Attitudes, Perceptions, and Quality of Learning Experience Design in Head-Mounted Virtual Reality for Preservice Educators

Abstract

As more and more students seek out online educational opportunities, emerging technology and platforms must provide the most effective experience for learners to expand their knowledge and skill sets. The research study aimed to investigate social presence, collaboration, and design opportunities in head-mounted, virtual reality as compared to the more common synchronous video communication. A convergent mixed methods study was conducted using participant quantitative questionnaires regarding social presence and collaboration in both head-mounted virtual reality and synchronous video communication, expert scores of learning experiences designed by groups in each group, as well as qualitative interviews of the head-mounted virtual reality treatment. Quantitative questionnaire results revealed statistically significant results suggesting head-mounted virtual reality provides a greater sense of social presence and attitudes toward collaboration than synchronous video communication. However, designing learning environments and conducting instruction in head-mounted virtual reality did not show statistical significance compared to the control group. In terms of qualitative analysis, subthemes of body language and avatars, anxiety reduction, novelty as community-building, accountability in virtual space, spatial interactions, social cues, creativity in virtual reality, focus on design, and a wide range of tools in VR emerged from the interview data. The results suggest educators, administrators, software developers, policymakers, and other stakeholders should consider head-mounted virtual reality as a viable opportunity for improved student-to-student and student to instructor interactions in regards to learning design.