Researchers from Michigan State University and Stanford University have identified that students benefit from longer VR class durations, but certain learning outcomes can decline after 45 minutes of VR learning.
Data was collected from a 15-week online class which met via VR or videoconferencing, with the researchers identifying that spending time in VR rather than videoconferencing could increase perceived course gains. The class met twice weekly for 80 minutes and used a combination of videoconferencing and virtual reality, with a class of 30 students where the majority had not used VR prior to the class.
The benefits of longer durations in VR were driven by increased social presence however spending time in VR rather than videoconferencing could increase fatigue for participants who took part in the study. In the context of this study, social VR was found to outperform videoconferencing in promoting student outcomes through social presence but highlighted that 45 minute sessions should be targeted as students become more familiar with VR.
This 45-minute ‘sweet spot’ was identified by the researchers was found to be a 45 minute session, encouraging instructors to offer longer durations in VR as familiarity increases while also offering alternatives to VR programmes.
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