A Process and Principles for the Design and Development of Immersive Virtual Reality Educational Applications
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Abstract
Virtual reality, which involves a computer-generated environment that gives a sense of reality, presence, and engagement (Pellas et al., 2020), has recently seen significant developments in education (Freina and Ott, 2015; Jensen and Konradsen, 2018). Its advantages, including visualizing abstract concepts, performing experimental tasks that are difficult or impossible in real life, as well as its' capacity to facilitate motivation, engagement, and transfer of learning, make it particularly useful for science learning (Dalgarno and Lee, 2010; Lewis et al., 2021; Shin, 2017). Anchored in an approach adapted from pedagogical value analysis (Rocque et al., 1998), the ADDIE model, the Art of Serious Game Design (Ryerson University, 2018), and a virtual reality application design model (Vergara et al., 2017), we iteratively developed different virtual reality serious games in CEGEP science courses (biology, chemistry, and physics). We ultimately piloted them in classrooms in the fall of 2022. This article aims to share the process used for developing our VR serious games, the results of each step of this process, and the principles that emerged from it. This will be useful to those in the education community who wish to develop virtual reality applications and/or serious games.
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References
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