Optimizing Learning in the Metaverse: Class Duration in Virtual Reality Compared to Zoom on Student Outcomes

• In Event: Teaching and Learning With Extended Reality

Abstract

This paper explores the potential of virtual reality (VR) technology in synchronous online education. VR is a potentially superior alternative to videoconferencing because it may facilitate more social presence, student engagement and satisfaction while also potentially mitigating gender and racial equity issues related to “Zoom Fatigue.” We conducted a longitudinal study in a 15-week online class that met synchronously in VR (or Zoom) for different durations during each 80-minute class session. Survey responses (N = 30) suggested that the amount of time spent in VR (i.e., the inverse of the amount of Zoom time) was curvilinearly related to instructor social presence, peer social presence, and class enjoyment. The optimal amount of time spent in VR was approximately 50 minutes.

Authors

• Qiyang Lin, Michigan State University

• Chaeyun Lim, Michigan State University

• Alexander Lover, Michigan State University

• Eugy Han, Stanford University

• Rinseo Park, Stanford University

• Dayeoun Jang, Michigan State University

• Yi An, Michigan State University

• Zachary Schultz, University of Wisconsin - Madison

• Rabindra Ratan, Michigan State University