Educating Educators about Virtual Reality in Virtual Reality:
Effective Learning Principles Operationalized in a VR Solution
Henri Pirkkalainen
1a
, Eria Makridou
2
, Osku Torro
1b
, Panagiotis Kosmas
2
,
Charalambos Vrasidas
2c
and Kari Peltola
3
1
Faculty of Management and Business, Tampere University, Korkeakoulunkatu 7, 33720 Tampere, Finland
2
Centre for the Advancement of Research and Development in Educational Technology – CARDET, Nicosia, Cyprus
3
Wakeone, Hämeenkatu 16 A 11, 33200 Tampere, Finland
kari.peltola@wakeone.co
Keywords: Virtual Reality, Design Principles, Learning.
Abstract: Virtual Reality (VR) is transforming organizational training as users are immersed in realistic situations that
may not exist yet in the physical world. The theoretical principles that make VR effective for learning in an
immersive way are emerging in literature but remain poorly understood in practice nor have they been
articulated in available VR solutions. This study demonstrates an IT artifact that is targeted at educators in
companies and in higher education. The study synthesizes the key principles that make VR environments
effective for learning, derives design principles for a corresponding artifact and demonstrates a VR solution
that enables educators to absorb the principles of the power of VR by experiencing them first hand. Creating
this artifact and delivering it to educators is important as they are responsible for diffusing VR to current
employees in companies and future workforce in higher education.
1 INTRODUCTION
Virtual Reality is becoming an essential business tool
for training and design-oriented tasks that are prone
to high costs and failure rates. Virtual reality can be
defined as a technology that provides “the effect of
immersion in an interactive three-dimensional
computer-generated environment in which the virtual
objects have a spatial presence” (Bryson, 1995). The
power of VR is in living through situations that may
have not yet happened (Dede, 2009; Slater &
Sanchez-Vives, 2016), such as extreme hazards in
industrial settings that put human lives in danger, or
in settings where expensive design projects are
carried through (e.g., with aircrafts or cars) that need
to be tested before they are manufactured or even
built as high-cost prototypes. This is why it is not
surprising that many industrial companies have
shifted their operations in VR (Kugler 2017) and
major construction companies co-design buildings
withtest in VR first and get rid of errors
a
https://orcid.org/0000-0002-5389-7363
b
https://orcid.org/0000-0003-0706-5010
c
https://orcid.org/0000-0001-6499-5180
proactively”-approach (Wang et al., 2018). Much of
the value of VR is based on settings and disciplines
that deal with 3D content that is optimally viewed in
1-on-1 scale (Berg and Vance 2017), such as the
surrounding environment where you, the reader, are
at this very moment. Indeed, psychological
immersion makes VR a distinct technology since the
individual typically perceives it as a comprehensive
and realistic experience (Dede, 2009).
VR is just about ready to be embedded in daily
practices of professional training in companies and in
higher education (Jalo et al., 2020). VR hardware,
platforms, APIs and both commercial and
professional applications are developing at a
tremendous speed as major IT companies have started
investing heavily in VR (Berg and Vance 2017).
Recent literature shows that the many previous
bottlenecks relating to immature technology (e.g.,
low computing power and refresh rates) have been
overcome and the interest in VR is currently higher
than ever (Mütterlein and Hess 2017). Current
Pirkkalainen, H., Makridou, E., Torro, O., Kosmas, P., Vrasidas, C. and Peltola, K.
Educating Educators about Virtual Reality in Virtual Reality: Effective Learning Principles Operationalized in a VR Solution.
DOI: 10.5220/0010638100003064
In Proceedings of the 13th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (IC3K 2021) - Volume 3: KMIS, pages 75-82
ISBN: 978-989-758-533-3; ISSN: 2184-3228
Copyright
c
2021 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
75
adoption of VR is highly based on simulation and
training scenarios (Jalo et al., 2020). However, the
principles that separate VR from other types of virtual
worlds or 2D and web-based environments remain
scattered in prior literature. The principles that make
VR effective for learning, that is, the extent that VR
can be used as an effective tool to transfer know-how
and insights in a novel way need to be made explicit
to ensure use and adoption of VR to its full potential.
We seek to bridge this gap by uncovering the
theoretical principles that make VR effective for
learning.
