Educating Educators about Virtual Reality in Virtual Reality:

Effective Learning Principles Operationalized in a VR Solution

Henri Pirkkalainen

, Eria Makridou

, Osku Torro

, Panagiotis Kosmas

Charalambos Vrasidas

and Kari Peltola

Faculty of Management and Business, Tampere University, Korkeakoulunkatu 7, 33720 Tampere, Finland

Centre for the Advancement of Research and Development in Educational Technology – CARDET, Nicosia, Cyprus

Wakeone, Hämeenkatu 16 A 11, 33200 Tampere, Finland

kari.peltola@wakeone.co

Keywords: Virtual Reality, Design Principles, Learning.

Abstract: Virtual Reality (VR) is transforming organizational training as users are immersed in realistic situations that

may not exist yet in the physical world. The theoretical principles that make VR effective for learning in an

immersive way are emerging in literature but remain poorly understood in practice nor have they been

articulated in available VR solutions. This study demonstrates an IT artifact that is targeted at educators in

companies and in higher education. The study synthesizes the key principles that make VR environments

effective for learning, derives design principles for a corresponding artifact and demonstrates a VR solution

that enables educators to absorb the principles of the power of VR by experiencing them first hand. Creating

this artifact and delivering it to educators is important as they are responsible for diffusing VR to current

employees in companies and future workforce in higher education.

1 INTRODUCTION

Virtual Reality is becoming an essential business tool

for training and design-oriented tasks that are prone

to high costs and failure rates. Virtual reality can be

defined as a technology that provides “the effect of

immersion in an interactive three-dimensional

computer-generated environment in which the virtual

objects have a spatial presence” (Bryson, 1995). The

power of VR is in living through situations that may

have not yet happened (Dede, 2009; Slater &

Sanchez-Vives, 2016), such as extreme hazards in

industrial settings that put human lives in danger, or

in settings where expensive design projects are

carried through (e.g., with aircrafts or cars) that need

to be tested before they are manufactured or even

built as high-cost prototypes. This is why it is not

surprising that many industrial companies have

shifted their operations in VR (Kugler 2017) and

major construction companies co-design buildings

with “test in VR first and get rid of errors

https://orcid.org/0000-0002-5389-7363

https://orcid.org/0000-0003-0706-5010

https://orcid.org/0000-0001-6499-5180

proactively”-approach (Wang et al., 2018). Much of

the value of VR is based on settings and disciplines

that deal with 3D content that is optimally viewed in

1-on-1 scale (Berg and Vance 2017), such as the

surrounding environment where you, the reader, are

at this very moment. Indeed, psychological

immersion makes VR a distinct technology since the

individual typically perceives it as a comprehensive

and realistic experience (Dede, 2009).

VR is just about ready to be embedded in daily

practices of professional training in companies and in

higher education (Jalo et al., 2020). VR hardware,

platforms, APIs and both commercial and

professional applications are developing at a

tremendous speed as major IT companies have started

investing heavily in VR (Berg and Vance 2017).

Recent literature shows that the many previous

bottlenecks relating to immature technology (e.g.,

low computing power and refresh rates) have been

overcome and the interest in VR is currently higher

than ever (Mütterlein and Hess 2017). Current

584

Hutagalung, S., Aruan, L. and Tampubolon, E.

Utilization of Traditional Karo Marriage Symbol as Teaching Material for Deutsch Für Tourismus.

DOI: 10.5220/0010359100003051

In Proceedings of the International Conference on Culture Heritage, Education, Sustainable Tourism, and Innovation Technologies (CESIT 2020), pages 584-591

ISBN: 978-989-758-501-2

adoption of VR is highly based on simulation and

training scenarios (Jalo et al., 2020). However, the

principles that separate VR from other types of virtual

worlds or 2D and web-based environments remain

scattered in prior literature. The principles that make

VR effective for learning, that is, the extent that VR

can be used as an effective tool to transfer know-how

and insights in a novel way need to be made explicit

to ensure use and adoption of VR to its full potential.

We seek to bridge this gap by uncovering the

theoretical principles that make VR effective for

learning.

