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Barriers to VR use in HE

Leighton Evans Orcid Logo

Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018, Pages: 1 - 13

Swansea University Author: Leighton Evans Orcid Logo

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DOI (Published version): 10.1255/vrar2018.ch2

Abstract

VR promises revolutionary changes in the levels of immersion that users can experience, and if applied successfully in educational contexts thisdeep immersion could have significant effects on both teaching and learning. To utilise VR effectively in the higher education (HE) space, theremust be some...

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Published in: Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018
ISBN: 9781906715281
Published: Swansea University Swansea University AR/VR conference 2019
Online Access: https://www.swansea.ac.uk/vr-in-teaching/vr-conference/
URI: https://cronfa.swan.ac.uk/Record/cronfa50488
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first_indexed 2019-06-05T11:07:36Z
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spelling 2019-07-18T15:41:37.8213824 v2 50488 2019-05-22 Barriers to VR use in HE cc05810f3465ddddd6814e131f4e9a79 0000-0002-6875-6301 Leighton Evans Leighton Evans true false 2019-05-22 AMED VR promises revolutionary changes in the levels of immersion that users can experience, and if applied successfully in educational contexts thisdeep immersion could have significant effects on both teaching and learning. To utilise VR effectively in the higher education (HE) space, theremust be some consideration given to what might prevent the use of VR in this sector and why these barriers exist—and how they can be mitigatedagainst. Based on an extensive research project involving qualitative interviews with 21 VR makers and designers in autumn 2017, following athematic analysis of the interview data, this paper identifies 5 major barriers to the uptake of VR in a wider cultural sense and in a specific, educationalcontext. These identified barriers are: the materiality of VR and issues with headsets and cables; interfaces within VR and issues with haptictechnology; the ‘language of VR’ and the difficulty in communicating the benefits of VR; cybersickness and gender issues with VR use, and, thecost of VR. The preparation of educational VR materials requires an acknowledgement of these sometimes-concealed barriers to VR use, and it isproposed that through knowledge-transfer and sharing of best practice the use of VR in higher education could become a model of best practicefor designing inclusive VR experiences that avoid major barriers to participation in VR. Book chapter Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018 1 13 Swansea University AR/VR conference Swansea University 9781906715281 virtual reality, barriers, higher education 1 7 2019 2019-07-01 10.1255/vrar2018.ch2 https://www.swansea.ac.uk/vr-in-teaching/vr-conference/ COLLEGE NANME Media COLLEGE CODE AMED Swansea University 2019-07-18T15:41:37.8213824 2019-05-22T15:40:54.0489150 Faculty of Humanities and Social Sciences School of Culture and Communication - Media, Communications, Journalism and PR Leighton Evans 0000-0002-6875-6301 1 0050488-03062019130049.pdf 50488.pdf 2019-06-03T13:00:49.7770000 Output 371461 application/pdf Version of Record true 2019-06-02T00:00:00.0000000 Released under the terms of a Creative Commons Attribution Licence (CC-BY). true eng
title Barriers to VR use in HE
spellingShingle Barriers to VR use in HE
Leighton Evans
title_short Barriers to VR use in HE
title_full Barriers to VR use in HE
title_fullStr Barriers to VR use in HE
title_full_unstemmed Barriers to VR use in HE
title_sort Barriers to VR use in HE
author_id_str_mv cc05810f3465ddddd6814e131f4e9a79
author_id_fullname_str_mv cc05810f3465ddddd6814e131f4e9a79_***_Leighton Evans
author Leighton Evans
author2 Leighton Evans
format Book chapter
container_title Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018
container_start_page 1
publishDate 2019
institution Swansea University
isbn 9781906715281
doi_str_mv 10.1255/vrar2018.ch2
publisher Swansea University AR/VR conference
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - Media, Communications, Journalism and PR{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - Media, Communications, Journalism and PR
url https://www.swansea.ac.uk/vr-in-teaching/vr-conference/
document_store_str 1
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description VR promises revolutionary changes in the levels of immersion that users can experience, and if applied successfully in educational contexts thisdeep immersion could have significant effects on both teaching and learning. To utilise VR effectively in the higher education (HE) space, theremust be some consideration given to what might prevent the use of VR in this sector and why these barriers exist—and how they can be mitigatedagainst. Based on an extensive research project involving qualitative interviews with 21 VR makers and designers in autumn 2017, following athematic analysis of the interview data, this paper identifies 5 major barriers to the uptake of VR in a wider cultural sense and in a specific, educationalcontext. These identified barriers are: the materiality of VR and issues with headsets and cables; interfaces within VR and issues with haptictechnology; the ‘language of VR’ and the difficulty in communicating the benefits of VR; cybersickness and gender issues with VR use, and, thecost of VR. The preparation of educational VR materials requires an acknowledgement of these sometimes-concealed barriers to VR use, and it isproposed that through knowledge-transfer and sharing of best practice the use of VR in higher education could become a model of best practicefor designing inclusive VR experiences that avoid major barriers to participation in VR.
published_date 2019-07-01T04:01:58Z
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score 11.012678

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