VR needs to be experienced first-hand as it is
quite impossible to understand what psychological
immersion means until one experiences it (Dede,
2009). Recent VR literature situated in the
educational context has further argued that
pedagogical thinking, as in prioritization of the major
strengths of VR, has not been taken into consideration
in the available VR solutions (Radianti et al., 2020).
This is why it is critical to convert those principles
that make VR advantageous into VR, by
operationalizing them in an IT artifact.
This paper takes on a Design Science Research
(DSR) approach to deliver these VR principles of
effective learning into a VR environment where
educators in companies and higher education may
absorb those principles in an immersive manner. This
study firstly identifies those theoretical VR principles
for learning that demonstrate why major companies
run their intensive training and simulations in VR.
Then, we convert those theoretical principles into
design principles that are further operationalized in an
IT-artifact, taking the form of a VR tutorial for
educators. The implications of the study and the VR
solution are further discussed.
2 THEORETICAL PRINCIPLES
OF EFFECTIVE VIRTUAL
REALITY ENVIRONMENT
FOR LEARNING
A summary of the most effective principles that make
VR particularly powerful for learning is demonstrated
in this section.
Theoretical Principle #1: Virtual reality can embed
context-specific IT tools and means for both
synchronous and asynchronous communication.
An important benefit of using Virtual Reality
technologies is that they support both synchronous
and asynchronous communication (Jalo et al., 2020).
Avatar-based discussion and dialogue between users
enable them to communicate both with text and voice,
not to forget gaze and body language. This flexibility
of VR is critical because synchronous and
asynchronous communication tools have been proven
beneficial and useful for e-learning environments,
while they facilitate collaboration among individuals,
and groups of people who interact with each other
(Anderson 2004).
Prior research on VR has also established that
avatar appearance and characteristics can affect
individuals’ behavior in virtual reality and afterwards
when the user switches back to the physical world
(Bailenson et al. 2006). One particular application in
which a user’s self-representation is modified in a
meaningful way is the Proteus effect. When a user
interacts with another person, the users behavior
adjusts to the modified self-representation, which is
most of the time dissimilar to the physical self (Yee
& Bailenson, 2007; Yee and Bailenson, 2009). For
example, when users adopt attractive avatars, they
feel free to share more personal information and
approach others more closely than they might have
done in the real world (Yee & Bailenson, 2007).
Theoretical Principle #2: Adaptability: Elements of a
VR interface can be adjusted according to the
situational and preference-related factors.
Interfaces of VR are flexible and adaptable to the user
preferences in many ways, giving control to users and
allowing them to work in their own speed, pace, and
preferences (Sutcliffe, 2013). This way, engaging
problem representations, which describe the
contextual factors that surround the problem makes
the interaction with a virtual environment as
interesting as one cannot imagine. A user can be
placed in any real-like or completely imaginary
location and interact with others while adjusting the
scenes and the location he/she is on according to the
needs (LaValle 2020).
The user can also choose its own appearance from
a large variety of options, making him/her capable of
taking different roles (Chen et al. 2009). However,
adaptability should be somehow limited in relation to
the context of each virtual reality application, so that
the consistency of the interface is not to be eliminated
and the purpose of each application is not hidden
(Sutcliffe, 2013).
Theoretical Principle #3: Virtual reality is not bound
to time and space.
In a virtual environment, educators and learners are
not bound by physical limitations that exist in
classrooms and in the real environment. Specifically,
KMIS 2021 - 13th International Conference on Knowledge Management and Information Systems
76
users in a Virtual Reality environment have the
opportunity to experience imaginary situations or
situations of the past (such as historic events recreated
in VR), turn off gravity in an environment and
immerse in ways that are not possible in real life (Jalo
et al., 2020), offering flexibility for repetition and
self-pacing (Jonassen 1991). Additionally, this
manipulation of the context of interaction in space
and time (Bailenson et al. 2006) enables participants
to go back in conversations with other users, pause an
action, activity or situation and continue again only
when they feel like doing it (Bailenson et al. 2006).
Theoretical Principle #4: Virtual reality is best
absorbed socially.
One of the tremendous recent opportunities of VR
relates to the multi-user perspective. Many recent
applications make it possible for multiple users to
enter the same virtual environment (Jalo et al., 2020).
