Immersive Learning and Participatory Engagement: Connecting in the Online Classroom Through Virtual Reality
Open accessAbstract
Guided by constructivist theory, this study examines health professions student learning and engagement in the virtual classroom (VC) setting. Students (N=52) participated in a one-week VC prior to and during the COVID-19 pandemic. After participation, students were surveyed to discern their impressions of the experience, including the administration of a presence questionnaire, a key indicator of virtual environment (VE) efficacy. High student presence scores were significantly correlated with the perception that the VC facilitated learning (r = .573, p = .001). Conversely, students who perceived the course content as challenging were less likely to recommend the VC as a viable alternative learning platform. Furthermore, in terms of presence, undergraduate and graduate students were not significantly different. In summary, health professions students view immersive technologies favorably and may benefit from using such platforms as alternative or supplemental learning tools regardless of their academic level.
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Immersive innovation engagements reshape learners' meaning-making towards creative entrepreneurial perspectives rather than purely disciplinary technical frames.
“Immersive innovation engagements also reshape learners’ meaning-making towards creative entrepreneurial perspectives rather than purely disciplinary technical frames33–35.”
From Project based learning framework integrating industry collaboration to enhance student future readiness in higher education (2025) · cites this paper as [33]
The Theoretical Framework (page unavailable) discusses learners constructing new meanings in VR, while the Discussion (page unavailable) reports learning and engagement in a virtual classroom. Neither addresses a shift toward creative entrepreneurial perspectives rather than disciplinary technical frames; searches for entrepreneurial innovation and meaning-making found no supporting passage. (LLM, conf=0.75)
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References 41 · Cited by 8
Research works printed but not linked: 1
- U.S. Army Research Institute for the Behavioral and Social Sciences. Defense Technical Information Center No. ADA286183. 10.1162/105474698565686 · DOI · Paper page
- Authors
- Cavanaugh, G., Condry, H. M., Afable, C. F., Morris, M., De, S., Madison, H. E., Marshall, J., Victor, C. P., & Weiner, M.
- Affiliations
- Nova Southeastern University (US)
- Charleston Southern University (US)
- Venue
- International Journal of Distance Education Technologies
- Publisher
- IGI Global Scientific Publishing
- Published
- 2023-02-03
- Volume
- 21
- Issue
- 1
- Pages
- 1-19
- ISSN
- 1539-3100 (ISSN-L)
- 1539-3119
- OpenAlex
- W4319069264
- Cited by
- 8
- References
- 41
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 2 · 2023: 2
- FWCI
- 1.38
- Type
- journal article
- Language
- ng
- Open access
- diamond
- doi.org
- Licence
- Locations
- International Journal of Distance Education Technologies (publishedVersion, cc-by)
- NSUWorks (Nova Southeastern University) (submittedVersion, cc-by)
- Topics
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Education during COVID-19 pandemic
- Keywords
- immersive learning, virtual learning environments, health professions students, student engagement, presence, COVID-19 pandemic, constructivist learning, undergraduate vs graduate students, immersive technologies
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