Applying a Constructivist Approach to Designing Virtual Reality Experiences that Facilitate Authentic Learning for Adolescents
Prof. U. G. Emetarom Dr. F. U. Okorie, Paula MacDowell, Brent Olson · 2024
This article explores how constructivist learning theory can be applied to the design of virtual reality (VR) experiences aimed at fostering authentic learning opportunities for adolescents. As VR becomes more common in educational settings, it is beneficial for educators and instructional designers to carefully consider how learning theories and pedagogical strategies influence the learning process and outcomes. Moreover, understanding and integrating student perspectives is necessary to ensure VR education is relevant and meaningful. To study student experiences in a VR-enhanced classroom built on constructivist pedagogy, a class of 28 eighth-grade students (ages 12 to 14) participated in two days of VR learning, which included authentic tasks, social interaction, and knowledge-creation activities using FrameVR and MultiBrushVR. Qualitative methods were employed using pair interviews, in which the students questioned each other about their personal experiences in learning, creating, and sharing VR artifacts. The findings revealed the VR environments provided substantial opportunities for adolescents to develop and practice skills such as collaboration, empathy, creativity, and problem-solving. The study contributes to the field of applied instructional design by demonstrating how constructivist principles can be applied in VR-enhanced classrooms to support authentic learning experiences for middle-school students.