Abstract
Technological advancements continue to present a variety of learning opportunities for students. The purpose of this interpretative phenomenological analysis (IPA) study is to seek an understanding about students’ experiences with a virtual reality (VR) activity in an Advanced Placement English course. Analyzing the observations and interactions the participants undergo with VR informs the story of their journey with the technology. Additionally, their immersion in the VR environment emphasizes active learning and experiential learning theoretical concepts. The benefits of this study may help educators understand students’ interpretations of VR and ways in which they engage with interactive digital activities.
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