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Virtual reality offers exciting potential as a digital learning tool in Higher Education where users benefit from immersion within interactive environments. Similarly, peer-to-peer learning is a well-established pedagogical approach known to improve academic outcomes, social skills, and cost-saving. While both VR and peer learning have demonstrated benefits individually, limited research has examined how these approaches can be meaningfully integrated. This study implemented an evidence-based peer-to-peer learning strategy within a VR lesson and proposes a supportive framework for its broad implementation within HE teaching. Using a bespoke Disease Diagnostic VR simulation which focuses on quantitative Polymerase Chain Reaction, student participants were randomly assigned into two groups: those who worked individually through the VR lesson and those who worked in pairs and shared a single VR headset. We investigated the effects each approach had on learning, engagement and student confidence through pre- and post- activity questionnaires. The results indicate that, although there was no statistically significant difference in perceived challenge, knowledge and enjoyment of the activity between groups, confidence improved significantly after the VR simulation across all groups (sample size of 34). Students who worked in pairs using VR reported more enjoyment and found the experience less challenging. This pilot study highlights the needs for a structured learning framework to scaffold student learning while participating in VR lessons. These insights inform the development of a pedagogical framework for embedding peer learning in VR lessons which can be evaluated in the future.
Donald et al. (Tue,) studied this question.