Abstract:

Introduction:
In a rapidly evolving educational landscape, where digital innovation continuously reshapes learning modalities, immersive technologies emerge as a pivotal frontier. Due to the novelty of this in education, there is not much evidence available about how university students perceive the integration of these technologies into their curriculum. These insights are poised to influence the university's strategic technological integration, potentially revolutionizing the educational experience in the digital era. The objective of this study was to explore University students' perspectives about the use of immersive technology to support their education.

Methods:
We conducted a cross-sectional survey among students at a public research university in the Netherlands to assess their views on the use of immersive technologies in education. We aim to collect data from over 100 students between November and December 2023. This abstract reflects responses from the first 53 participants. The final paper will include the total sample size. The survey comprised 12 questions, primarily using a 5-point Likert scale to measure the frequency of technology use and student attitudes. Additionally, we included an open-ended question to capture student perspectives. The quantitative data were analyzed using frequency tables and summary statistics, while open-ended responses were visually presented in a word cloud, highlighting key trends. 

Results:
The age of the students ranged between 18-36 years, with an average of 21 years old (standard deviation = 2.7). The majority were bachelor's students (72%). While most students reported moderate technological experience, 68% lacked a clear understanding of immersive technologies. Despite this, 77% had prior exposure to such technologies, and 83% supported their integration into education. Furthermore, when considering the utilization of immersive technology approximately 55% indicated they would use them "occasionally" to "frequently". The analysis of open-ended responses revealed key areas of interest such as practical application of theory, visual learning and data visualization, simulation and scenario-based learning, and interactive and immersive learning, indicating a range of envisioned applications by the students. 

Conclusion:
The study's findings revealed a positive student disposition towards immersive technologies in education, highlighting a gap between current curriculum integration and potential student engagement. While current use is limited, the readiness and enthusiasm for such technologies suggest a significant potential for future adoption and curriculum enhancement. The diverse applications envisioned by the students underscore the versatility of these technologies in educational settings. However, caution is advised in generalizing these results to the entire student population. Ultimately, this study provides evidence to help make informed decisions in better integrating immersive technologies into university curricula, potentially setting a precedent for innovative educational practices. 

Keywords:

Immersive Technologies, Student Perspectives, Educational Innovation, Technology Integration, Curriculum Enhancement.