The value of virtual reality (VR) is clear as related to learning difficult, tedious, or dangerous tasks (Janssen, Tummel, Richert, & Isenhardt, 2016). VR educational experiences could provide an interactive learning opportunity that allows learning in an explorative, practice-based, and visually rich environment that allows for more engagement, accelerated learning learning, increased learner attention, lowers overall educational costs, can support challenged learners, works well to bypass language literacy and improves retention.
Abstract: New virtual reality (VR) applications for education appear frequently but rarely contain explicit pedagogies. Educational leaders need the pedagogies to support teaching and learning strategies and optimize student learning. A theoretical model (Kebritchi & Hirumi, 2008) aided in analyzing visual and text based content and distinguishing unstated pedagogies in VR applications. The research question was: What principles and practices of pedagogy are evident but not articulated in selected VR applications for education? A total of 35 VR applications met the selection criteri
The session included a presentation, practical handouts, and audience interaction around the topic of effectively implementing complex simulations in a business course to achieve student learning outcomes. Resources are limited for higher education business professionals and internships are limited. The use of complex simulations to provide practical workplace skills is on the rise. The ability to effectively link simulation experiences to actual learning requires continuous evaluation techniques specifically related to knowledge transfer. A lack of appropriate