Virtual reality in a synchronous classroom : a study of learners’ immersive experience in the application of HiVE and Meta Quest 3

Abstract

Virtual Reality (VR) is a contemporary immersive approach to classroom learning. It has gained more and more applications in the teaching and learning landscape such as training students in the medical, healthcare, and aviation sectors. A study found that virtual reality improved medical students’ learning motivation and learning competency (Sattar et al., 2019). More and more literature has also studied different outcome variables of virtual reality applications. However, limited research examines the effectiveness of adopting different modalities when projecting 360 videos in VR settings. Given the increasing application of Hybrid Immersive Reality Environment (HiVE) in teaching and learning, and the improved functions and affordability of wireless head-mounted devices, such as Meta Quest 3, this study aimed to explore learners’ immersive experience by comparing their sense of presence among these modalities. Presence is “defined as the subjective experience of being in one place or environment, even when one is physically situated in another” (Witmer & Singer, 1998, p. 225). In a synchronous classroom environment, business school undergraduate students in Hong Kong were surveyed using a questionnaire to examine their sensation of being there. The results provide implications for the effectiveness of the application of HiVE and Meta Quest 3 in immersive virtual environments. Instructors can better utilize different modalities to design and develop pedagogical models to achieve students' learning outcomes and promote active learning.