Icon Category

Virtual Reality (VR)

Tabs

zurück zur Startseite

Virtual Reality

Brief Info

Virtual Reality (VR) has gained significance in recent years and is transforming the way we can experience digital content. As an immersive technology, VR creates an artificial environment that allows users to immerse themselves in a virtual world using VR headsets. This technology not only plays a role in the entertainment industry, especially in video games, but also offers new possibilities in higher education, medicine, architecture, and industry. With VR, users can experience realistic simulations, practice virtual surgeries, visualize complex designs, or relive historical events. The ongoing development of VR technology promises to enable even more new VR experiences.

What does it actually mean...?

Extended Reality (XR) is an umbrella term for all forms of enhanced virtual reality, including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). XR encompasses these different technologies and refers to their ability to extend, augment, or even completely replace the real world. Both three-dimensional and two-dimensional content can be used to create immersive experiences that range from overlaying digital information to full immersion in a virtual environment.
Virtual Reality, also known as "VR," describes a computer-generated, interactive virtual environment where users can move and interact in real-time. Users are fully surrounded by the virtual world, allowing them to tune out the physical reality. For this, a Head-Mounted Display (HMD) or VR headset is worn, which displays the computer-generated, three-dimensional environment. Additionally, a virtual environment can be projected using technologies such as CAVEs (Cave Automatic Virtual Environment), 3D-capable LED walls, or LC displays, which serve as a precursor to head-mounted displays. The experience of virtual reality is strongly connected to the degree of immersion, that is, the sensation of being fully immersed in the virtual world (see Dörner et al. 2019, Janzik 2022, Wölfel 2023).
Augmented Reality is also referred to as "AR" or "extended reality." While virtual reality involves full immersion in a digital environment, augmented reality overlays and enhances the real world with digital elements like text, images, animations, or three-dimensional objects. AR combines the physical world with computer-generated content, augmenting reality with virtual elements. A well-known example of this technology is the "Live View" function in Google Maps, where users can see virtual directional arrows overlaid on the real environment through their smartphone to find the correct route in real-time (see Dörner et al. 2019).
Mixed Reality (MR) is a technology that enables a seamless blending of real and virtual environments, allowing real and virtual elements to interact with each other in real-time. Unlike Augmented Reality (AR), which primarily overlays virtual information onto the real world, MR offers a deeper integration where virtual objects possess physical properties and respond to movements and the real environment. For instance, in MR, a virtual object can move closer as a person approaches it and can be manipulated through gestures or other interaction methods (see Dörner et al. 2019, Wölfel 2023).
Learning materials
„The following learning module „Virtual Reality in der Hochschullehre“ is in German. The English version of the learning module is coming soon.
In this module you will find information on:
  • Immersive technologies, focusing on virtual reality,
  • The characteristics of various VR systems and their advantages and disadvantages,
  • The media didactic use of virtual reality and relevant frameworks,
  • And the integration of virtual reality into your own teaching practices.
To conclude, a practical guide is offered to support you in planning and implementing a course with virtual reality elements.“

Learning Module ILIAS

Lernmodul "Virtual Reality in der Hochschullehre"

