GETTING READY TO LEARN IN VR

Abstract: Purpose: VR’s unique affordances offer significant potential for education, but the steep learning curve hinders users from fully benefiting from the technology. Onboarding plays a pivotal role in bridging the gap between novice users and the complexities of collaborative VR environments, contributing to the broader goal of making VR education more accessible and user-friendly. The study’s aim is to address this gap by identifying newcomers’ issues during onboarding and design an instructional activity to facilitate the onboarding process. Theory: This study is informed by situated learning and cognitive load theory. VR’s immersive nature aligns with situated learning, promoting experiential understanding and social interaction within shared authentic environments. The immersive environment in VR can overload users’ working memory. When designing VR content, it is therefore essential to consider cognitive load and create well-structured learning materials to optimize learning outcomes. Method: The overarching research method of this study is design thinking. Within the phases of the two iterative cycles, participant observation and semi-structured interviews were employed, with data subjected to thematic analysis. The iterative nature of the design process allows for the refinement of the onboarding activity. By closely involving participants and actively seeking their insights in both iterations, this study ensures that the instructional activity is designed with users’ needs in mind. Results: First, challenges in the onboarding in collaborative VR were identified. To mitigate these challenges, a new instructional activity was designed, emphasizing clear, contextually relevant instructions, and a gradual introduction of functionalities. Participants preferred autonomy and practical tasks for learning. The study contributes to the advancement of onboarding strategies in the context of collaborative VR, ultimately enhancing the potential of VR for education.