Graduation Year

2024

Document Type

Dissertation

Degree

Ed.D.

Degree Name

Doctor of Education (Ed.D.)

Degree Granting Department

Curriculum, Instruction, and Learning

Major Professor

Glenn Smith, Ph.D.

Committee Member

Sanghoon Park, Ph.D.

Committee Member

Jennifer Wolgemuth, Ph.D.

Committee Member

Darlene DeMarie, Ph.D.

Committee Member

James Hatten, Ph.D.

Keywords

VR, Immersive, Technology, Interactive, Virtual Reality

Abstract

The purpose of this three-article dissertation is to better understand the role emerging technologies are playing in learning. This dissertation explores tools on a spectrum of reality from fully immersive virtual reality (VR), semi-immersive VR, non-immersive VR, augmented reality (AR), mixed reality (MR), and extended reality (XR). Three studies focus on emerging technologies from the student, educator, researcher perspectives to develop a holistic picture of emerging technologies in higher education. I explore factors that impact new technology adoption, which includes advantages and disadvantages to deploying different digital tools. This dissertation begins with a systematic literature review of 20 research studies about VR in higher education. It continues with a constructivist mixed-method approach to understanding 17 university students’ perceptions and attitudes surrounding emerging technologies. It concludes with a qualitative interview study that seeks to explore how 11 educators used emerging technologies to improve online instruction and instructional design. The research conducted for this dissertation found great promise and enthusiasm, specifically related to the use of VR in higher education. However, it also identified side effects that could negatively impact learning. The results of this dissertation suggest that researchers include specifications related to software and hardware used in learning studies that can help the research community better understand the impact technology has on learners.

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