Eine Balkenwaage im Gleichgewicht

Potential and Challenges of VR in Higher Education

Virtual Reality (VR) has gained increasing significance not only in gaming and industry but also in educational institutions. This technology offers the potential to transform teaching and learning processes by introducing new, immersive methods for knowledge transfer and skill acquisition. But what expectations are associated with the use of VR in higher education, and how effective is this technology really?
Potential of Using VR in Higher Education
The integration of Virtual Reality (VR) in higher education opens up a range of opportunities that can complement and enhance traditional teaching methods.
VR enables deep immersion, making learning more intense and memorable. Through complete visual and auditory isolation from the outside world, students can fully focus on the learning content. This intense experience not only boosts engagement but also enhances understanding and retention.
A significant advantage of VR is its ability to present abstract or complex content in an illustrative manner. In subjects such as biology, chemistry, physics, or history, students can explore structures and processes in 3D, which can improve spatial understanding and intuitive comprehension of complex relationships.
VR offers the opportunity to train practical skills in a safe and risk-free environment. This is particularly significant in fields such as medicine or natural sciences, where practical exercises are sometimes associated with risks or material waste. Students can experiment safely in VR and learn from mistakes without fearing real consequences.
VR can make learning content accessible across geographical boundaries, thereby reaching a larger number of students. Furthermore, the technology enables a scalable teaching environment, where a single well-designed VR application can serve many students at the same time.
Although VR has been described in some cases as an isolating experience, it also offers new forms of collaboration and interaction. Through shared virtual spaces, students can work together, communicate, and learn from each other, regardless of their physical location.
VR enables a high degree of individualization in the learning process. Teachers can adapt learning paths to meet the needs and pace of individual students, which can be particularly useful in the context of inclusive and differentiated instruction.
The use of VR encourages both teachers and learners to explore innovative teaching and learning methods. This can lead to increased motivation and greater engagement in class, as VR offers new and exciting ways to interact with course material.
VR can be used to simulate cultural experiences and provide students with a deeper understanding of different perspectives and ways of life. This is particularly valuable in subjects such as history, social sciences, or languages.
Challenges in using VR in Higher Education
The integration of VR in teaching undoubtedly offers enormous potential, but it also poses a number of challenges and obstacles for teachers.
One of the greatest disadvantages of VR is the (high) initial costs. The purchase of necessary hardware such as VR headsets and high-performance computers can be financially burdensome. Additionally, creating or purchasing specialized software and maintaining and updating systems requires investment.
The technology behind VR is complex and requires a certain level of technical understanding, both from lecturers and technical support. Problems such as software bugs, hardware failures or compatibility issues can significantly disrupt the learning process and require regular technical support.
To effectively integrate VR technologies into one's own teaching, both lecturers and technical support staff must receive adequate training. This requires not only technical training but also pedagogical further education to optimally utilize the possibilities of VR in the teaching context.
If the virtual environment is designed to be too complex and confusing, and navigation and interaction are therefore unintuitive, VR can lead to cognitive overload and thereby impair learning efficiency.
Some users experience physical discomfort such as motion sickness (dizziness, nausea, headaches), eye strain or neck pain. These symptoms can negatively impact the learning experience and limit the duration of VR use.
On a psychological level, immersive experiences can influence users' self-image and behavior, especially when they are embedded in strongly emotionally charged or manipulative scenarios. The choice of avatars and identification with these virtual characters play a special role.
For this reason, you should always consider the ethical implications of this technology when using it and ensure that VR experiences are designed and used responsibly to avoid negative psychological effects.
The integration of VR into existing curricula poses a didactic challenge. It is necessary for lecturers to clearly define learning objectives and meaningfully embed VR experiences into the teaching context, which can require a thorough revision of teaching materials and methods.
VR systems are not always accessible to all students, especially those with certain physical disabilities or sensory impairments such as visual impairments or hearing loss. The development of accessible and inclusive VR learning experiences is crucial to avoid discrimination and offer equal learning opportunities to all students.
The use of VR in education brings an increased responsibility for lecturers and educational institutions. They must ensure that the VR technologies used comply with legal requirements and that users are informed about potential risks. This includes adhering to data protection policies when collecting and processing sensitive usage data, such as motion and gaze tracking data, considering ethical aspects, and ensuring the physical and psychological well-being of users.
Evaluating the effectiveness of VR in an educational context is challenging because traditional evaluation methods may not be sufficient to measure the impact of immersive VR experiences on learning.
The potentials that VR offers for higher education are extensive and diverse. By integrating this technology, educational institutions can not only improve the quality of teaching, but also promote innovative teaching approaches that prepare students for the challenges and opportunities of the 21st century.
However, the listed challenges illustrate that the use of VR in higher education requires careful and systematic planning, financial and personnel resources, as well as continuous review and adjustment of implementation strategies to fully exploit the benefits and minimize potential drawbacks. With a thorough and forward-thinking plan, many of these hurdles can be overcome.
For example, it is sensible to check beforehand whether VR headsets are already available at the relevant institute or university, which could be borrowed or shared. This reduces initial costs. After providing the necessary hardware, careful handling of the devices and oneself during use is essential to avoid physical side effects such as headaches and neck pain or motion sickness. This can also be achieved by reducing usage time and taking sufficient breaks. Such breaks not only provide physical relief but can also prevent cognitive overload due to an intensive immersive experience.
Another approach to reduce organizational burden could be to form tandem groups that take turns using VR and support each other mutually. This approach not only provides relief for individuals, but also promotes social interaction and cooperation among students. By creating virtual spaces and interacting within them, the possibility is opened up to communicate and cooperate with each other regardless of physical location. This is particularly beneficial in courses with a high number of participants as well as in internationally oriented teaching events where intercultural exchange and collaborative learning play a central role.
Overall, it shows that targeted use of VR can mitigate many existing challenges and open up new didactic potentials. The use of VR in higher education requires significant effort, but offers numerous opportunities to enrich the teaching and learning experience through well-thought-out integration.
This explainer video was produced within the framework of the project Lehre 4.0.

