2025 ASEE Annual Conference & Exposition

Students Learning Experiences in VR Laboratories

Virtual reality (VR) laboratories offer a promising alternative to physical labs, particularly for developing laboratory techniques and enhancing hands-on education. However, most existing research has primarily focused on assessing VR labs' effectiveness in teaching specific concepts and skills. A recent review identified a significant gap in understanding students' learning experiences in VR labs through a theoretical lens. Most prior studies often concentrate on design outcomes and neglect how learning in VR labs shapes student experiences.
This qualitative study explores students' experiences in VR laboratories through the lens of experiential learning theory (ELT). The ELT defines learning as the “transformation of experience,” making it a well-suited theory for investigating students' experiences in VR laboratory environments for learning. By adopting a theory-driven approach, we address the lack of studies that evaluate VR lab learning experiences through experiential learning framework. Our research question is: "What are students’ experiences when using VR labs for learning?"
The study is based on students' experiences in 5 VR laboratories in a biomedical engineering course. We conducted and analyzed semi-structured interviews of 6 students to gain insights into students' experiences in VR labs. The interview protocol was based on Kolb’s experiential learning cycle. We employed a hybrid analysis approach, beginning with deductive analysis based on Kolb’s cycle, followed by inductive analysis to uncover additional experiences beyond the theoretical framework. This analytical approach allowed us to better understand students' experiences without limiting our findings to predefined categories.
Preliminary analysis reveals that students’ experiences in VR labs do not follow Kolb's cycle in a linear sequence. Instead, they exhibit a fluid movement across different stages of the cycle. Although VR laboratories are designed to facilitate experiential learning, students reported the virtual experience to be lacking in reflective opportunities. Rather than isolating VR labs as standalone experiences, students described them as integrated with classroom sessions to create a more holistic learning environment. These findings suggest that the design of VR lab experiences should go beyond simple implementation and consider pedagogical integration. Future work will propose a framework for experiential learning in VR labs and best practices for effective VR-based education.

Authors

Deborah Moyaki http://orcid.org/0009-0005-7441-0306 University of Georgia [biography]

Deborah Moyaki is a doctoral candidate in the Engineering Education and Transformative Practice program at the University of Georgia. She holds a bachelor’s degree in Educational Technology and is excited about the possibilities technology offers to the learning experience beyond the formal classroom setting. Her research focuses on improving the educational experience of engineering students using merging technologies such as virtual reality and artificial intelligence.
Dr. Nathaniel Hunsu University of Georgia [biography]

Nathaniel Hunsu is an assistant professor of Engineering Education. He is affiliated with the Engineering Education Transformational Institute and the school of electrical and computer engineering at the university. His interest is at the nexus of the res
Dr. Dominik May http://orcid.org/0000-0001-9860-1864 University of Wuppertal [biography]

Dr. May serves as a Professor for Technical Education and Engineering Education Research at the School of Mechanical Engineering and Safety Engineering at University of Wuppertal. His work revolves around generating both fundamental and practical knowledge that defines, informs, and enhances the education of engineers.

His primary research thrust centers around the development, implementation, practical utilization, and pedagogical value of online laboratories. These laboratories span a range of formats, including remote, virtual, and cross-reality platforms. Dr. May's scholarly pursuits extend into the sphere of online experimentation, particularly within the context of engineering and technical education. Prior to his role at the University of Wuppertal, Dr. May held the position of Assistant Professor within the Engineering Education Transformations Institute at the University of Georgia (Athens, GA, USA).

Central to Dr. May's scholarly endeavors is his commitment to formulating comprehensive educational strategies for Technical and Engineering Education. His work contributes to the establishment of an evidence-based foundation that guides the continual transformation of Technical and Engineering Education. Additionally, Dr. May is actively involved in shaping instructional concepts tailored to immerse students in international study contexts. This approach fosters intercultural collaboration, empowering students to cultivate essential competencies that transcend cultural boundaries.

Beyond his academic role, Dr. May assumes the position of President at the "International Association of Online Engineering (IAOE)," a nonprofit organization with a global mandate to advocate for the broader advancement, distribution, and practical application of Online Engineering (OE) technologies. His leadership underscores his commitment to leveraging technological innovation for societal progress. Furthermore, he serves as the Editor-in-Chief for the "International Journal of Emerging Technologies in Learning (iJET)," a role that facilitates interdisciplinary discussions among engineers, educators, and engineering education researchers. These discussions revolve around the interplay of technology, instruction, and research, fostering a holistic understanding of their synergies.

Dr. May is an active member of the national and international scientific community in Engineering Education Research. He has also organized several international conferences himself – such as the annual "International Conference on Smart Technologies & Education (STE)" – and serves as a board member for further conferences in this domain and for several Divisions within the American Society for Engineering Education.
Dr. Cheryl T Gomillion http://orcid.org/0000-0002-1727-3801 University of Georgia [biography]

Dr. Cheryl Gomillion is Associate Professor in the School of Chemical, Materials, & Biomedical Engineering, part of the College of Engineering at the University of Georgia (UGA). She received her B.S. in Biosystems Engineering with an emphasis in Applied Biotechnology from Clemson University, and she completed both her Master’s and Ph.D. in Bioengineering also at Clemson University. Dr. Gomillion’s long-standing research interests are in tissue engineering and regenerative medicine. Specifically, the work of her research group focuses on three general areas: (1) design and evaluation of biomaterials for therapeutic purposes; (2) application of materials for engineering tissue systems; and (3) advanced engineering strategies for developing in vitro models and culture systems. Dr. Gomillion is committed to the integration of her biomedical interests with education research endeavors, with a specific focus on evaluating classroom innovations for improving biomedical engineering student learning and exploring factors that facilitate success for diverse graduate students.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025