Educational Adoption of Immersive VR to Enhance Learning Experiences and Outcomes

Dear Colleagues,

With the emergence of consumer virtual reality (VR) headsets around 2016 (e.g., Oculus Rift CV and HTC VIVE), an exploding number of studies have investigated immersive VR across discipline areas, testing the capabilities of the hardware and reporting users’ excitement and positive perceptions on the new technology. Although it is tempting to continue focusing on the hardware and its novelty effects, it is time to move beyond it and systematically investigate its educational possibilities with meaningful educational content, sound pedagogical design, and comprehensive evaluation of learning. How do different learning activities with immersive VR technology change the way we experience and interact within the physical world as well as in virtual worlds? How do educators design and implement learning activities with immersive VR to solve important educational problems, such as addressing educational inequality or enhancing learning performances? To address these important questions, research studies need to establish solid pedagogical rationale or frameworks for adopting immersive VR; have a creative but sensible design of learning activities with immersive VR; and conduct a comprehensive and thorough evaluation of learning experiences and outcomes from the immersive VR activities. In this regard, this Special Issue aims to bring together innovative and pedagogically sound research studies that explore the educational possibilities of immersive VR within various educational contexts.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

• Theoretical perspectives on the educational use/adoption of immersive VR for education.
• Critical reviews of the literature on immersive VR for education.
• Design and development of learning activities with immersive VR.
• Implementation of immersive VR in formal and informal education settings.
• Analysis of learner interactions in immersive VR environments.
• Analysis of learning outcomes from immersive VR activities.

Both quantitative and qualitative empirical studies as well as theoretical studies are welcome. As the focus of this Special Issue is on the educational use of immersive VR, studies dealing with immersive VR with its headsets (rather than mixed or augmented reality technology) are encouraged. The goal of the studies needs to be firmly grounded in advancing the field of education and educational research.

I look forward to receiving your contributions.

Dr. Mihye Won
Guest Editor

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• immersive virtual reality
• human computer interactions
• educational technology
• learning design and evaluation