Detyna, M; Kadiri (2021) ‘Assessing the Use of Immersive Virtual Reality in the Higher Education Classroom to Enhance Learner Engagement’, Proceedings of the International Conference on Research into Higher Education 2021. SRHE: United Kingdom

TY - CHAP

T1 - Detyna, M; Kadiri (2021) ‘Assessing the Use of Immersive Virtual Reality in the Higher Education Classroom to Enhance Learner Engagement’, Proceedings of the International Conference on Research into Higher Education 2021. SRHE: United Kingdom

AU - Detyna, Michael

PY - 2021/12/7

Y1 - 2021/12/7

N2 - Learner engagement is frequently cited as a challenge in Higher Education (HE) and virtual reality (VR) has been identified to hold a great deal of possibilities for pedagogical applications, particularly around learner engagement and motivation. In this study, we used immersive VR as a tool within real teaching environments to determine if the immersive experience enhanced student engagement and helped to achieve learning outcomes. To this end, Google Earth VR with high-end Oculus rift headset was used which allowed Geography and Digital Humanities students have an immersive VR experience related to their course after which they completed questionnaires which allowed them to reflect on their experience. The acquired quantitative and qualitative data showed that the immersive VR tool was sufficiently easy to use for student and their understanding and engagement was enhanced. We also considered the challenges for greater adoption of its use inteaching in HE.

AB - Learner engagement is frequently cited as a challenge in Higher Education (HE) and virtual reality (VR) has been identified to hold a great deal of possibilities for pedagogical applications, particularly around learner engagement and motivation. In this study, we used immersive VR as a tool within real teaching environments to determine if the immersive experience enhanced student engagement and helped to achieve learning outcomes. To this end, Google Earth VR with high-end Oculus rift headset was used which allowed Geography and Digital Humanities students have an immersive VR experience related to their course after which they completed questionnaires which allowed them to reflect on their experience. The acquired quantitative and qualitative data showed that the immersive VR tool was sufficiently easy to use for student and their understanding and engagement was enhanced. We also considered the challenges for greater adoption of its use inteaching in HE.

M3 - Conference paper

BT - Proceedings of the International Conference on Research into Higher Education SRHE

ER -