VR needs to be experienced first-hand as it is

quite impossible to understand what psychological

immersion means until one experiences it (Dede,

2009). Recent VR literature situated in the

educational context has further argued that

pedagogical thinking, as in prioritization of the major

strengths of VR, has not been taken into consideration

in the available VR solutions (Radianti et al., 2020).

This is why it is critical to convert those principles

that make VR advantageous into VR, by

operationalizing them in an IT artifact.

This paper takes on a Design Science Research

(DSR) approach to deliver these VR principles of

effective learning into a VR environment where

educators in companies and higher education may

absorb those principles in an immersive manner. This

study firstly identifies those theoretical VR principles

for learning that demonstrate why major companies

run their intensive training and simulations in VR.

Then, we convert those theoretical principles into

design principles that are further operationalized in an

IT-artifact, taking the form of a VR tutorial for

educators. The implications of the study and the VR

solution are further discussed.

2 THEORETICAL PRINCIPLES

OF EFFECTIVE VIRTUAL

REALITY ENVIRONMENT

FOR LEARNING

A summary of the most effective principles that make

VR particularly powerful for learning is demonstrated

in this section.

Theoretical Principle #1: Virtual reality can embed

context-specific IT tools and means for both

synchronous and asynchronous communication.

An important benefit of using Virtual Reality

technologies is that they support both synchronous

and asynchronous communication (Jalo et al., 2020).

Avatar-based discussion and dialogue between users

enable them to communicate both with text and voice,

not to forget gaze and body language. This flexibility

of VR is critical because synchronous and

asynchronous communication tools have been proven

beneficial and useful for e-learning environments,

while they facilitate collaboration among individuals,

and groups of people who interact with each other

(Anderson 2004).

Prior research on VR has also established that

avatar appearance and characteristics can affect

individuals’ behavior in virtual reality and afterwards

when the user switches back to the physical world

(Bailenson et al. 2006). One particular application in

which a user’s self-representation is modified in a

meaningful way is the Proteus effect. When a user

interacts with another person, the user’s behavior

adjusts to the modified self-representation, which is

most of the time dissimilar to the physical self (Yee

& Bailenson, 2007; Yee and Bailenson, 2009). For

example, when users adopt attractive avatars, they

feel free to share more personal information and

approach others more closely than they might have

done in the real world (Yee & Bailenson, 2007).

Theoretical Principle #2: Adaptability: Elements of a

VR interface can be adjusted according to the

situational and preference-related factors.

Interfaces of VR are flexible and adaptable to the user

preferences in many ways, giving control to users and

allowing them to work in their own speed, pace, and

preferences (Sutcliffe, 2013). This way, engaging

problem representations, which describe the

contextual factors that surround the problem makes

the interaction with a virtual environment as

interesting as one cannot imagine. A user can be

placed in any real-like or completely imaginary

location and interact with others while adjusting the

scenes and the location he/she is on according to the

needs (LaValle 2020).

The user can also choose its own appearance from

a large variety of options, making him/her capable of

taking different roles (Chen et al. 2009). However,

adaptability should be somehow limited in relation to

the context of each virtual reality application, so that

the consistency of the interface is not to be eliminated

and the purpose of each application is not hidden

(Sutcliffe, 2013).

Theoretical Principle #3: Virtual reality is not bound

to time and space.

In a virtual environment, educators and learners are

not bound by physical limitations that exist in

classrooms and in the real environment. Specifically,

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585

users in a Virtual Reality environment have the

opportunity to experience imaginary situations or

situations of the past (such as historic events recreated

in VR), turn off gravity in an environment and

immerse in ways that are not possible in real life (Jalo

et al., 2020), offering flexibility for repetition and

self-pacing (Jonassen 1991). Additionally, this

manipulation of the context of interaction in space

and time (Bailenson et al. 2006) enables participants

to go back in conversations with other users, pause an

action, activity or situation and continue again only

when they feel like doing it (Bailenson et al. 2006).

Theoretical Principle #4: Virtual reality is best

absorbed socially.

One of the tremendous recent opportunities of VR

relates to the multi-user perspective. Many recent

applications make it possible for multiple users to

enter the same virtual environment (Jalo et al., 2020).

