HERG Symposium 2026 Keynote: A Personal Reflection on the Human–Immersive Conundrum

At the heart of the Higher Education Research Group (HERG) is a commitment to building connections—across disciplines, across professional roles, and across international boundaries. Their aim is to create a vibrant, inclusive community where ideas in higher education research can be shared, challenged, and developed collaboratively. It was in this spirit that I had the privilege of co-delivering the 2026 HERG Symposium keynote with Mark Frydenberg, Distinguished Lecturer and Director, CIS Sandbox, Computer Information Systems at Bentley University, USA. 

Together, we explored a question that sits at the centre of so many current conversations: “The human/immersive conundrum – which is the future of education?” What we wanted to do was not simply rehearse familiar claims about digital transformation, but instead to reframe the debate. The question is not whether technology will shape education—it already does—but how we ensure that this transformation remains grounded in what it means to be human. 

L-R Mark Frydenberg, Distinguished Lecturer, Bentley USA; Prof. Jan Bamford, HERG- co-lead London Metropolitan University; Assoc Prof Eleni Moschini, co-lead HERG London Metropolitan University

Setting the Scene: Human or Technological Futures? 

We began with a simple but revealing activity: asking participants to place themselves on a spectrum between “totally human” and “totally technological.” The responses were wonderfully varied, and the discussion that followed set the tone for the session. It reminded us that educational change is not just about systems or tools, but about values, identities, and beliefs. 

Mark then shared his work on immersive learning, particularly the ways in which virtual and extended reality can bring students together across geographic and cultural boundaries. I have always found this aspect of his work especially compelling. In projects like TalkTech, students collaborate in global teams, learning not only from each other’s knowledge but from their different perspectives, experiences, and ways of working. 

For me, the key takeaway here is that immersive technologies can open up new forms of connection. They allow students to step into spaces and conversations that would otherwise be inaccessible. But they also raise important questions about access, inclusion, and equity—questions that resonate strongly with the HERG community. 

Learning as Performance: “All the World’s a Stage” 

In my own contribution, I drew on a metaphor that has long shaped my thinking about education: Shakespeare’s idea that “all the world’s a stage.” I use this not as a decorative reference, but as a way of understanding learning as a deeply human performance. 

Students are not simply acquiring knowledge—they are rehearsing identities, trying out professional roles, and learning how to act with and for others. When we see learning in this way, it becomes clear that technology cannot replace what is most important. It cannot replicate presence, trust, ethical judgement, or care. 

What technology can do, however, is enhance the “stage.” It can provide new settings, new perspectives, and new opportunities for interaction. But these only add value when they align with the human dimensions of learning rather than disrupting them. This is why I argue that resistance to technology is not something to be overcome, but something to be understood. It often signals that something meaningful—such as professional identity or autonomy—is at risk. 

Embodied Learning and Emotional Realism 

One of the most powerful examples we shared came from healthcare education, where immersive simulations are used to recreate high-pressure clinical scenarios. What strikes me every time I observe these sessions is not the technology itself, but the intensity of the human experience. 

Students are emotionally engaged. They feel the pressure, the responsibility, and the need to work collaboratively. They are not just thinking—they are reacting, communicating, and making decisions in real time. This is what I mean by embodied learning. 

These experiences work because they feel real—not in a technical sense, but in a human one. They connect with students’ emerging professional identities and values. This is a crucial lesson for all of us working in higher education: immersion cannot simply be added onto a curriculum. It must be designed around how people actually learn, feel, and interact. 

Progression, Reflection, and Trust 

Another important theme we discussed was the role of time in innovation. Too often, new technologies are introduced rapidly, without sufficient attention to how trust and confidence develop. In our examples, immersive learning is carefully scaffolded, allowing students to build their skills gradually. We also explored the use of 360° video as a reflective tool. I find this particularly exciting because it does not disrupt teaching—it deepens it. By allowing students to revisit their own practice, it supports reflection, dialogue, and shared understanding. It makes thinking visible. What matters here is alignment. These technologies work because they connect with what educators already value: reflection, discussion, and the development of professional judgement. 

Collaboration, Care, and What Must Remain Human 

Perhaps the most important insight from our keynote came from the students themselves. When asked about their most significant learning experiences, they consistently pointed not to the technology, but to moments of human interaction—working together, debriefing, and making sense of their experiences with others. This reinforces something I feel very strongly about: while technology can simulate environments and create new possibilities, it cannot replace the relational work of education. Listening, empathising, supporting, and challenging—these are fundamentally human acts. 

Looking Ahead 

As we concluded the keynote, we returned to the idea of the “human/immersive conundrum.” For me, this is not a question of choosing between two futures. It is a design challenge. 

What do we choose to automate, and what do we protect? What do we enhance with technology, and what must remain irreducibly human? 

For HERG, these are exactly the kinds of questions we are well placed to explore. As a community that brings together diverse perspectives and expertise, we can shape approaches to higher education that are not only innovative, but thoughtful, inclusive, and human-centred. 

It is through these conversations—within our university and across international networks—that we will continue to build a future of higher education that truly reflects our shared values. 

If immersive technologies can simulate almost everything, the real question is this: ​

What must we, as educators  refuse to automate if it is to remain human?

Link to our slides on Slideshare:

https://www.slideshare.net/slideshow/the-future-of-education-balancing-human-interaction-and-immersive-technology/287583344

Link to press release on Zombie Attack 2026 

Zombie ATTACK! Bournemouth University simulation event provides essential training for paramedic students | Bournemouth University 

With thanks to Una Brosnan, BSc Paramedic Science Programme leader, and facilitator for the interdisciplinary simulation day for the Faculty of Health Environment and Medical Sciences (HEMS) at Bournemouth University.