Designing for collaborative learning in immersive virtual reality: a systematic literature review

Abstract

Immersive learning technologies such as virtual reality have long been deemed as the next generation of digital learning environments. There is a limited number of studies addressing how immersive technologies can be designed, applied, and studied in collaborative learning settings. This paper presents a systematic review of empirical studies reporting on use of immersive virtual reality in collaborative learning within educational and professional learning settings. 11 studies have been grouped and coded in a textual narrative synthesis, outlining the pedagogical concepts behind the learning design, as well as the design of virtual reality environments and the collaborative learning activities in which the technology is employed. The results suggest that collaborative learning in virtual reality can currently be conceptualised as a shared experience in an immersive, virtually mediated space, where there is a shared goal/problem which learners must attend to collaboratively. This conceptualisation implies a need to design technologies, environments, and activities that support participation and social interaction, fostering collaborative learning processes. Based on the outlined conceptualisation, we present a series of recommendations for designing for collaborative learning in immersive virtual reality. The paper concludes that collaborative learning in virtual reality creates a practice- and reflection space, where learning is perceived as engaging, without the risk of interfering with actual practices. Current designs however struggle with usability, realism, and facilitating social interaction. The paper further identifies a need for future research into what happens within virtual reality, rather than only looking at post-virtual reality evaluations.

Enhancing Language Learning and Intergroup Empathy through Multi-user Interaction and Simulations in a Virtual World

“…The collaborative work in multicultural groups within the virtual world fostered social proximity, tolerance, and cooperation among participants. This supports the idea that virtual worlds can provide safe and controlled environments for intercultural encounters, promoting positive attitudes and reducing prejudice [13,32].…”

“…Virtual worlds offer unique opportunities for collaboration in education, as the immersive and interactive nature of these environments facilitates active engagement and participation among learners [9,10]. Collaborative activities in virtual worlds, such as pair work, group projects, and simulations, provide opportunities for authentic and situated learning experiences, allowing students to practice skills, engage in problem-solving, and apply their knowledge in meaningful contexts [11][12][13]. Moreover, collaboration in virtual worlds can foster a sense of community and social presence among learners, reducing feelings of isolation and promoting positive learning outcomes [14].…”