Exploring Students’ Collaborative Learning Experiences in Virtual Reality Using the Modified Community of Inquiry Framework

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Computer and Internet Application in Education Virtual Poster Session

Abstract

This study explores the experiences of students learning collaboratively on a virtual reality platform based on the modified community of inquiry (MCoI) framework by examining the predictive significance of social and teaching presence on cognitive presence and the mediating effect of learning presence. Ninety second-year engineering students participated in VR-based land-surveying activities and then responded to MCoI questionnaires. The analysis revealed significant direct and indirect effects of social and teaching presences on cognitive presence, mediated by learning presence. The findings highlight the importance of interactive and supportive VR environments in fostering deeper cognitive engagement. This study contributes to the literature on the use of VR in education and offers insights for utilizing collaborative VR platforms to enhance student learning outcomes.

Authors

• Isaac Dunmoye, University of Georgia

• Julie P. Martin, University of Georgia

• Jennifer Brown, University of Georgia

• Nathaniel Hunsu, University of Georgia