Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory

Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adopt...

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Published in:	Education and information technologies Vol. 27; no. 1; pp. 1287 - 1305
Main Authors:	Marks, Benjy, Thomas, Jacqueline
Format:	Journal Article
Language:	English
Published:	New York Springer US 01.01.2022 Springer Springer Nature B.V
Subjects:	Adoption (Ideas) Computer Appl. in Social and Behavioral Sciences Computer Science Computer Simulation Computers and Education Design Education Education, Higher Educational Technology Engineering Education Foreign Countries Higher Education Immersive learning Information Systems Applications (incl.Internet) Laboratories Laboratory Training Learning Program Evaluation Student Experience Study and teaching Technology Acceptance Model Technology application Technology Uses in Education Units of Study User Interfaces and Human Computer Interaction Virtual reality Australia Technology innovation adoption Engineering higher education Virtual reality technology
ISSN:	1360-2357, 1573-7608
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Abstract	Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adoption rates of VAR technology for teaching have not been well described across a higher education institution. Further, there is an absence of information on the optimal VAR laboratory designs and cost per student. In this study, a purpose designed virtual reality laboratory was formed in 2017 at The University of Sydney, housing 26 Oculus Rift headset units. An evaluation was conducted on the design, costs, rates of teaching adoption and student experiences over five teaching periods (2.5 years). Over this period, 4833 students were taught in the laboratory across 7952 student visits. The laboratory was used most by the Faculty of Engineering (53%), followed by the Faculty of Arts & Social Science (23.8%) and Faculty of Science (23.2%). For engineering, the units of study using the laboratory represented only 1.4% of annual faculty subjects offered. This confirms that adoption was in the initial stage of innovation diffusion. The laboratory saw a 250% increase in student numbers over the period of evaluation and 71.5% of students surveyed ( n = 295) reported enhanced learning outcomes. The cost per visit was only AU$ 19.50. These findings give confidence to higher education institutions that the right VAR technology infrastructure is a sound educational investment for the future.
AbstractList	Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adoption rates of VAR technology for teaching have not been well described across a higher education institution. Further, there is an absence of information on the optimal VAR laboratory designs and cost per student. In this study, a purpose designed virtual reality laboratory was formed in 2017 at The University of Sydney, housing 26 Oculus Rift headset units. An evaluation was conducted on the design, costs, rates of teaching adoption and student experiences over five teaching periods (2.5 years). Over this period, 4833 students were taught in the laboratory across 7952 student visits. The laboratory was used most by the Faculty of Engineering (53%), followed by the Faculty of Arts & Social Science (23.8%) and Faculty of Science (23.2%). For engineering, the units of study using the laboratory represented only 1.4% of annual faculty subjects offered. This confirms that adoption was in the initial stage of innovation diffusion. The laboratory saw a 250% increase in student numbers over the period of evaluation and 71.5% of students surveyed (n = 295) reported enhanced learning outcomes. The cost per visit was only AU$ 19.50. These findings give confidence to higher education institutions that the right VAR technology infrastructure is a sound educational investment for the future. Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adoption rates of VAR technology for teaching have not been well described across a higher education institution. Further, there is an absence of information on the optimal VAR laboratory designs and cost per student. In this study, a purpose designed virtual reality laboratory was formed in 2017 at The University of Sydney, housing 26 Oculus Rift headset units. An evaluation was conducted on the design, costs, rates of teaching adoption and student experiences over five teaching periods (2.5 years). Over this period, 4833 students were taught in the laboratory across 7952 student visits. The laboratory was used most by the Faculty of Engineering (53%), followed by the Faculty of Arts & Social Science (23.8%) and Faculty of Science (23.2%). For engineering, the units of study using the laboratory represented only 1.4% of annual faculty subjects offered. This confirms that adoption was in the initial stage of innovation diffusion. The laboratory saw a 250% increase in student numbers over the period of evaluation and 71.5% of students surveyed ( = 295) reported enhanced learning outcomes. The cost per visit was only AU$ 19.50. These findings give confidence to higher education institutions that the right VAR technology infrastructure is a sound educational investment for the future. The online version contains supplementary material available at 10.1007/s10639-021-10653-6. Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adoption rates of VAR technology for teaching have not been well described across a higher education institution. Further, there is an absence of information on the optimal VAR laboratory designs and cost per student. In this study, a purpose designed virtual reality laboratory was formed in 2017 at The University of Sydney, housing 26 Oculus Rift headset units. An evaluation was conducted on the design, costs, rates of teaching adoption and student experiences over five teaching periods (2.5 years). Over this period, 4833 students were taught in the laboratory across 7952 student visits. The laboratory was used most by the Faculty of Engineering (53%), followed by the Faculty of Arts & Social Science (23.8%) and Faculty of Science (23.2%). For engineering, the units of study using the laboratory represented only 1.4% of annual faculty subjects offered. This confirms that adoption was in the initial stage of innovation diffusion. The laboratory saw a 250% increase in student numbers over the period of evaluation and 71.5% of students surveyed (n = 295) reported enhanced learning outcomes. The cost per visit was only AU$ 19.50. These findings give confidence to higher education institutions that the right VAR technology infrastructure is a sound educational investment for the future. Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adoption rates of VAR technology for teaching have not been well described across a higher education institution. Further, there is an absence of information on the optimal VAR laboratory designs and cost per student. In this study, a purpose designed virtual reality laboratory was formed in 2017 at The University of Sydney, housing 26 Oculus Rift headset units. An evaluation was conducted on the design, costs, rates of teaching adoption and student experiences over five teaching periods (2.5 years). Over this period, 4833 students were taught in the laboratory across 7952 student visits. The laboratory was used most by the Faculty of Engineering (53%), followed by the Faculty of Arts & Social Science (23.8%) and Faculty of Science (23.2%). For engineering, the units of study using the laboratory represented only 1.4% of annual faculty subjects offered. This confirms that adoption was in the initial stage of innovation diffusion. The laboratory saw a 250% increase in student numbers over the period of evaluation and 71.5% of students surveyed ( n = 295) reported enhanced learning outcomes. The cost per visit was only AU$ 19.50. These findings give confidence to higher education institutions that the right VAR technology infrastructure is a sound educational investment for the future. Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adoption rates of VAR technology for teaching have not been well described across a higher education institution. Further, there is an absence of information on the optimal VAR laboratory designs and cost per student. In this study, a purpose designed virtual reality laboratory was formed in 2017 at The University of Sydney, housing 26 Oculus Rift headset units. An evaluation was conducted on the design, costs, rates of teaching adoption and student experiences over five teaching periods (2.5 years). Over this period, 4833 students were taught in the laboratory across 7952 student visits. The laboratory was used most by the Faculty of Engineering (53%), followed by the Faculty of Arts & Social Science (23.8%) and Faculty of Science (23.2%). For engineering, the units of study using the laboratory represented only 1.4% of annual faculty subjects offered. This confirms that adoption was in the initial stage of innovation diffusion. The laboratory saw a 250% increase in student numbers over the period of evaluation and 71.5% of students surveyed (n = 295) reported enhanced learning outcomes. The cost per visit was only AU$ 19.50. These findings give confidence to higher education institutions that the right VAR technology infrastructure is a sound educational investment for the future.Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adoption rates of VAR technology for teaching have not been well described across a higher education institution. Further, there is an absence of information on the optimal VAR laboratory designs and cost per student. In this study, a purpose designed virtual reality laboratory was formed in 2017 at The University of Sydney, housing 26 Oculus Rift headset units. An evaluation was conducted on the design, costs, rates of teaching adoption and student experiences over five teaching periods (2.5 years). Over this period, 4833 students were taught in the laboratory across 7952 student visits. The laboratory was used most by the Faculty of Engineering (53%), followed by the Faculty of Arts & Social Science (23.8%) and Faculty of Science (23.2%). For engineering, the units of study using the laboratory represented only 1.4% of annual faculty subjects offered. This confirms that adoption was in the initial stage of innovation diffusion. The laboratory saw a 250% increase in student numbers over the period of evaluation and 71.5% of students surveyed (n = 295) reported enhanced learning outcomes. The cost per visit was only AU$ 19.50. These findings give confidence to higher education institutions that the right VAR technology infrastructure is a sound educational investment for the future.The online version contains supplementary material available at 10.1007/s10639-021-10653-6.SUPPLEMENTARY INFORMATIONThe online version contains supplementary material available at 10.1007/s10639-021-10653-6.
