Contextual structure as an approach to the study of virtual reality learning environment

Abstract

This study aims to offer a contextual framework for a virtual reality learning environment (VRLE) that would assist in interpreting students’ and teachers’ expectations on how to use VR in the learning process. Due to the current lack of unified recommendations and principles, as well as framework methods, the structure of VRLE, consisting of 4, pedagogical, technological, social and health-preservation contexts may be one approach to the study of VR in education. The study involved 53 school students aged 10–16 years and 49 teachers of various subjects at schools. The participants’ opinions were assessed after the immersion into the VR. The results showed that 79,2 % of learners agreed to learn in school using VR, and 77,5 % of teachers expect to use it in the next five years. A quarter of the learners believe that VR promotes independent and comfortable learning outside the classroom. However, half of the participants are concerned about the possible undesirable health effects of VR. The prospects for further research lie in defining the criteria and designing VR models for each context including technological, pedagogical, social, and health-preservation contexts.