Technology Enhanced Learning in Design Education Through the Use of Virtual Reality Learning Environments

Technology Enhanced Learning in Design Education Through the Use of Virtual Reality Learning Environments

In this article, the concept of a "virtual reality learning environment"(VRLE) discussed in the context of technology enhanced learning. The aim of this work is to compare the views of British (n=8) and international design education practitioners (n=21) on the future of virtual reality based learning and to test the hypothetical checklist of virtual reality learning components (VRLC). The international design education practitioners were leading researchers and members of the FiSTe project consortium. The first objective was investigated in three parts using a Practitioner based method. The second goal was investigated by presenting an incomplete checklist of the VRLC to international practitioners along with a narrative scenario, and asking them if something was missing. The results, in the main, showed that the British and the international FiSTe practitioners shared views on the future of design education, but the international practitioners showed more scepticism in their opinions. British practitioners emphasised the relevance of personal aspects of learning, when FiSTe practitioners saw learning community issues more relevant. The theoretical framework of this study, comprising the VRLC checklist was supported by the international design education practitioners with an exception of "Continuity and adaptability", and "Support for time and learning management".

In this article, the concept of a "virtual reality learning environment"(VRLE) discussed in the context of technology enhanced learning. The aim of this work is to compare the views of British (n=8) and international design education practitioners (n=21) on the future of virtual reality based learning and to test the hypothetical checklist of virtual reality learning components (VRLC). The international design education practitioners were leading researchers and members of the FiSTe project consortium. The first objective was investigated in three parts using a Practitioner based method. The second goal was investigated by presenting an incomplete checklist of the VRLC to international practitioners along with a narrative scenario, and asking them if something was missing. The results, in the main, showed that the British and the international FiSTe practitioners shared views on the future of design education, but the international practitioners showed more scepticism in their opinions. British practitioners emphasised the relevance of personal aspects of learning, when FiSTe practitioners saw learning community issues more relevant. The theoretical framework of this study, comprising the VRLC checklist was supported by the international design education practitioners with an exception of "Continuity and adaptability", and "Support for time and learning management".