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7. Close the loop

Decide: how does the lesson end, and how does it carry over to the real task?

Most XR lessons stop when the last step is done. Learning is consolidated afterwards: when learners look back, compare, and use it again.

7.1 End with a reflection step​

Do

  • Make the last step a reflection, with two questions, for example:
    • "What was the hardest step, and why?"
    • "What will you do differently on the real one?"
  • Learners answer to a partner or the group, after taking the headset off.

In ALF: the last step (marked End) with a text panel, placed in front of the learner with Player Attached: Place the instruction panel.

The learner experiences: a moment to sort what they did, before the next thing starts.

Avoid: ending with "Well done!" and nothing else.

Why: without reflection, learners mainly manage the exact task they practised. Reflection builds the bridge to new situations. Bridging (Perkins & Salomon), Kolb's learning cycle, Cognitive Apprenticeship: reflection.

Not built in yet

Learners can't type answers in the headset. Do the reflection aloud, in pairs, or on paper.

7.2 Finish on the real task​

Do

  • If the real object is available, the last stage is the real task: same order, same words as in the headset.
  • Use the checklist from 1.2, by a supervisor, a partner or the learner.

In ALF: outside ALF. In AR, the step in between: digital help lying on the real object, made more see-through each run: Positioning Setup, Set transparency.

Avoid: a final check that is different from what was practised.

Why: skills carry over best when practice and the real task share as many elements as possible. Identical elements (Thorndike), hugging (Perkins & Salomon), Constructive Alignment.

7.3 Bring learners back to recall​

Do

  • If learners come back for another session, start with a few steps without help: "What comes next?"
  • Only then continue with the guided part.

In ALF: a short scene, or the first steps of a scenario with only cues on the panels: Write the instructions.

Why: recalling after a gap strengthens memory more than going through the material again. Retrieval practice (Roediger & Karpicke), spacing effect.

7.4 Pair learners for the debrief​

Do

  • Let learners work in pairs: one does the task, the other watches with the checklist. Then they switch.
  • End with a short comparison: what did each notice?

In ALF: outside ALF. The checklist is the one from 1.2.

Why: explaining and discussing is the most effective engagement mode, and motivation grows when learners feel connected, not just competent. ICAP: interactive (Chi & Wylie), Self-Determination Theory (Ryan & Deci).