The year 2016 marks the so-called second wave of VR, which was initiated by the first consumer VR-HMD, Oculus Rift (development kit), entering the market. There are four practical advantages in the field of virtual reality learning: a shift from abstract to tangible settings, interactivity rather than passive observations, using desirable but practically infeasible methods, and breaking the bounds of reality. In contrast, current VR technologies also feature certain limitations. The most common negative factor is motion sickness, which distracts the user. We conducted a multiple case study and invited 41 people to participate in two different scenarios. One was a self-developed 360° video and the other was a selfdeveloped interactive scenario. We investigate different barriers which hamper individual learning in VR and we point out that there is a potential for implicit learning in virtual reality.
Over the past twenty years, Design Science Research (DSR) has received major attention within the IS domain. Besides constructing and evaluating artefacts, researchers put effort into theorizing on IT design and its effects on users. Here, the development and testing of design theories is of major interest. Yet, design theory studies often lack empirical investigations on the identification of appropriate design features. Whereas in general DSR activities incorporate empirical investigations on many levels, the intertwined development of a theoretical model in connection with design features can further profit from empirical investigations by exploring the design realm of a specific context. We therefore propose a qualitative five-step approach suitable for inducing design features and theoretical constructs by engaging experienced stakeholders. We present a case study on the development of a support system for physiotherapeutic treatments, illustrating the proposed approach.
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