Abstract:

The digitization in the education sector is progressing steadily and constantly requires instructors to make use of new didactics and educational technologies for learning in and outside the classroom. VR technology is one of the current educational innovations with an enormous potential that makes it possible to create realistic and authentic learning environments within which the learner can immerse himself . VR also offers the possibility of creating complex working environments that are important both in terms of social interaction in communication and collaboration processes and in terms of the options for action linked to teaching and learning content (Merchant et.al. 2014).

As part of two innovation projects, possible uses of VR technologies in the teaching context were implemented in cooperation with research partners from science and practice. In the EU project Hotel Academy, a learning scenario was implemented with the help of VR technologies with which students from three European university locations learn across country and university borders. In the Domicile-VR project, VR is used to simulate the handover of apartments in real estate management in VET schools, whereby the learner can take on the role of a tenant or property owner and can train social and communication skills.

Despite the enormous potential of VR technologies in the teaching context, they have hardly entered everyday life in formal education (e.g. schools or universities). The present article examines the question of how VR-based teaching and learning scenarios can be sustainably anchored in formal educational contexts. Not only pedagogic questions are essential but also the challenges and changes of teaching organization or teaching culture induced by VR usage must be taken into account. The framework for the sustainable implementation of eLearning innovations by Euler and Seufert (2005) provides an analytical instrument for this. The main idea of the framework is to evaluate risks and potentials of e-learning innovations within the five dimensions Didactics , Technology, Organisation, Economy and Culture.

As part of a meta-study, scientific peer-reviewed meta-studies (N = 17) were analysed and evaluated according to the categories of the framework. This results to a theory-based implementation concept of VR technologies in education along the above-mentioned dimensions. The frame of reference was refined and validated through a group discussion with 5 education experts during as well as the implementation of the projects mentioned above. We will present the methodology and findings of the study and discuss the previously mentioned final framework for the implementation of VR technologies in formal education with regard to the future research perspectives.

References:
[1] Euler, D., & Seufert, S. (2005). Change Management in der Hochschullehre: Die nachhaltige Implementierung von e-Learning-Innovationen. ZFHD - Zeitschrift Für Hochschulentwicklung, 3–15.
[2] Merchant Z., Goetz, E. T., Cifuentes L., Keeney-Kennicutt W., D. Trina J. (2014) Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, Volume 70, January 2014, Pages 29-40.

Keywords:

Virtual Reality, Formal Education, Meta Studie.