Exploring pedagogical foundations of existing virtual reality (VR) educational applications: A content analysis study (22577)

Presentation of peer-review article regarding Pedagogical foundations in Virtual Reality aoolications

Association for Educational Communications and Technology (AECT)
Co-authors: Elizabeth Johnston, Gerald Olivas, Cassandra Smith, Liston Bailey
Presentation Date: 
Friday, November 10, 2017
Event or Conference: 
Leading and Learning for Change
Presentation Type: 
Boyer's Domain: 
Presentation Location: 
225 East Coastline Dr
Jacksonville, FL 32202
United States
This study used a theoretical model (Kebritchi & Hirumi, 2008) to aid in analyzing visual and text based content and distinguish educational pedagogies in virtual reality (VR) educational applications. A total of 35 VR educational applications met the selection criteria. Educational leaders need to understand the pedagogical aspects of VR applications to distinguish and support different strategies and optimize learning for students. The research question was: What principles and practices of pedagogy are evident but not articulated in selected VR applications for education? An analysis of public content for VR applications for education showed most were experiential while others categorized as discovery learning, constructivism, situated cognition, direct instruction, or unclassified approaches. Research findings will support efforts to use innovative and measurable outcome based learning applications within an educational context. Additionally, creators of VR educational applications will gain an understanding of the need for a clear association between curriculum being taught and pedagogical foundations.