Ergänzende didaktische Szenarien

Ein Bücherstapel und Smartphone
Digitale Lerninhalte bereitstellen
Person sitzt zu Hause mit einem Laptop in einem Sitzsack
Online-Selbstlernphasen gestalten und begleiten
Ein Tabletbildschirm mit der Überschrift Satisfaction und einer Bewertung mit drei von 5 Sternchen
Rückmeldungen zum Lernstand geben
Papierbogen mit der Überschrift Online Assessment, dahinter ein Laptop
Tests zur Lernbegleitung
Person betrachtet ein Dokument durch eine Lupe
Übungsaufgaben erstellen und bewerten

Implementation Guide for Using Virtual Reality in Higher Education

Before using Virtual Reality in your teaching event, consider the following didactic, technical, and financial aspects. The following questions are intended to support you in this process.
Didactic Considerations
  • Learning Objectives
    • Is the use of VR meaningful in relation to the learning objectives of the teaching event or the qualification and competence goals of the module?
    • To what extent can the use of VR contribute to achieving the desired learning objectives?
  • Learning Content
    • Is the use of VR meaningful in terms of conveying the learning content?
    • Which learning content or processes benefit from the use of VR?
  • Teaching Concept
    At which point in your teaching concept is the integration of VR meaningful in order to promote the learners' success?
  • Competence Acquisition
    Which competences are to be acquired through the use of VR?
  • Added Value
    What added value does the use of VR offer compared to other technologies or traditional teaching methods?
  • Prior Knowledge
    Consider the students' prior knowledge and determine their level of competence.
  • Focus on Didactics
    Always plan your teaching event with a pedagogical focus rather than a technical one.
Technological Considerations
The following aspects are intended to support you in selecting and using suitable applications and content. 
  • Visualization of Learning Content
    • What topic, learning object or learning content do you plan to cover with VR?
    • What environment, scenario or model/object do you need to implement your idea?
  • Degree of Immersion
    • What degree of immersion is necessary to convey the learning content and achieve the learning objective?
    • Which senses should/must be addressed?
      • Visual
      • Visuo-auditory
      • Visuo-auditory-haptic
  • Interaction
    What level of interaction with the learning content is necessary and conducive to learning?
  • Language
    In which language(s) should the application be available?
  • Single-User oder Multi-Player? (Single- or Multi-Player Mode)
    The decision whether a VR application is suitable for single or multi-player mode depends on various aspects.
    • Should the application be used by multiple students simultaneously and interact with each other?
    • Should students be able to communicate with each other?
    • How detailed should the students be represented in the virtual environment (e.g., as human-like avatars)?
  • Learning Progress Assessment
    A learning progress or goal assessment aims to verify whether students have achieved a specific, predefined learning objective. Learning assessments are usually not graded and serve as a diagnostic tool to determine students' competencies or as a self-assessment tool for students. Consider the following questions:
    • Is a learning assessment fundamentally necessary or desirable?
    • Should the assessment take place virtually, digitally, or in written form?
    • If virtually, in what form should the assessment be conducted?
    • How will feedback be provided to students?
  • Software
    • Are the learning contents static, or do you need an authoring tool to modify and customize content yourself?
    • Do you require software to implement individualized content or to adjust 3D models to your specifications?
  • Existing Solutions
    Is there already a (free or paid) application that depicts the desired training scenario?
The VR Use Case Catalog is a continuously growing collection of activities at universities in Germany, Austria, and Switzerland dealing with virtual reality in higher education. The catalog is intended to serve as inspiration for lecturers' own projects and initiatives, integrating VR into their teaching concept.
Budgetary Considerations
The following points are intended to assist you with budget planning and resource acquisition, divided into hardware and software.
Hardware
The following points are intended to support you in budget planning and resource acquisition.
  • Borrowing Options
    Does your university offer a way to borrow VR headsets? Some university IT centers or libraries provide multimedia device lending, including VR hardware, which university members can borrow for free.
  • Market Research
    Get an overview of the current VR headsets on the market and compare them with each other. A constantly updated comparison can be found at vr-compare.com/
  • Headset-Types
    • Standalone: Headset (+ possibly Mobile Device)
    • PC-VR: Headset + VR-compatible PC
    • Cardboard: Cardboard + Mobile Device
  • Number of Headsets
    The number of required headsets depends on the application scenario. Is it sensible and necessary to provide each student with their own headset, or is working in groups possible? How many headsets can be realistically used simultaneously in a teaching session?
