apply judgment in context. When embedded within a rich, realistic environment – supported by video, data, and simulated dialogue – they create conditions close to authentic professional practice without the risks of the real thing.

Situated learning in action: sector examples 🔗

Medical and health sciences education 🔗

The medical field represents one of the clearest and most studied applications of situated learning through technology. AR is increasingly adopted within medical schools precisely because it offers remote learning and interactive simulations that replicate the complexity of clinical environments. Institutions like the Johns Hopkins School of Nursing have implemented VR training across all levels – from prelicensure to doctoral programs – focusing on resuscitation, acute-care management, and pediatric critical care scenarios. Multiplayer VR scenarios are designed to reflect the collaborative, team-based nature of real clinical work, reinforcing that learners should practice the way practitioners actually operate.

VR simulations provide a highly realistic and interactive learning environment, enabling trainees to engage with 3D anatomical structures and observe the dynamic changes that occur during each surgical phase. Importantly, this kind of immersive training allows medical students to gain clinical experience from their very first year – breaking from the traditional model that delayed hands-on exposure until the fourth or fifth year of study. A randomized study of 34 medical residents found that simulation-based endoscopy training produced better communication skills compared to self-regulated study – a finding that underscores the value of practice in context.

Business education and professional training 🔗

Business simulation games (BSGs) have grown into a major pedagogical category in higher education. These are interactive, experiential tools that replicate real-world business environments – allowing students to make decisions, manage resources, and respond to competitors in a risk-free setting. The BSG market is projected to reach $5.8 billion by 2032, driven by growing recognition of their educational value. Rather than being passive recipients of business theory, students in BSG environments become active agents navigating market uncertainty, which is precisely the condition situated learning requires.

A systematic review of empirical BSG research found that these games consistently improve learning outcomes across knowledge acquisition, cognitive skills, and interactive skills. Students in simulation environments gain both hard and soft skills – strategic decision-making, cross-functional thinking, teamwork – that are difficult to develop through conventional instruction. Subjects in a business simulation feel more “real” to students than when taught passively from slides or textbooks, because the learner must engage with the material rather than simply receive it.

Challenges in implementing situated learning with technology 🔗

Despite the strong case for technology-supported situated learning, implementation is not without friction. Understanding these challenges is important for educators who want to design effective, equitable learning experiences.

Accessibility and the digital divide 🔗

High-fidelity simulations and AR tools require devices, reliable internet, and in some cases, specialized hardware like VR headsets. This creates a real barrier for learners in under-resourced schools or developing regions. Accessibility, scalability, and the demand for personalized learning experiences remain persistent challenges in the wider adoption of technology-enhanced situated learning. Even where hardware is available, institutional inequities in technical support, training for educators, and infrastructure maintenance can undermine the quality of the learning experience significantly.

Balancing authentic context with structured learning 🔗

A second, less obvious challenge is pedagogical. Technology can create the appearance of situated learning – students are active, the interface is engaging – without actually delivering the core conditions the theory requires. Technology cannot replace valuable, real-life experiences; it can approximate them, but only when the instructional design is carefully thought through. Learners need proper context, not just stimulation. Educators must ensure that simulations are grounded in authentic, expert-level practice and that assessment reflects real competencies rather than just task completion within the game or simulation.

Assessment and teacher preparation 🔗

Traditional assessment methods – standardized tests, written exams – often sit uneasily alongside situated learning experiences. Instructors need to track the development of practical knowledge through observation, discussion, and performance within the learning context itself. Research suggests that situated learning theory may provide an effective structure for preparing teachers to integrate technology in reform-based ways – but this requires deliberate teacher training, not just access to tools. Without adequate preparation, even the best simulation platform will be underused or misdirected.

Why this matters for education today 🔗

The core insight of situated learning – that knowledge is inseparable from the context in which it is used – has never been more relevant. As education increasingly integrates technology, the risk of creating more sophisticated but equally decontextualized learning experiences is real. As Collins and Halverson argued, the pedagogy of the lifelong-learning era is moving toward interaction – sometimes with rich technological environments, sometimes with other people through networks – and sometimes both. The goal is not simply to digitize education but to use technology to place learners in authentic, meaningful contexts where real learning can take hold.

Technology, when guided by sound instructional principles and situated learning theory, has the potential to close the persistent gap between what students know and what they can actually do.

What do you think? Does your current teaching or learning environment create genuine contexts for practice, or does it mostly ask learners to apply theory after the fact? And as immersive technologies become more accessible, how should educators decide which skills still need to be learned in the real world versus in a simulated one?

References

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