Abstract
Virtual reality has been proposed as a promising technology for higher education since the combination of immersive and interactive features enables experiential learning. However, previous studies did not distinguish between the different learning modes of the four-stage experiential learning cycle (i.e., concrete experience, reflective observation, abstract conceptualization, and active experimentation). With our study, we contribute a deeper understanding of how the unique opportunities of virtual reality can afford each of the four experiential learning modes. We conducted three design thinking workshops with interdisciplinary teams of students and lecturers. These workshops resulted in three low-fidelity virtual reality prototypes which were evaluated and refined in three student focus groups. Based on these results, we identify design elements for virtual reality applications that afford an holistic experiential learning process in higher education. We discuss the implications of our results for the selection, design, and use of educational virtual reality applications.
Highlights
Virtual reality (VR) generates a simulated environment through head-mounted displays (HMDs) and creates an immersive and interac tive experience for users
The goal of our research was to examine the potential of VR tech nology to afford a holistic experiential learning cycle
We approached this goal from a user-centered perspective, and conducted three design thinking workshops with interdisciplinary teams of students and lecturers
Summary
Virtual reality (VR) generates a simulated environment through head-mounted displays (HMDs) and creates an immersive and interac tive experience for users. According to experiential learning theory, students cycle through the four different learning modes of concrete experience, reflective observation, abstract concep tualization, and active experimentation (Kolb, 1984). Most of these studies focused on virtual worlds (e.g., Second Life) and did not consider the technological advancements in the meantime. The majority of educational VR applications are designed with a specific learning outcome in mind but do not aim at supporting a specific learning process such as experiential learning. We ask the following research question: RQ: How can educational VR applications be designed to afford the four experiential learning modes (i.e., concrete experience, reflective observation, abstract conceptualization, active experimentation)?
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