Virtual reality in the HE classroom: feasibility, and the potential to embed in the curriculum

ABSTRACT

Learner engagement is a challenge within Geography education, and Higher Education more generally and immersive Virtual Reality (VR) has a wealth of possibilities, but finding simple, straightforward applications that are also pedagogically worthwhile can be a challenge. Three trial runs of full earth simulations in VR in classroom environments were conducted using high-end VR hardware. The trials were conducted with Geography and Digital Humanities students and the aim was to evaluate the use of immersive VR would enhance learner engagement. The technology acceptance model was used to some extent to get appropriate survey data and an inductive approach to thematic analysis was applied. Based on the data collected there seemed a reasonable evidence base that students found the tool relatively easy to use and it enhanced their understanding and engagement. The findings are in line with those of previous studies which show that immersive VR environments create a strong sense of perceived presence which leads to higher learner engagement and motivation. Challenges for greater adoption are also presented.

KEYWORDS:

• Virtual reality
• Google Earth
• student learning
• student engagement

Acknowledgments

The authors would like to give major thanks to Dr Kris Chan and Dr Hugh Denard for their help and time in organizing this session, and Andre Crawford for his time and technical expertise in setting up the session. Thanks also to Dr Ellie Dommett and Phil Blake for giving thoughts and feedback.

Disclosure statement

No potential conflict of interest was reported by the authors.