    Perhaps it's enough for students to use one headset and stream content so that only one headset is needed in a rotating process. Consider that the students need to be supervised during use.
  • Accessories
    Think carefully about how you want to use the headsets and distinguish between consumable materials that need to be constantly replenished (e.g., batteries, hygiene masks) and one-time purchases.
    The following accessories are recommended:
    • Cleaning agents
    • Hygiene masks
    • Transport or storage cases
    The following accessories are optional and depend on the application scenario and room setup:
    • Additional connection cables (Link Cables)
    • Multi-plug outlets
    • Additional tracking systems
    • Additional head cushions or headbands
    • UV-C disinfection cabinet
    • Wireless adapter for PC-VR
Software
If you have decided to purchase a paid application or have it developed by an agency, etc., also calculate these costs. Inform yourself about the different purchasing and licensing models and usage rights.
  • Purchase License
    A purchase license is acquired through a one-time payment, granting unlimited use of the software. Initial acquisition costs apply.
    The purchase price for apps in app stores is generally per headset, meaning you may need to buy the same application for each VR headset. Some social VR applications allow a set number of users to be invited to the application, so not every individual needs to purchase it to participate.
  • Subscription License
    A subscription license is a time-limited license offered for different periods (e.g., monthly, annually). Regular costs apply during the license period.
    With subscription licenses that are part of a no-code system for VR applications, access or further use of self-created content cannot be guaranteed after the end of the license period.
  • Production Costs
    If you decide to have an application developed, e.g., by an agency for 3D real-time applications, individual costs apply. Inquire with a relevant agency.
  • In-House Production
    • Personnel
      • If you decide to develop an application, e.g., within the framework of a work contract or the employment of a student assistant, the respective regulations of your university apply at the time of conclusion of the employment relationship. In this case, you can use the regulated hourly rates for assistants to estimate costs.
    • 3D Models and Development
      • Plan funds for the procurement of 3D models.
      • If necessary, plan funds for modeling or development software. The most common development environments and 3D modeling software such as Unreal Engine, Unity, Godot, Blender etc. are available with limited functionality at no cost and offer special discounts for educational institutions.
  • Educational Discounts
    Inquire about educational discounts or discounts for universities or educational institutions when purchasing hardware and software.
  • Defects
    Report defective or faulty hardware to the seller or manufacturer and exercise your warranty rights. Additionally, you always have the option to make use of the product's guarantee.
  • Damage Case
    Is the hardware insured in case of damage? If not, how is the loss of the corresponding hardware financially compensated?
  • Wear and Tear
    Plan a budget for wear and tear parts, such as face cushions, etc.
Organizational and Technical Considerations
To effectively use VR headsets in teaching, several aspects need to be considered:
  • Space
    Do you have access to rooms that offer sufficient space for the number of students using a VR headset at the same time? A minimum of 2x2 meters per person should be planned.
  • Power Supply
    Ensure that the rooms have enough power outlets and plan the use of multi-plug sockets with surge protection, so that headsets can be charged if needed during longer teaching sessions.
  • Technical Infrastructure
    Make sure that the technical infrastructure is suitable for VR usage. In general, headsets require a WLAN connection. Ensure that each headset is connected to WLAN or that the computer it's connected to has a WLAN connection.
  • Initial Setup of the Headset
    Before using a VR headset, you need to go through an initial setup process, which varies from model to model. Follow the manufacturer's instructions for setting up the hardware.
  • Registration and/or User Account
    Do you need one or more user accounts for using the VR headsets? Familiarize yourself with the terms of use of the headset(s) you want to use. It might be that you can only use the headset in a limited way without a user account. Inform yourself about your university's (e.g., computer center or system administrators') possibilities.
Mobile Device Management-Systems (MDMs) for synchronous use of multiple headsets
When using multiple headsets, it is recommended to use a device management platform, also known as Mobile Device Management System (MDM). This allows you to configure multiple headsets at the same time, manage content, or use the kiosk mode. The costs for MDMs are usually calculated per headset. Some manufacturers offer business versions of their VR headsets or business subscription models with comparable functionality.
Preparation for the Course
  • Wi-Fi-Connection
    Check on the day of the course that the headsets are connected to Wi-Fi.