The social interaction among participants in the
collaborative learning group has as an effect the
development of greater social skills, while learners
get together to know each other and solve problems
collaboratively (Huang et al., 2010).
Adding to this, Roussou (2004) also argues that
interactivity in learning, with other people and with
virtual artefacts, is a fundamental mechanism both for
the acquisition of knowledge and for the development
of important cognitive and physical skills (Roussou,
2004).
Virtual Reality Technologies can provide the
space for people to interact with each other without
the limitations of the physical world (Lanier 1992;
LaValle 2020). The use of Virtual Reality allows us
to adjust and alter the way we see and approach
interpersonal communication in novel ways that we
could not achieve in reality, boosting social
cooperation and interaction (Bailenson et al. 2006;
Bailenson et al. 2004).
Theoretical Principle #5: Learning by doing instead
of reading about it.
According to the constructivist approach, a user
learns efficiently when he actively constructs
knowledge out of the engagement in meaningful
activities that are important for him/her (Roussou,
2004), drawing information based on prior
experiences. Constructivism is widely admitted as the
driving force for the development of highly
interactive environments, where the user actively
tests, modifies, builds, and tests ideas (Roussou,
2004). These perspectives have affected the
improvement of intelligent and virtual learning
situations, which appear to connect well to the
"learning by doing" and "hands-on" educational
practices.
Dede (2009) argues that the real power of VR is
in situated learning. That is when the user can live
through and interact in a situation they are learning
about. Also, since virtual reality advancements give a
wide scope of opportunities for this sort of
intelligence and backing for dynamic investment in
the development of the substance, they become
appropriate, incredible media for use by educational
institutions at large, galleries and edutainment
focuses (Roussou, 2004).
It is also argued that interactivity is probably the
most important property of a virtual reality
environment as VR provides the user with the means
to "feel" the experience, and feel placed in a scene
while engaging with the surrounding environment
(Roussou, 2004). In this perspective, a VR
environment allows free exploration and
manipulation of artefacts in a virtual environment,
and can also provide feedback or interaction with
other learners via visual, auditory, tactile, and/or
kinaesthetic cues by other participating learners
(Chen et al., 2009). Therefore, VR interfaces should
function based on the user's commands, without
attempting to control the user and interfere in the
learning process (Sutcliffe, 2013).
Theoretical Principle #6: Allow sense-making by
taking multiple perspectives in VR.
VR is known to allow users to view the environment
and objects therein from multiple perspectives in
order to gain a comprehensive understanding of their
surroundings (Chen et al. 2009). The user can view
the virtual environment and objects there from a first-
person view, or alternatively, from a birds-eye (Dede,
2009). There are no boundaries in this regard.
Specifically, through the interaction of a user in a
three-dimensional environment multiple viewpoints
of a known or unknown situation can be faced. This
way, a user can focus or exclude specific elements in
a virtual environment that may interrupt one from the
primary importance. The independent controlled
viewpoint for each learner may also vary, depending
on the interests and scope of use of VR (Chen et al.
2009).
However, the immersion level of a user to the
Virtual Reality environment is also related to user’s
capacity to adopt the nonexistent environment and is
dependent to factors such as the type of equipment,
the degree of realism of the application, the activities
to be implemented in the environment by the user,
and the user’s motivation to participate in the
simulation (Fox et al. 2009).
Educating Educators about Virtual Reality in Virtual Reality: Effective Learning Principles Operationalized in a VR Solution
77
Theoretical Principle #7: Content creation is
limitless.
VR can occupy any digital content but is best
absorbed in 3D environments the users can interact
with and can present a situation in a shared three-
dimensional environment that simulates aspects of
the real world (Chen et al. 2009).VR often applies
360- or 180-videos because they are easily embedded
and provide an immersive experience even without
any advanced or realistic interactions with 3D objects
of the environment. However, it is likely that certain
disciplines and industries benefit from the
opportunities of VR more than others in terms of
content absorption (Jalo et al. 2020). For example, in
design-intensive tasks where 3D plans (from cars and
buildings to additive manufacturing) are co-created.
