Innovative learning opportunities with virtual reality game development

Abstract

This article outlines a case study of a team of secondary school students creating a commercially deployed immersive Virtual Reality (VR) game as part of their learning. Given the limited amount of relevant literature on the learning outcomes from students creating and deploying VR games to the commercial marketplace, the study adopted a grounded theory approach to explore the initial ideas, themes and constructs that emerged from a preliminary interview study. From this study, we identified the emergent constructs in their learning process as being authenticity, agency (including processes) and innovation. Although the students developed their technical skills through this activity, most of the ideas that were expressed in the interviews related to the opportunities offered by engaging with innovative technology in an authentic context. Through dealing with stakeholders, gathering and responding to feedback, understanding design requirements and the commercial aspects of VR game development and deployment, the student team created their own powerful learning experience.