Immersive virtual reality (IVR) in higher education has gained traction as a way to engage learners in immersive and authentic learning experiences. However, there is a need for guidance on how to design and implement IVR solutions. We used a design-based research methodology to answer the following overarching research question and sub-questions: (1) How can 360-degree video vignettes presented within an IVR environment be designed and implemented to facilitate quality management competencies? (1a) How do learners experience this technology? (1b) What is the process for creating and implementing this technology? (1c) How can we best design the learning experience? We designed, developed, and formatively evaluated a use case within a master’s level quality management course in a college of business and collected quantitative and qualitative data from project stakeholders. This report focuses on our qualitative data collection and analysis. Results are presented in themes and sub-themes as follows: IVR experience (sub-themes: physical discomfort, emotional sensations, and attitudes); IVR technical integration (sub-themes: resources, process flow, and stakeholders) and IVR learning integration (sub-themes: teaching and learning affordances, drawbacks, and learning design). Findings can be useful in guiding the design and implementation of IVR applications for learning in higher education.
360-degree videos, immersive virtual reality, quality management, instructional design, experiential learning, design-based research
This research was supported by Nova Southeastern University's President's Faculty Research and Development Grant
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Recommended APA Citation
Snyder, M., Kramer, S., Lippe, D., & Sankar, S. (2023). Design and Implementation of 360-Degree Video Vignettes in Immersive Virtual Reality: A Quality Management in Higher Education Case. The Qualitative Report, 28(7), 2113-2155. https://doi.org/10.46743/2160-3715/2023.6140
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