3 METHOD
3.1 Deriving Design Principles through
Design Science Research
Design Science Research (DSR) is an approach that
seeks to develop IT artifacts (e.g., prototypes,
conceptual designs, products) that adhere to scientific
justificatory knowledge and have practical utility
(Hevner et al., 2004). Such IT artifacts are described
with descriptive statements that provide details on
how the particular artifact solves the utility for its user
(Gregor and Hevner, 2013). This is typically achieved
by design principles (Gregor et al., 2020). DSR is a
paradigm with multiple notable approaches for
demonstrating the utility of the IT artifacts. For
example, these include the design science research
methodology with proposed sample steps to conduct
the research (e.g., Peffers et al., 2007) and Action
Design Research that describes multiple actions and
potential sequences of activities of artifact
development in which the researcher has an active
role (Sein et al., 2011). Although steps of the research
may vary, the justificatory knowledge on the utility of
the IT artifact needs to be carefully documented
(Gregor et al., 2020).
The DSR project reported in this paper is built on
the utility for educators. Thus, according to the
guidelines of DSR (Gregor and Hevner 2013; Hevner
et al. 2004), and as reflected in Section 2, the problem
statement of and objectives for the solution are
articulated as follows. The problem that the solution
aims to tackle is two-fold. First, the principles that
make VR an effective tool for organizational learning
are poorly known. Second, the principles are VR-
specific, meaning that they need to be experienced in
VR to fully absorb them. The objective for the
solution is an evident follow-up to the two-fold
problem: The VR solution should enable an educator
(in organizations and in higher education) to absorb
the principles of effective learning of VR, in VR, in
order for them to utilize these principles in practice.
In this paper, we draw from the guidelines of
Gregor et al., (2020) on formulating informative
design principles for IT artefacts. Design principle
statements should provide information on the aim of
the principle and potential enactors and users related
to the principle. Example statement (principle #1):
The VR solution should allow educators
(ENACTORS) enrich their understanding of the
properties and features of VR (AIM) so they may
apply these properties and features in their
organization (APPLICATION FOR THE USERS).
Furthermore, each principle needs to build on
rationale that clarifies the need for the principle
within the context it should be embedded in.
3.2 Technical Specification of the IT
Artifact
The IT artifact was built using Unity version
2019.1.5f1 as the development platform. Code was
written in C# due to the usage of Unity. Basic
interactions and movement of the avatar were
implemented using the Virtual Reality Toolkit
(VRTK) framework. Furthermore, audio guidance of
the user was implemented using Azure Cognitive
Services API. Although the artifact was implemented
as a real-time (online) solution, audio clips were
added to the build itself in order to enable offline use.
The IT artifact was intended for wide-scale use
and was therefore designed for Oculus Quest-devices
to ensure wide outreach for potential users. The
solution was also primarily tested using that specific
headset. Due to having a standalone VR device as the
target platform, performance was a key concern when
designing the user experience and implementing the
VR application. Thus, development was done in an
iterative manner. The application will be made
available for download at vrinsight.org.
4 DESIGN PRINCIPLES FOR VR
SOLUTION
Next, the identified theoretical principles that make
learning in VR effective will be reflected as specific
design principles that showcase the utility of the IT
KMIS 2021 - 13th International Conference on Knowledge Management and Information Systems
78
artifact. These principles were used as a basis for the
VR solution development.
Design Principle #1: The VR solution should allow
educators to enrich their understanding of the
properties and features of VR so they may apply these
properties and features in their organization.
One of the major hindrances of VR adoption is the
lack of awareness on the possibilities of VR (Jalo et
al., 2020). Platforms such as SteamVR, PS4 and
Oculus include a range of commercial and
professional applications with a range of features that
are distinct from one another. Similarly, custom-built
solutions for companies may make use of simulation
and interaction that are not typical for applications
that are freely available through major platforms.
Recently, VR content is streamed on the cloud which
has enabled various multi-user or social VR
applications (Jalo et al., 2020). Many of those
opportunities are spreading rapidly but are not yet
mainstream. This is why the first principle is to
articulate the essential functionalities and properties
of VR to the user so that they can have a broad
overview on the functionalities and features they may
utilize in practice.
Design Principle #2: The VR solution should allow
educators to adjust their virtual avatar so they
understand how realistic or non-realistic avatars may
impact user behavior in VR.
