Future Visions for Higher Education: An Investigation of the Benefits of Virtual Reality for Teaching University Students
Gary Burnett, Rebekah Kay, Catherine Harvey · 2021
This study sought to understand the social value to University students of engaging universally in a virtual environment throughout a taught module. In a series of weekly seminars throughout September-December 2020, 49 undergraduate and postgraduate Engineering students interacted with module convenors and each other within a virtual teaching island (termed ‘Nottopia’) to consolidate learning from pre-recorded lectures. Questionnaire results highlighted the positive impact this innovative form of teaching had on the cohort, as the overwhelming majority felt highly motivated to participate in class activities and felt connected to their peers and lecturers. Objective data backed up these findings as attendance at the optional seminars was 90-100% throughout the semester. Follow-up interviews with students and behavioural observations identified five themes elucidating why such benefits accrue from the use of VR in this educational context: 1) A shared, student-owned and purposive space was provided; 2) content was inherently highly spatial/3D; 3) natural group dynamics arose in activities; 4) students could express their identity and/or hide using their chosen/designed avatar; 5) many magical and informative interactions were possible. These themes are realized in an initial framework which can aid educators in considering the different ways in which VR can affect the socially oriented experience of their students.