The social interaction among participants in the

collaborative learning group has as an effect the

development of greater social skills, while learners

get together to know each other and solve problems

collaboratively (Huang et al., 2010).

Adding to this, Roussou (2004) also argues that

interactivity in learning, with other people and with

virtual artefacts, is a fundamental mechanism both for

the acquisition of knowledge and for the development

of important cognitive and physical skills (Roussou,

2004).

Virtual Reality Technologies can provide the

space for people to interact with each other without

the limitations of the physical world (Lanier 1992;

LaValle 2020). The use of Virtual Reality allows us

to adjust and alter the way we see and approach

interpersonal communication in novel ways that we

could not achieve in reality, boosting social

cooperation and interaction (Bailenson et al. 2006;

Bailenson et al. 2004).

Theoretical Principle #5: Learning by doing instead

of reading about it.

According to the constructivist approach, a user

learns efficiently when he actively constructs

knowledge out of the engagement in meaningful

activities that are important for him/her (Roussou,

2004), drawing information based on prior

experiences. Constructivism is widely admitted as the

driving force for the development of highly

interactive environments, where the user actively

tests, modifies, builds, and tests ideas (Roussou,

2004). These perspectives have affected the

improvement of intelligent and virtual learning

situations, which appear to connect well to the

"learning by doing" and "hands-on" educational

practices.

Dede (2009) argues that the real power of VR is

in situated learning. That is when the user can live

through and interact in a situation they are learning

about. Also, since virtual reality advancements give a

wide scope of opportunities for this sort of

intelligence and backing for dynamic investment in

the development of the substance, they become

appropriate, incredible media for use by educational

institutions at large, galleries and edutainment

focuses (Roussou, 2004).

It is also argued that interactivity is probably the

most important property of a virtual reality

environment as VR provides the user with the means

to "feel" the experience, and feel placed in a scene

while engaging with the surrounding environment

(Roussou, 2004). In this perspective, a VR

environment allows free exploration and

manipulation of artefacts in a virtual environment,

and can also provide feedback or interaction with

other learners via visual, auditory, tactile, and/or

kinaesthetic cues by other participating learners

(Chen et al., 2009). Therefore, VR interfaces should

function based on the user's commands, without

attempting to control the user and interfere in the

learning process (Sutcliffe, 2013).

Theoretical Principle #6: Allow sense-making by

taking multiple perspectives in VR.

VR is known to allow users to view the environment

and objects therein from multiple perspectives in

order to gain a comprehensive understanding of their

surroundings (Chen et al. 2009). The user can view

the virtual environment and objects there from a first-

person view, or alternatively, from a birds-eye (Dede,

2009). There are no boundaries in this regard.

Specifically, through the interaction of a user in a

three-dimensional environment multiple viewpoints

of a known or unknown situation can be faced. This

way, a user can focus or exclude specific elements in

a virtual environment that may interrupt one from the

primary importance. The independent controlled

viewpoint for each learner may also vary, depending

on the interests and scope of use of VR (Chen et al.

2009).

However, the immersion level of a user to the

Virtual Reality environment is also related to user’s

capacity to adopt the nonexistent environment and is

dependent to factors such as the type of equipment,

the degree of realism of the application, the activities

to be implemented in the environment by the user,

and the user’s motivation to participate in the

simulation (Fox et al. 2009).

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Theoretical Principle #7: Content creation is

limitless.

VR can occupy any digital content but is best

absorbed in 3D environments the users can interact

with and can present a situation in a shared three-

dimensional environment that simulates aspects of

the real world (Chen et al. 2009).VR often applies

360- or 180-videos because they are easily embedded

and provide an immersive experience even without

any advanced or realistic interactions with 3D objects

of the environment. However, it is likely that certain

disciplines and industries benefit from the

opportunities of VR more than others in terms of

content absorption (Jalo et al. 2020). For example, in

design-intensive tasks where 3D plans (from cars and

buildings to additive manufacturing) are co-created.