Audience	Higher Education Postsecondary Education Academic
Author	Thomas, Jacqueline Marks, Benjy
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Copyright	The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021. COPYRIGHT 2022 Springer Copyright Springer Nature B.V. Jan 2022
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References	K Ijaz (10653_CR8) 2017 R Cassani (10653_CR2) 2020; 6 ME Portman (10653_CR12) 2015; 54 10653_CR9 E Rogers (10653_CR15) 1995 F Grivokostopoulou (10653_CR5) 2020; 10 N Dietrich (10653_CR3) 2020; 97 V Potkonjak (10653_CR13) 2016; 95 10653_CR6 J Thomas (10653_CR19) 2019 K Achuthan (10653_CR1) 2020; 16 D Kaminska (10653_CR10) 2017; 15 10653_CR14 D Kaminska (10653_CR11) 2019; 10 10653_CR4 M Hernandez-de-Menendez (10653_CR7) 2020; 14 J Thomas (10653_CR18) 2017 A Shirazi (10653_CR16) 2015; 141 J Walker (10653_CR20) 2020; 17 ET Straub (10653_CR17) 2009; 79
References_xml	– volume: 14 start-page: 683 issue: 2 year: 2020 ident: 10653_CR7 publication-title: International Journal of Interactive Design and Manufacturing doi: 10.1007/s12008-019-00640-0 – volume: 10 start-page: 20 issue: 10 year: 2019 ident: 10653_CR11 publication-title: Information doi: 10.3390/info10100318 – ident: 10653_CR14 doi: 10.1007/s10956-020-09866-0 – volume: 79 start-page: 625 issue: 2 year: 2009 ident: 10653_CR17 publication-title: Review of Educational Research doi: 10.3102/0034654308325896 – volume: 10 start-page: 14 issue: 5 year: 2020 ident: 10653_CR5 publication-title: Applied Sciences-Basel – start-page: 22 volume-title: Immersive learning laboratory annual report: 2017–2018 year: 2019 ident: 10653_CR19 – volume: 15 start-page: 936 issue: 1 year: 2017 ident: 10653_CR10 publication-title: Open Physics doi: 10.1515/phys-2017-0114 – volume: 95 start-page: 309 year: 2016 ident: 10653_CR13 publication-title: Computers & Education doi: 10.1016/j.compedu.2016.02.002 – volume: 54 start-page: 376 year: 2015 ident: 10653_CR12 publication-title: Computers Environment and Urban Systems doi: 10.1016/j.compenvurbsys.2015.05.001 – volume: 16 start-page: 4 issue: 9 year: 2020 ident: 10653_CR1 publication-title: International Journal of Online and Biomedical Engineering – volume: 97 start-page: 2448 issue: 9 year: 2020 ident: 10653_CR3 publication-title: Journal of Chemical Education doi: 10.1021/acs.jchemed.0c00717 – volume: 141 start-page: 10 issue: 3 year: 2015 ident: 10653_CR16 publication-title: Journal of Professional Issues in Engineering Education and Practice doi: 10.1061/(ASCE)EI.1943-5541.0000229 – ident: 10653_CR6 – start-page: 974 volume-title: 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017) year: 2017 ident: 10653_CR8 – ident: 10653_CR4 – volume: 17 start-page: 303 issue: 3 year: 2020 ident: 10653_CR20 publication-title: Interactive Technology and Smart Education doi: 10.1108/ITSE-10-2019-0069 – volume-title: Diffusion of innovations year: 1995 ident: 10653_CR15 – start-page: 1006 volume-title: 28th Annual Conference of the Australiasian Association for Engineering (AAEE 2017) year: 2017 ident: 10653_CR18 – ident: 10653_CR9 – volume: 6 start-page: 20 issue: 3 year: 2020 ident: 10653_CR2 publication-title: IEEE Systems Man and Cybernetics Magazine doi: 10.1109/MSMC.2019.2953627
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SubjectTerms	Adoption (Ideas) Computer Appl. in Social and Behavioral Sciences Computer Science Computer Simulation Computers and Education Design Education Education, Higher Educational Technology Engineering Education Foreign Countries Higher Education Immersive learning Information Systems Applications (incl.Internet) Laboratories Laboratory Training Learning Program Evaluation Student Experience Study and teaching Technology Acceptance Model Technology application Technology Uses in Education Units of Study User Interfaces and Human Computer Interaction Virtual reality
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Title	Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory
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