The second design principle is about the virtual
representation of the user. Interaction with other
users, and with the virtual environment, requires an
avatar (Yee & Bailenson, 2007; Yee & Bailenson,
2009). However, the virtual representation of the user
shouldn’t be limited to the real-life characteristics of
the individual. The design principle is to allow the
user to see first hand how the change in avatar
features, size or photo-realism may affect the use
situation in VR, for example, to demonstrate the
proteus effect (Yee et al., 2009).
Design Principle #3: The VR solution should allow
educators embed themselves in settings that are
meaningful for themselves so they know how users
are not limited to specific locations.
New users of VR might find it difficult to understand
what VR is and what is possible therein (Jalo et al.,
2020). In addition to understanding their virtual
representation as an avatar, the VR solution should
make the user observe that the virtual space may be
practically any real-life or fictional location that they
can experience in 1-to-1 scale (Steffen et al., 2019).
Design Principle #4: The VR solution should allow
educators realize that virtual spaces can occupy other
users who are similarly represented as avatars.
The information load to using VR can be
overwhelming in early stages of use (Jalo et al., 2020;
Yee & Bailenson, 2007). Not only do the users need
to get comfortable with their own digital extension,
they are observing fictional and real locations in
versatile virtual spaces (LaValle, 2020). As
emphasized by recent VR research (Jalo et al., 2020),
VR should not be limited to single-user experiences
as it can serve as a communication channel that
expands possibilities from the physical environment
as demonstrated in Figure 1. By this, the VR solution
should allow the user to observe the social fabric of
VR by meeting other users represented as avatars in
the virtual space.
Figure 1: Showcasing multi-user setting and the protheus
effect in the VR solution.
Design Principle #5: The VR solution should allow
educators to simulate a real-world, or hypothetical,
activity without physical restrictions (e.g,. gravity) so
they know how to think outside the box &…
Design Principle #6: The VR solution should allow
educators learn in the context by doing that helps
them apply VR in practice.
Next, we reflect on two closely related design
principles. The possibility of learning by doing is a
major advantage of VR in comparison to other
technologies (Dede, 2009; Jalo et al., 2020). This is
something that is hard to explain to a user unless they
can try it out in practice. This is why the VR solution
should stretch beyond a VR experience that allows
the user to observe aspects of VR. Instead, the VR
solution should allow rich forms of interaction with
the 3D objects embedded in the virtual space. They
should be programmed in a way that the user can
seamlessly simulate a real-world activity that they can
relate to, but probably have not engaged in before,
and further, allowing them to touch, move around and
Educating Educators about Virtual Reality in Virtual Reality: Effective Learning Principles Operationalized in a VR Solution
79
alter the objects embedded in the simulation, as
demonstrated in the VR solution (Figure 2).
Figure 2: Learning by doing in the VR solution.
Design Principle #7: The VR solution should allow
educators to switch between exo- and ego-centric
perspectives to help them understand that users can
enter places they wouldn’t be able in real life.
The opportunity of VR in taking multiple
perspectives is often related to a certain object that the
user views in first-person - and in bird’s eye (e.g.,
Dede, 2009). The VR solution should design this
aspect in relation to a specific object or space so that
the user knows the bird’s eye view is just another
perspective to the object they were observing in first-
person.
Design Principle #8: The VR solution should allow
educators distinguish between distinct content types
that may be integrated into the virtual environment
for the users.
As VR can potentially integrate any kind of digital
data from plain 2D documents to 180 and 360 videos
and rich 3D objects (that capture realistic details with
millions of polygons), the VR solution should expose
the user should to as many different types of content
so that they understand the distinction between
content that is static as in they are merely observable
(e.g, 2D content that is not programmed for
interaction) and content that they may interact with
(e.g., 3D content programmed with realistic features
similar to the physical world). A key aspect is that the
user identifies that the content does not have to limit
to the understanding of rules and conventions (e.g.,
laws of physics) embedded in the physical world.