3 METHOD

3.1 Deriving Design Principles through

Design Science Research

Design Science Research (DSR) is an approach that

seeks to develop IT artifacts (e.g., prototypes,

conceptual designs, products) that adhere to scientific

justificatory knowledge and have practical utility

(Hevner et al., 2004). Such IT artifacts are described

with descriptive statements that provide details on

how the particular artifact solves the utility for its user

(Gregor and Hevner, 2013). This is typically achieved

by design principles (Gregor et al., 2020). DSR is a

paradigm with multiple notable approaches for

demonstrating the utility of the IT artifacts. For

example, these include the design science research

methodology with proposed sample steps to conduct

the research (e.g., Peffers et al., 2007) and Action

Design Research that describes multiple actions and

potential sequences of activities of artifact

development in which the researcher has an active

role (Sein et al., 2011). Although steps of the research

may vary, the justificatory knowledge on the utility of

the IT artifact needs to be carefully documented

(Gregor et al., 2020).

The DSR project reported in this paper is built on

the utility for educators. Thus, according to the

guidelines of DSR (Gregor and Hevner 2013; Hevner

et al. 2004), and as reflected in Section 2, the problem

statement of and objectives for the solution are

articulated as follows. The problem that the solution

aims to tackle is two-fold. First, the principles that

make VR an effective tool for organizational learning

are poorly known. Second, the principles are VR-

specific, meaning that they need to be experienced in

VR to fully absorb them. The objective for the

solution is an evident follow-up to the two-fold

problem: The VR solution should enable an educator

(in organizations and in higher education) to absorb

the principles of effective learning of VR, in VR, in

order for them to utilize these principles in practice.

In this paper, we draw from the guidelines of

Gregor et al., (2020) on formulating informative

design principles for IT artefacts. Design principle

statements should provide information on the aim of

the principle and potential enactors and users related

to the principle. Example statement (principle #1):

The VR solution should allow educators

(ENACTORS) enrich their understanding of the

properties and features of VR (AIM) so they may

apply these properties and features in their

organization (APPLICATION FOR THE USERS).

Furthermore, each principle needs to build on

rationale that clarifies the need for the principle

within the context it should be embedded in.

3.2 Technical Specification of the IT

Artifact

The IT artifact was built using Unity version

2019.1.5f1 as the development platform. Code was

written in C# due to the usage of Unity. Basic

interactions and movement of the avatar were

implemented using the Virtual Reality Toolkit

(VRTK) framework. Furthermore, audio guidance of

the user was implemented using Azure Cognitive

Services API. Although the artifact was implemented

as a real-time (online) solution, audio clips were

added to the build itself in order to enable offline use.

The IT artifact was intended for wide-scale use

and was therefore designed for Oculus Quest-devices

to ensure wide outreach for potential users. The

solution was also primarily tested using that specific

headset. Due to having a standalone VR device as the

target platform, performance was a key concern when

designing the user experience and implementing the

VR application. Thus, development was done in an

iterative manner. The application will be made

available for download at vrinsight.org.

4 DESIGN PRINCIPLES FOR VR

SOLUTION

Next, the identified theoretical principles that make

learning in VR effective will be reflected as specific

design principles that showcase the utility of the IT

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587

artifact. These principles were used as a basis for the

VR solution development.

Design Principle #1: The VR solution should allow

educators to enrich their understanding of the

properties and features of VR so they may apply these

properties and features in their organization.

One of the major hindrances of VR adoption is the

lack of awareness on the possibilities of VR (Jalo et

al., 2020). Platforms such as SteamVR, PS4 and

Oculus include a range of commercial and

professional applications with a range of features that

are distinct from one another. Similarly, custom-built

solutions for companies may make use of simulation

and interaction that are not typical for applications

that are freely available through major platforms.

Recently, VR content is streamed on the cloud which

has enabled various multi-user or social VR

applications (Jalo et al., 2020). Many of those

opportunities are spreading rapidly but are not yet

mainstream. This is why the first principle is to

articulate the essential functionalities and properties

of VR to the user so that they can have a broad

overview on the functionalities and features they may

utilize in practice.

Design Principle #2: The VR solution should allow

educators to adjust their virtual avatar so they

understand how realistic or non-realistic avatars may

impact user behavior in VR.