  • Charge Headset(s)
    Ensure that the headsets are fully charged before the teaching session.
  • Check Battery Status of Controllers
    Check the battery status of the controllers (depending on the model) and replace them if necessary.
  • Check for Headset Software Updates
    Ensure that the latest software version is installed on the headsets. If not, install the latest software version.
  • Check for Application Updates
    Confirm that the application you want to use during the course is up-to-date.
  • Test the Application
    • Start the desired application as a test and check the system requirements.
    • Is registration required to access the full functionality?
    • Is there a free demo version of the application that meets your needs?
    • Pay attention to the application's terms of use and data protection policies.
  • Test Streaming or Screencasting
    If you plan to stream VR content to a monitor/PC/tablet, verify if you need additional hardware (e.g., Miracast, Chromecast) or software (e.g., streaming assistant, manufacturer app, browser support) and how to set up the hardware accordingly (varies by model and manufacturer).
The section 'During the Event - Execution Phase' serves as an ideal blueprint for an introductory event. We recommend planning a whole teaching session (at least 90 minutes) as an introductory event. This ensures that students are already familiar with the hardware and know how to navigate in virtual reality. Additionally, students get a first impression of how they react to visual and auditory stimuli.
Learning objectives for students
After an introduction to Virtual Reality, students are able to,
  • handle the hardware securely,
  • assess and reflect on their reactions when dealing with Virtual Reality,
  • orient themselves and navigate in a virtual environment,
  • implement behavioral and safety guidelines when dealing with Virtual Reality.
Clearly Communicate Structure (and Content)
As an instructor, you contribute to the learning success, motivation, and satisfaction of students by conducting a teaching session. Especially when introducing new methods or technologies, clarity and understandability are key factors for effective teaching sessions (see Flaig et al. 2021, 74f.). In your didactic planning, you have already formulated learning objectives and set the framework conditions. You can now build on this.
Explain step-by-step the planned procedure of the teaching session, name the learning and performance requirements, and communicate them to your students.
  • What can students expect during the learning unit? Explain the procedure.
  • What can students expect in the application?
  • Is the use of the application linked to a specific task assignment?
  • What added value or benefit does the use of the application have for students (compared to traditional teaching methods)?
  • What is the goal of the teaching session regarding the teaching method?
Practical Example
To be admitted to the laboratory practical course in the Department of Chemistry, students must complete a virtual safety training. They are placed in a virtual laboratory that resembles a real laboratory. In this virtual laboratory, students must complete five different tasks, such as putting on protective clothing or properly disposing of consumable materials.
  1. What can students expect during the learning unit?
    Present the agenda for the teaching session and explain each step. You may also want to set specific time frames so that students know exactly what to do and how much time they have available for a particular section, e.g.,:
    1. Explain learning and performance requirements
    2. Introduce hardware
    3. Provide an overview of applications
    4. Discuss safety and behavioral guidelines
    5. Technical introduction
    6. Practical phases and breaks
    7. Reflection and discussion
    8. Preview of the next teaching session
  2. What can students expect in the application?
    Virtual safety training in a laboratory environment.
  3. Is the use of the application linked to a specific task assignment?
    Yes, students must complete five tasks.
  4. What added value does the use of the application have for students?
    Safe and resource-efficient training in a lab environment, repeatability, promotion of digital competencies, and raising awareness for immersive learning.
  5. What is the goal of the teaching session regarding the teaching method?
    Preparation and admission to the laboratory practical course
Communicate Safety and Behavioral Guidelines
Good preparation in handling hardware and software creates trust in the technology and promotes a confident and attentive use. Introduce your students patiently and carefully to the use of a headset. Inform your students about the following safety and behavioral guidelines that should be observed when using VR technology.
Behavioral Guidelines
Handle the hardware (headset and controller) with care.
  • Place the headset and controller at a safe distance from drinks and food.
  • Do not touch the lenses.
  • Protect the lenses from direct sunlight. Direct sunlight can damage the lenses and display.
If you feel unwell, remove the headset. Take your time to get used to it.
Drink a sip of water and follow the 20:20 rule: look away for 20 seconds at a distance of 20 meters. Deep breathing also helps alleviate symptoms.
