A virtual reality learning framework for improving student engagement at a selected tertiary institution, Cape Town, South Africa

Abstract

The use of virtual reality (VR) in education has attracted the interest of Higher Education Institutions (HEIs) and introduced the opportunity for a renewed method of teaching and learning. Furthermore, the advancement of VR has enabled academics to create immersive experiences themselves and observe how students become more engaged in their learning as a result thereof. The research problem states that due to a lack of using emerging technology such as VR in teaching and learning, a decrease in student engagement levels is noted. As a result, a drop in pass rates was also noted at a selected tertiary institution in Cape Town, South Africa (University X). The research questions focused on the extent to which VR technology can be incorporated into teaching and learning to improve the level of Human Resources (HR) student engagement and pass rates. Further research questions focused on the relevance of current teaching and learning methods used by University X and their academic staff’s preparedness to utilise VR. This study investigated the impact of a VR-learning framework on HR student engagement at University X. A VR-learning platform was deployed to facilitate immersive learning experiences for higher education students. A qualitative research methodology was adopted, utilising descriptive case study design. A purposive sampling technique was employed to select 38 participants from various groups, including 20 HR students, 15 academics, and three VR specialists. Data were collected using open-ended questionnaires, semi-structured interviews, and a true experiment. The independent variable, virtual reality, was introduced to the experimental group but not to the control group. The effects of the independent variable were then compared for two groups (a control and experimental group) to determine the difference (if any) in student engagement levels and pass rates. The study introduced a new VR-learning framework (to be embedded into teaching, learning, and assessments) towards enhancing student/learner engagement. The VR-learning framework will support HR students with developing their South African Board of People Practices (SABPP) competencies of citizenship for the future: innovation, technology, sustainability. The study found that the VR-learning framework has a positive impact on student engagement, leading to improved pass rates. The study further contributes to the growing body of Human Resource Management research on the use of VR in higher education (HE) and provides practical recommendations for the implementation of VR-learning frameworks in HEIs. The new VR-learning framework has the potential to revolutionise traditional learning practices with immersed VR-learning experiences. The study findings highlight a substantial increase of 180% in the engagement levels of students who learn through VR. As a result, a 23% higher pass rate in students studying through VR was noted. Additionally, teaching in VR was found to be 40% faster than distance learning online.