The second design principle is about the virtual

representation of the user. Interaction with other

users, and with the virtual environment, requires an

avatar (Yee & Bailenson, 2007; Yee & Bailenson,

2009). However, the virtual representation of the user

shouldn’t be limited to the real-life characteristics of

the individual. The design principle is to allow the

user to see first hand how the change in avatar

features, size or photo-realism may affect the use

situation in VR, for example, to demonstrate the

proteus effect (Yee et al., 2009).

Design Principle #3: The VR solution should allow

educators embed themselves in settings that are

meaningful for themselves so they know how users

are not limited to specific locations.

New users of VR might find it difficult to understand

what VR is and what is possible therein (Jalo et al.,

2020). In addition to understanding their virtual

representation as an avatar, the VR solution should

make the user observe that the virtual space may be

practically any real-life or fictional location that they

can experience in 1-to-1 scale (Steffen et al., 2019).

Design Principle #4: The VR solution should allow

educators realize that virtual spaces can occupy other

users who are similarly represented as avatars.

The information load to using VR can be

overwhelming in early stages of use (Jalo et al., 2020;

Yee & Bailenson, 2007). Not only do the users need

to get comfortable with their own digital extension,

they are observing fictional and real locations in

versatile virtual spaces (LaValle, 2020). As

emphasized by recent VR research (Jalo et al., 2020),

VR should not be limited to single-user experiences

as it can serve as a communication channel that

expands possibilities from the physical environment

as demonstrated in Figure 1. By this, the VR solution

should allow the user to observe the social fabric of

VR by meeting other users represented as avatars in

the virtual space.

Figure 1: Showcasing multi-user setting and the protheus

effect in the VR solution.

Design Principle #5: The VR solution should allow

educators to simulate a real-world, or hypothetical,

activity without physical restrictions (e.g,. gravity) so

they know how to think outside the box &…

Design Principle #6: The VR solution should allow

educators learn in the context by doing that helps

them apply VR in practice.

Next, we reflect on two closely related design

principles. The possibility of learning by doing is a

major advantage of VR in comparison to other

technologies (Dede, 2009; Jalo et al., 2020). This is

something that is hard to explain to a user unless they

can try it out in practice. This is why the VR solution

should stretch beyond a VR experience that allows

the user to observe aspects of VR. Instead, the VR

solution should allow rich forms of interaction with

the 3D objects embedded in the virtual space. They

should be programmed in a way that the user can

seamlessly simulate a real-world activity that they can

relate to, but probably have not engaged in before,

and further, allowing them to touch, move around and

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alter the objects embedded in the simulation, as

demonstrated in the VR solution (Figure 2).

Figure 2: Learning by doing in the VR solution.

Design Principle #7: The VR solution should allow

educators to switch between exo- and ego-centric

perspectives to help them understand that users can

enter places they wouldn’t be able in real life.

The opportunity of VR in taking multiple

perspectives is often related to a certain object that the

user views in first-person - and in bird’s eye (e.g.,

Dede, 2009). The VR solution should design this

aspect in relation to a specific object or space so that

the user knows the bird’s eye view is just another

perspective to the object they were observing in first-

person.

Design Principle #8: The VR solution should allow

educators distinguish between distinct content types

that may be integrated into the virtual environment

for the users.

As VR can potentially integrate any kind of digital

data from plain 2D documents to 180 and 360 videos

and rich 3D objects (that capture realistic details with

millions of polygons), the VR solution should expose

the user should to as many different types of content

so that they understand the distinction between

content that is static as in they are merely observable

(e.g, 2D content that is not programmed for

interaction) and content that they may interact with

(e.g., 3D content programmed with realistic features

similar to the physical world). A key aspect is that the

user identifies that the content does not have to limit

to the understanding of rules and conventions (e.g.,

laws of physics) embedded in the physical world.

