Capitol News

Virtual reality is gradually becoming a fixture in educational settings, including colleges and high schools. Major corporations like Apple and Meta are investing heavily in VR technology, anticipating widespread adoption. However, data on the long-term costs and benefits of VR remain scarce.

A study conducted by Michigan State University (MSU) researchers, in collaboration with Stanford, indicates that virtual reality enhances students' social connection during remote instruction compared to traditional videoconferencing. This enhancement is known as "social presence." The research was published in Computers and Education and received partial funding from the National Science Foundation.

Rabindra “Robby” Ratan, an associate professor at MSU's College of Communication Arts and Sciences, explained: “Class time spent in VR likely leads to a net benefit despite meeting fatigue.” He noted that VR offers immersive experiences that boost engagement with course content and peers.

The study involved a 15-week online undergraduate class where students used VR headsets regularly. Meetings were held twice weekly for 80 minutes using both videoconferencing and virtual reality. Most of the 30 participating students had not previously used VR.

Ratan's previous research focused on perceived learning gains through three constructs: perceived learning correlated with grades, perceived competence referring to self-assessed abilities, and class enjoyment reflecting perceptions of fun and engagement.

“Class meetings in VR improve social connectivity and enjoyment — at least until the detrimental effects of virtual meeting fatigue build up,” Ratan stated.

Social presence may mitigate virtual meeting fatigue according to the study. It was found that peer social presence was more positively related to VR duration than fatigue but peaked around 45 minutes on average.

Ratan emphasized: “Social presence plays a vital role in online learning...VR can facilitate more natural communication by providing interactive avatars.”

He suggests keeping initial VR use short for new users while increasing duration as comfort grows. Activities should focus on active engagement rather than passive lectures.

“Instructors should find a balance...be mindful of new users...and offer alternative modes of access,” he advised. Providing desktop or mobile options allows participation without headsets, reducing fatigue or simulator sickness risks.

“At any class duration, providing alternative access options can enhance accessibility,” Ratan concluded.