Abstract:

Several great waves of chaos hit society in the 2020’s -- rising financial precarity, tribulations of life in the time of COVID, and the tsunami that is digital and social media. Each has contributed to declines in student mental health and grit, as well as drawing away students’ time on task (i.e., the dreaded “attention economy”).

The unending march of advancing telecommunications, computing power, sensors, audio/visual equipment, and new system platforms, means augmented reality (AR), mixed reality (MR), and virtual reality (VR) have already altered learning in the 21st century. Enough so that one can find systematic reviews of the impact of such technology on pedagogy (e.g., [1], [2]).

These two great trends intersect at the needs of students in higher education. Technology enthusiasts have had the tendency to reach for what’s possible, rather than focusing on how it connects and builds our understanding of the world around us [3]. Educators, researchers, and administrators need to consciously address the usefulness of teaching and learning technology by considering which technologies and activities are most suited for their students. By examining widely cited information about behaviors and attitudes ([4], [5]), along with more specific longitudinal data on lifestyle and activities ([6], [7]), several major areas of student need have been identified as critical – and must be met by interactive activities in the virtual spaces of the Metaverse.
- Flexible: fitting into busy lives that change weekly
- Entertaining: holding attention in the face of other digital distractions
- Values-oriented: embracing generational values (e.g., green, social justice, DEI)
- Safe: minimizing threats for risk averse students and families
- Cost-effective: lowering financial hurdles from rising student debt, stagnating incomes

Analysis of these five critical student-centered factors guide institutions by focusing consideration and investment on how the myriad possible virtual spaces and activities can be integrated in ways that meet students’ most pressing wants and needs.

References:
[1] Asad, M.M., A. Naz, P. Churi, & M.M. Tahanzadeh (2021). “Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review,” Hindawi Education Research International, 2021 (7061623).
[2] Wei, W. (2019). “Research Progress on Virtual Reality (VR) and Augmented Reality (AR) in Tourism and Hospitality,” Journal of Hospitality and Tourism Technology, 10 (4), 539-570.
[3]Turkle, S. (2016). Reclaiming Conversation: The Power of Talk in a Digital Age, Penguin Books.
[4] Seemiller, C. & M. Grace (2016). Gen Z Goes to College, Jossey-Bass.
[5] Twenge, J. (2018). “iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us,” Atria Books.
[6] National Survey of Student Engagement. (2021). NSSE 2021 overview. Bloomington, IN: Indiana University Center for Postsecondary Research.
[7] Schlee, V., E. Blakney, & K.R. Harich (2020). “From Millennials to Gen Z: Changes in student attitudes about group projects,” Journal of Education for Business, 95 (3), 139-147.

Keywords:

Virtual reality, mixed reality, augmented reality, virtual learning environment, Gen Z, COVID.