5 DISCUSSION AND

CONCLUSION

5.1 Research Implications

The main aim of this study was to transfer the key

theoretical strengths of VR in an immersive VR

tutorial for educators in companies and higher

education. Prior studies had extracted many of those

key strengths, which had remained somewhat

unconsolidated in prior research, and were not

typically addressed in available VR solutions

(Radianti et al., 2020). This study focused on

overcoming this gap in research. The study made two

key theoretical contributions to the literature. The

first contribution is in compiling the specific

theoretical principles that make VR effective for

organizational learning. The principles for effective

learning in VR have been scattered in the literature

and practitioners have typically lacked an overview

on the contemporary advantages of VR (LaValle,

2020; Radianti et al., 2020). Many of the key

advantages of VR are aspects enabled by

comprehensive psychological immersion. For

example, the fact that VR technology can occupy

more or less any content up to elaborate digital twins

of cities and experiences that go beyond the rules of

physics (Jalo et al., 2020; LaValle, 2020).

The second theoretical contribution is the

provision of specific design principles. This

contribution is specifically on DSR and IS literature.

An IT artifact was missing that could deliver the

principles to the educators who are responsible to

train and educate future employees and workforce on

VR application. Only through the immersive

experience the user can observe the major differences

to utilization of other technologies in learning, such

as 2D virtual worlds or browser-based computing.

This research delivers such an IT artifact. The design

principles are not limited to a form of a tutorial but

can be deployed in any further VR environment

targeting organizational training and simulation.

In addition to the two key theoretical

contributions, the study has two streams of practical

implications.

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First, the unique feature of VR is in its immersion

which makes it imperative to learn about it in VR. The

IT artifact that was created to serve this purpose-

designed to work as a utility for educators in

organizational training and in higher education at

large. The artifact and the theoretical principles

underlying it are best served as a tutorial to VR

technology so that the educator may identify its

potential for institutional utilisation in a structured,

step-by-step-manner that they can rerun as many

times as they want. As many organizations are

currently revamping their design and training

processes with VR, we believe many more will be

able to do so effectively once digesting the theoretical

principles of effective learning in VR delivered via

the IT artifact.

Second, the IT artifact can also help companies

that develop VR solutions. The design principles that

were demonstrated by the IT artifact should be treated

as the fundamentals of VR intended for training

purposes. The detailed requirements deriving from

the users and organizations should be built on this

basis. We urge developers to take advantage of these

design principles so that they can design VR solutions

that are a better fit for purpose and are likely to result

in value-adding usage of the upcoming VR solutions.

5.2 Limitations and Future Research

Topics

The presented DSR project does have certain

limitations. Many of the limitations related to the VR

development environment that set restrictions for the

development and distribution of the solution. The IT

artifact was prepared for side-loading for Oculus

Quest and is only available via a direct download. We

chose Oculus Quest for the maximum distribution via

a standalone HMD device that would not require a

powerful laptop to run.

For the above reason, the IT artifact could not be

used as an actual simulation environment with rich

synchronous multi-user capabilities. As a counteract,

the IT artifact was adjusted in a way that it points out

multiple available VR solutions that handle specific

aspects illustrated in the tutorial. For example, the

user is given suggestions for multi-user VR solutions

that may be used for remote collaboration.

We identify many potentials for future research.

One of the potential topics is to study the

effectiveness of these principles in different settings.

For example, organizational use is likely to have

subtle differences across industries. We also urge

researchers to dive deeper in to the social fabric of

VR, which has only recently surfaced. Upcoming

studies may also study performance-related aspects of

VR to ensure many of the principles can be utilized

without technical limitations in standalone VR

devices that are affordable and likely to be reached by

wider sets of users.

5.3 Conclusion

As more organizations are moving their operations to

VR, the importance of guaranteeing positive

outcomes of use becomes increasingly important.

Those positive outcomes are more likely reached

when VR is designed to its full potential in terms of

user experience and unique features. However, the

key principles that make VR stand out from other

technologies have not been obvious even for

practitioners working with VR. Our research

attempted to uncover the theoretical principles that

make VR a powerful utility. We hope that wider

uptake of VR is one step closer as those theoretical

principles were operationalized in an IT artifact that

allows experiencing them first hand in an immersive

VR environment.

ACKNOWLEDGEMENTS

This research was co-funded by Erasmus+ project

VRinSight (2018-1-DE01-KA203-004277).

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