The person wearing the VR headset is not aware of their surroundings. Let them know when you are nearby and entering their safety zone ("I'm passing by", "I'm standing in front of you").
If a person is about to collide with an obstacle and intervention is required, announce your intention before touching them (e.g., "I need to touch your shoulder", "I'll hold onto your arm").
Virtual reality can feel very real: be mindful of yourself and others.
Safety Guidelines
A VR headset is designed to track the user’s movements and translate them into the virtual world. This freedom of movement requires that appropriate safety measures are taken for a safe experience. The movement area (at least 2x2m) should be free from obstacles, such as furniture, walls, other objects, or people.
As an instructor, consider the duration of use and schedule breaks for students. Suitable playtime duration and the frequency of necessary breaks vary from person to person, so initially plan for a break at least every 30 minutes. However, as a general rule, anyone needing a break should be able to take one.
In general, using VR headsets is safe, but we advise against using one if you feel tired, exhausted, or unwell.
We strongly advise against use if you are:
  • Under the age of 13
  • Pregnant
  • Of advanced age
  • Suffering from binocular vision impairment
  • Prone to seizures or epilepsy
  • Wearing a pacemaker or hearing aid
Also, please observe the health and safety guidelines provided by the manufacturer.
Technical Introduction
You have informed the students about the course of the lesson and communicated the safety and behavioral guidelines. Next, you will provide technical orientation. Ideally, each student should have their own headset available. If this is not possible, you can demonstrate or divide the class into groups.
Getting familiar with Headsets and Controllers
Ask the students to first hold the controllers and then the headset in their hands and explore the buttons and controls. The students need to be able to turn on the headset, adjust the volume, and move around in virtual reality. This will give them a sense of where and how to use the buttons on the controller, as well as the buttons and regulators on the VR headset. Before they put on the headset for the first time, the students should be able to perform the following actions:
  • Turn on the headset
    Where is the power button located on the headset, or how do I start the headset (varies by model)?
  • Adjust the volume
    Where do I adjust the volume of the headset (varies by model)?
  • Activate the controller
    How do I activate or connect the controllers (varies by model)?
  • Get to know the controller buttons
    • Use a diagram of the specific headset and its corresponding controllers, which you can provide to the students. Explain which buttons need to be pressed to perform actions such as teleporting, rotating the view, selecting an object, grasping or releasing.
    • The students should hold the controllers in their hands and get a sense of which fingers they use to press which buttons (e.g., index finger for the trigger button, thumb for the button or surface area).
    • Also explain to the students how they can access the applications after setting up the headset. Typically, the applications are located in a library or folder on the headset.
    Using streaming or screencasting, you can transmit what you see in VR onto a computer or screen. Stream the entire process and let the students watch.
  • Putting on Hygiene Masks
    Distribute single-use hygiene masks made of medical fleece to all students to protect the headset from sweat, skin particles, or makeup. The single-use hygiene masks are put on before putting on the headset.
Starting and Setting up Headsets
The students now know how to turn on the headset, adjust the volume if necessary, and whether or not they need to activate the controllers. They are familiar with the buttons, keys, and triggers of the controller and have put on a hygiene mask. In the next step, the controllers are properly placed and the headset is put on. Then, the students turn on the headset and set up the safety area or play area. Give the learners time to position the headset comfortably and safely on their head to get a sharp image. If necessary, re-center the headset by adjusting the interpupillary distance.
  • Put on wrist straps
    Attach the wrist straps of the controllers to your wrists. This can prevent injuries from loose components.
  • Balance the headset
    Adjust the head and side straps or the rotating closure (varies by model) so that the headset sits comfortably. When properly adjusted, the headset fits comfortably and you get a clear image.
  • Start the headset
    Press the start button of the headset or start the headset (varies by model).
  • Activate controllers
    Activate the controllers by pressing the corresponding key (varies by model).
  • Set up safety/play area
    Set the safety or play area so that you can't touch objects with your arms outstretched and the controllers in your hands. Additionally, maintain a safe distance between the play area and objects. This safety distance should be large enough so that you don't bump into objects or boundaries when stumbling or falling.
    PC-VR
    For stationary PC-VR systems, this step is not necessary. The safety area or play area can already be set up by the instructor before the lesson.
