Abstract:
This study explores the integration and impact of Virtual Reality (VR) in an authentic educational setting, focusing on a PIS (Prototyping Interactive Systems) classroom at IIITD. Using qualitative and evaluative methods, the research involves pre-semester surveys, voluntary and compulsory VR sessions, laser cutting tutorials, and open VR slots throughout the semester. The aim is to assess changes in perceptions, motivations, and learner empowerment over a semester-long VR use in classrooms to teach procedural skills. The study contributes to the understanding of VR’s effectiveness in education and aligns with global trends in immersive technology adoption. Findings are expected to inform future design studies and recommendations for VR integration in classrooms. The timeline spans from pre-semester assessments to end-of-semester evaluations, providing a comprehensive view of participant attitudes and experiences in the PIS classroom.
