New virtual reality (VR) applications for education appear frequently in the marketplace but rarely contain explicit pedagogies. The research objective of this study was to identify and categorize principles and practices of pedagogy that are evident but not articulated in selected VR applications for education. Analysis of public content for the VR applications showed most were experiential while others were categorized as discovery learning, constructivism, situated cognition, direct instruction, or unclassified approaches. Educators and VR designers could use explicit pedagogical frameworks to support faculty development, construct extended, and congruent curricular options that stimulate reflections, build insights, and insure innovative and measurable outcomes.

In the 21st century, easy access to visually rich, immersive, student-centered, virtual applications could augment or replace text-based learning. However, the new developments are offset by the lack of insight into pedagogies needed to guide educators through a visual learning environment. The purpose of this directed content analysis was to provide an awareness about opportunities for learning cognitive and creative thinking skills in virtual applications. Analysis showed opportunities to develop one or more skills in 34 selected virtual educational apps. Educators in many subjects could apply insights from the conclusions and recommendations for using virtual applications within established curricula.

Developers and designers of virtual and augmented reality (VR/AR) products are expressing concerns regarding accountability for ethical design and use of VR/AR products in virtual learning environments. Within the field of education, more research is needed to determine how VR/AR designers make decisions regarding ethical issues, and particularly when integrating media into learning content. The purpose of the qualitative inquiry study was to interview designers/developers of VR/AR products regarding their perceptions of ethics in design and use of VR/AR products designed for educational purposes. Data collection was achieved through a sample of self-described instructional designers and developers from the Association for Educational Communications and Technology membership. Through qualitative inquiry with one-on-one interviews, designers shared their stories about their perceptions of ethics in the design and development of VR/AR products for educational purposes.

With an increase in the number of colleges and universities using virtual reality and augmented reality integrated programs, specific insight for exploring immersive learning approaches utilizing virtual and augmented reality tools and applications in a variety of disciplines is needed. In some instances, pedagogical approaches for creating immersive learning experiences require a sound conceptual framework for course or content design with emphasis on developing opportunities for higher order thinking in virtual reality/augmented reality educational experiences. Public access data were used in this qualitative-directed content analysis study to examine course goals, objectives, and learning outcomes of 14 U.S. Artificial Intelligence universities as to the potential for developing creative and cognitive skills, as described within the pedagogical framework of Studio Thinking Framework. Findings indicated multiple opportunities for creative and cognitive thinking as Studio Thinking Framework was integrated into these immersive spaces.

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