Title: Virtual educational environments: an investigation into interactive immersive learning in higher education

Authors: Amarpreet Gill; Derek Irwin; Sannia Mareta; Dave Towey; Alan Wang; Yanhui Zhang

Addresses: University of Nottingham Ningbo China, 199 Taikang Road East, Ningbo 315100, Zhejiang, China ' University of Nottingham Ningbo China, 199 Taikang Road East, Ningbo 315100, Zhejiang, China ' University of Nottingham Ningbo China, 199 Taikang Road East, Ningbo 315100, Zhejiang, China ' University of Nottingham Ningbo China, 199 Taikang Road East, Ningbo 315100, Zhejiang, China ' University of Nottingham Ningbo China, 199 Taikang Road East, Ningbo 315100, Zhejiang, China ' University of Nottingham Ningbo China, 199 Taikang Road East, Ningbo 315100, Zhejiang, China

Abstract: The COVID-19 pandemic rapidly accelerated the adoption of technology in educational environments. However, the technology initially employed during this period was limited in terms of interaction, engagement and enhancing motivation. Emerging technologies, such as immersive virtual reality, have the potential to resonate with, engage, and empower learners. This study focuses on the use of immersive virtual reality for the purposes of teaching and learning design history: specifically, the Bauhaus design movement. We examine students' affective-motivational factors and their preferences regarding interaction interfaces and learning presentations, to understand how to inspire students in such a way that they enjoy learning and intrinsically wish to learn more. Results indicate that interaction interfaces and presentation type play pivotal roles in terms of immersion and engagement, which in turn impacts learners' motivation. We also found that immersive virtual reality has the ability to increase intrinsic motivation. Insights and recommendations for instruction designers are provided.

Keywords: COVID-19; immersive learning; virtual reality; student preferences; motivation and engagement; design education; engineering education; digital pedagogy; educational technology.

DOI: 10.1504/IJMLO.2024.139723

International Journal of Mobile Learning and Organisation, 2024 Vol.18 No.3, pp.381 - 408

Received: 06 Nov 2022
Accepted: 12 Jun 2023
Published online: 05 Jul 2024 *

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