    Standalone
    Stationary Mode: This option allows the headset to be used in a seated or standing position in a single spot. The stationary mode typically includes a default boundary area of 1x1 meter around the user.
    Room-Scale Mode    : This option allows free movement in the room with the headset. In room-scale mode, users can draw the boundaries themselves using the controllers.
  • Center the Headset (IPD Adjustment)
    Adjust the lens spacing for each user. Adjust the distance between the lenses by gently sliding them closer or further apart (e.g., Meta Quest), following the headset’s IPD measurement instructions (e.g., Pico 4), or manually adjusting the IPD in the headset settings (e.g., Pico 3).
  • Start Streaming or Screencasting (optional)
    Start streaming if needed.
Guidance During Use
The level of guidance needed will vary based on group size and the competence and experience levels of the students. The more confident you are, the better you can guide students through the virtual world. Familiarize yourself with each step, from turning on the headset to selecting the application and interacting within it. 
I See Something You Don't See
As the instructor, be aware that you cannot see what the students are seeing. To help students navigate through the application, it’s recommended to:
Be the Expert
Familiarize yourself with the application so that you can react ad hoc to the students' descriptions and know what to do within the application. If the students have difficulties with the application, ask them what they currently see or where they are currently located in the application.
Additional Support - Consider enlisting the help of student assistants, tutors, or colleagues to support students during their VR experience.
Streaming
Stream the student's VR view.
Using streaming or screencasting, you can display what the student sees in VR on a computer or screen. Stream the entire process so others can watch. It’s helpful to walk through the journey from the starting area to where the application is stored (e.g., library) and up to the application’s launch. This gives students an impression of where they need to navigate and what the environment looks like.
The teaching session has ended. Make sure that the headsets are ready for use in future sessions. This includes cleaning, maintaining, and servicing the headsets after the teaching session. Now is also a good time to look back and evaluate whether the use of Virtual Reality was suitable for your teaching project.
Hygiene measures and maintenance
  • Check controller battery level
    Check the charge level of the batteries located in the controllers (varies by model). As a rule, the charge level is displayed in the main menu of the VR headset.
  • Turn off headsets
    Ensure that the headsets are properly turned off and not still in standby mode.
  • Clean headsets
    Clean the headsets with suitable disinfecting wipes.
  • Clean lenses
    Only clean the lenses with cleaning agents specifically designed for this purpose. So-called lens pens or camera objective cleaners are suitable for cleaning the lenses. Lens pens are ideal for removing fingerprints, dust and dirt and usually consist of a lens brush for coarse pre-cleaning and a suede surface for cleaning streaks or grease.
  • Charge Headsets
    Connect the power cord to charge the headset.
  • Check for damage
    Check the headset for visible damage.
    • Check the headset for system errors (starts and runs properly?)
    • Are the controllers recognized? (Does tracking work properly?)
    What happens in case of damage?
    Inform yourself in advance about the procedure in case of damage. If necessary, contact the legal department or the Technical Support of your university.
Evaluation and Feedback
  • Evaluate the use of VR
    Evaluate the use of VR in your teaching session and use tools such as MoGLi, the Modular Gießen behavioral-based teaching feedback instrument. Use the online core questionnaire + E-Learning (MoGLi-KE) to ask about the embedding of digital media. For more information on MoGLi.
  • Establish clear metrics for success
    Define measurable indicators that allow you to grasp learning progress.
  • Solicit student feedback
    Collect feedback from students.
VR can be used in various academic disciplines to enrich teaching and learning processes, promote interaction, and make complex concepts more understandable. A source of inspiration is the NIDIT VR Use Case Catalog.
The VR Use Case Catalog is a continuously growing collection of activities at universities in Germany that deal with the topic of Virtual Reality in higher education teaching.
The catalog aims to support new projects, lecturers, and interested parties...
  • by facilitating the search for contacts in various disciplines or within their own department,
  • by providing information on activities in the field of Virtual Reality in higher education teaching,
  • by serving as a source of inspiration for their own projects and initiatives,
  • by acting as a networking tool.
Feel free to use the VR Use Case Catalog as a source of inspiration and networking tool with other university projects. Have fun browsing!
This is a small selection of key readings on Virtual Reality. For further resources, please refer to our self-study module 'Virtual Reality in Higher Education'.