How to Teach About VR in VR

A 2023 report from Wiley found two-thirds of instructors believe their program or department will use more technology over the next three years. Six in 10 instructors anticipate AI-based tools, virtual or augmented reality, or courseware with flexible assignment types will be important in delivering their courses in three years.

Students at Michigan State University can get hands-on experience learning about virtual reality and avatars through a fully VR classroom experience. Rabindra “Robby” Ratan, a media and information professor, has researched VR for over two decades and now teaches two hybrid courses using VR as an active learning space.

The experience has shown the power of VR to create a focused and engaged classroom environment centered around technology and media literacy.

The background: Ratan has engaged in research regarding virtual reality and avatars in teaching and learning for two decades. He’s found that using an avatar can influence behaviors, called the Proteus effect, and that students operating like themselves as avatars are more likely to earn higher grades and communicate more with their peers.

Additionally, helping students become familiar with emerging technologies can benefit their learning and future development.

When virtual reality became more accessible for student use with the release of Meta’s Quest 2, Ratan jumped on the opportunity to teach using VR. Since spring 2022, two of his courses have taken place primarily in a virtual setting.

How it works: Ratan teaches two courses, Understanding Virtual Reality Experiences and Avatar Psychology, using Quest 2 headsets and the Engage VR metaverse platform. He owns around 130 headsets, which he’s accumulated over the years.

Students log in from home or in the physical classroom using their loaned headset. A teaching assistant is present in the classroom to assist with any challenges students may have during the experience, and Ratan joins the virtual world with two avatars: one through his headset and another via his computer.

A majority of students in the class have never used VR before, Ratan says. “They’re always open to it, they’re always curious—that’s why they sign up.”

Both classes are primarily discussion-based. Ratan uses Slido for teaching, which allows him to collect student responses prior to joining the virtual classroom and then pull up answers in the VR universe. He’ll also break students into small groups, which he says has been incredibly effective compared to in-person or Zoom teaching for gaining student buy-in.

“They’re constantly chattering,” he says. “They’re getting to know each other. They’re working on the project. They feel comfortable because there’s spatial audio, so you only hear the people who are near you, and hear them in the direction where they are [standing].”

While the class itself takes place online, students are required to be in the classroom for eight sessions throughout the semester, which can benefit their connection and social development in other ways, Ratan says.

The pros and cons: While inside the VR universe, students are unable to multitask, which helps create a structured and focused environment.

“VR is excellent for keeping students’ attention in the space because they’re not able to check their email or look out the window or look at their friends,” Ratan says. For those who need to fidget, students are permitted to draw or create objects in their VR world, so long as it’s not distracting to their peers.

“VR is not this panacea or magic bullet to shoving more material into their brain,” Ratan clarifies. “But I do think that we keep students from falling asleep and they’re happier about class [compared to Zoom].”

One of the challenges of teaching with VR is students’ physical capabilities to engage, because using VR headsets can cause simulator sickness or nausea, similar to motion sickness. (This is one factor Ratan is studying, and he asks students after every class session about their level of simulator sickness.)

What’s next: Gradually, other faculty members at Michigan State have adopted VR settings to teach. Some use immersive content to augment content, such as science courses interacting with molecules or anatomy models in VR.

Ratan is launching a nonprofit this summer, Avatar Summer School, in which he will teach VR courses to anyone who is interested, with a specific goal of reaching those across the globe who may have limited access to technology or opportunities for this type of engagement. The course costs $200 for current students and $300 for working professionals, but discounted rates are available to those who qualify.

DIY: For instructors considering teaching with VR, Ratan offers some suggestions:

• Be prepared for slow onboarding. Account management for logging into systems has been thorny, Ratan says. The first class, all students meet in person to get set up.
• Keep content short. The average student can withstand about 35 minutes of learning in VR before experiencing simulator sickness, so keeping course content limited can ensure everyone is able to participate. “About 30 minutes is a great target to keep your students from vomiting, which is always a goal,” Ratan says.
• Offer multiple modalities. With the risk of simulator sickness, offering students the ability to join classes via their computer or mobile device ensures they’re not missing out if they’re feeling nauseated.
• Get comfortable with the tech. Being an effective educator in VR spaces requires individuals to be familiar with the application and executing course content.

Get more content like this directly to your inbox every weekday morning. Subscribe here.