5 DISCUSSION AND
CONCLUSION
5.1 Research Implications
The main aim of this study was to transfer the key
theoretical strengths of VR in an immersive VR
tutorial for educators in companies and higher
education. Prior studies had extracted many of those
key strengths, which had remained somewhat
unconsolidated in prior research, and were not
typically addressed in available VR solutions
(Radianti et al., 2020). This study focused on
overcoming this gap in research. The study made two
key theoretical contributions to the literature. The
first contribution is in compiling the specific
theoretical principles that make VR effective for
organizational learning. The principles for effective
learning in VR have been scattered in the literature
and practitioners have typically lacked an overview
on the contemporary advantages of VR (LaValle,
2020; Radianti et al., 2020). Many of the key
advantages of VR are aspects enabled by
comprehensive psychological immersion. For
example, the fact that VR technology can occupy
more or less any content up to elaborate digital twins
of cities and experiences that go beyond the rules of
physics (Jalo et al., 2020; LaValle, 2020).
The second theoretical contribution is the
provision of specific design principles. This
contribution is specifically on DSR and IS literature.
An IT artifact was missing that could deliver the
principles to the educators who are responsible to
train and educate future employees and workforce on
VR application. Only through the immersive
experience the user can observe the major differences
to utilization of other technologies in learning, such
as 2D virtual worlds or browser-based computing.
This research delivers such an IT artifact. The design
principles are not limited to a form of a tutorial but
can be deployed in any further VR environment
targeting organizational training and simulation.
In addition to the two key theoretical
contributions, the study has two streams of practical
implications.
KMIS 2021 - 13th International Conference on Knowledge Management and Information Systems
80
First, the unique feature of VR is in its immersion
which makes it imperative to learn about it in VR. The
IT artifact that was created to serve this purpose-
designed to work as a utility for educators in
organizational training and in higher education at
large. The artifact and the theoretical principles
underlying it are best served as a tutorial to VR
technology so that the educator may identify its
potential for institutional utilisation in a structured,
step-by-step-manner that they can rerun as many
times as they want. As many organizations are
currently revamping their design and training
processes with VR, we believe many more will be
able to do so effectively once digesting the theoretical
principles of effective learning in VR delivered via
the IT artifact.
Second, the IT artifact can also help companies
that develop VR solutions. The design principles that
were demonstrated by the IT artifact should be treated
as the fundamentals of VR intended for training
purposes. The detailed requirements deriving from
the users and organizations should be built on this
basis. We urge developers to take advantage of these
design principles so that they can design VR solutions
that are a better fit for purpose and are likely to result
in value-adding usage of the upcoming VR solutions.
5.2 Limitations and Future Research
Topics
The presented DSR project does have certain
limitations. Many of the limitations related to the VR
development environment that set restrictions for the
development and distribution of the solution. The IT
artifact was prepared for side-loading for Oculus
Quest and is only available via a direct download. We
chose Oculus Quest for the maximum distribution via
a standalone HMD device that would not require a
powerful laptop to run.
For the above reason, the IT artifact could not be
used as an actual simulation environment with rich
synchronous multi-user capabilities. As a counteract,
the IT artifact was adjusted in a way that it points out
multiple available VR solutions that handle specific
aspects illustrated in the tutorial. For example, the
user is given suggestions for multi-user VR solutions
that may be used for remote collaboration.
We identify many potentials for future research.
One of the potential topics is to study the
effectiveness of these principles in different settings.
For example, organizational use is likely to have
subtle differences across industries. We also urge
researchers to dive deeper in to the social fabric of
VR, which has only recently surfaced. Upcoming
studies may also study performance-related aspects of
VR to ensure many of the principles can be utilized
without technical limitations in standalone VR
devices that are affordable and likely to be reached by
wider sets of users.
5.3 Conclusion
As more organizations are moving their operations to
VR, the importance of guaranteeing positive
outcomes of use becomes increasingly important.
Those positive outcomes are more likely reached
when VR is designed to its full potential in terms of
user experience and unique features. However, the
key principles that make VR stand out from other
technologies have not been obvious even for
practitioners working with VR. Our research
attempted to uncover the theoretical principles that
make VR a powerful utility. We hope that wider
uptake of VR is one step closer as those theoretical
principles were operationalized in an IT artifact that
allows experiencing them first hand in an immersive
VR environment.
ACKNOWLEDGEMENTS
This research was co-funded by Erasmus+ project
VRinSight (2018-1-DE01-KA203-004277).
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