Abstract
This chapter focuses on applying design science research for virtual reality learning environment (VRLE) design processes. Six selected case studies are presented in the context of VRLEs. The case selections were analyzed in terms of their contributions to design knowledge. The objective of this book chapter is twofold: 1) for researchers, the design knowledge contributions of case studies are highlighted for future reference, and 2) for developers and practitioners, design principles are presented for the development of VRLEs. The final outcome of the present study is a conceptual model describing the current design knowledge in the field of VRLEs and identifying the research gaps that should be addressed in future research on the educational use of VR.
TopIntroduction
The use of information and communications technology (ICT) is increasing in various educational institutions as well as in workplace learning settings. However, in order to effectively use ICT in educational settings, information about learning outcomes in a variety of technology-enhanced learning environments, as well as the design of its usage as part of the entire learning path, need to be known. The types of ICT used in educational contexts include computers, tablets, mobile phones, augmented reality (AR), virtual reality (VR), and robots.
This article presents the development of design knowledge and a conceptual model for virtual reality learning environments (VRLEs). Following Gregor and Hevner (2013), the article aims to help researchers to understand the design knowledge contributions of their studies regarding VRLEs and position them better. Furthermore, for the practical development of VRLEs, the aim of the article is to make visible and point out which kinds of design knowledge should be taken into consideration when designing VRLEs. Based on the findings of Radianti et al. (2020), it would be beneficial to share the best practices across different subjects in the field of VRLE research. In furtherance of that purpose, six case studies presenting different levels of design knowledge from specific subjects, limited to more abstract and mature knowledge, are introduced. The case study selection was drawn from a systematic literature review in the field of VRLEs (Lähtevänoja et al., forthcoming). The focus of the case study selection is on various design knowledge contributions and differentiated design knowledge following Gregor and Hevner (2013) and vom Brocke et al. (2019). Although the analyzed case studies did not directly conduct design science research methodologies, they provide design knowledge and understanding for further research and development, which are summarized in a conceptual model of VRLEs at the end of the article. The application of the conceptual model among practitioners and in future research is also discussed.
Key Terms in this Chapter
Design Science Research: A research methodology that focuses on solving problems by developing artifacts.
Design Principle: Practical knowledge, focusing on the principles on developing something.
Design Theory: The most mature design knowledge, includes prescriptive knowledge, providing prescriptions for action and design.
Virtual Reality: A computer-generated virtual world.
Virtual Reality Learning Environments (VRLEs): Computer-generated virtual worlds whose main purposes are educational.
Technological Rule: A rule for using a specific technology (i.e., in order to achieve X, you have to use Y).
Design Knowledge: Knowledge presented by the developed artifacts. Examples of knowledge include constructs, methods, models, design principles and technological rules.