Virtual reality and augmented reality have many applications in higher education. VR can provide immersive experiences that allow students to interact with simulations as if they were in the real world. This helps students develop skills through repeated practice of hands-on activities that may not otherwise be possible. Examples highlighted include using VR to explore religious sites in India, experience bird flight, and practice medical procedures. AR also enables interactive learning through simulations and overlaying data on real-world objects. Overall, these technologies make experiential learning scalable while developing important skills like communication, collaboration, and systems thinking.

1. Virtual Reality in Higher Education,
why would you do it?
Sylvia Moes, Innovation Manager Education Support

2. 1939
view-master
1870
Brewster-type
stereoscope
1957
Heilige Sensorama
1
8
3
0
2
0
2
0
1973
Anatomy &
Explanation of
surgical procedures
2020
HTC Vive
Cosmos
Elite
Oculus
Quest 2
Virtual Reality 1830-2020

3. Definitions of VR & AR
Virtual Reality
The computer-generated simulation of a three-dimensional image or environment that can be
interacted with in a seemingly real or physical way by a person using special electronic equipment,
such as a helmet with a screen inside or gloves fitted with sensors.
Augmented Reality
A technology that superimposes a computer-generated image on a user's view of the real world, thus
providing a composite view.
(Source definitions: Oxford Languages)

4. Sacred Centers in India project at Hamilton College (USA)
This project examines the
multiple layers of the history
of 55 important shrines within
the Hindu pilgrimage city of
Gaya through textual,
archaeological, and art-
historical remains. Developed
a VR walkthrough of the
Vishnupada Temple, complete
with integrated photographs
and videos.
VR is like being there. A well-constructed simulation is visceral: One’s intellectual and
physiological reactions to objects and events in VR are similar—and sometimes identical—to
one’s reactions in the physical world.

5. Researchers at Zurich University’s Interaction Design Program
In this programme they have
developed a realistic birdlike
flight experience, Birdly. Its goal
is to allow the user “to enjoy
the ultimate freedom of a bird
and intuitively explore the
skies.” The
reason Birdly produces such an
authentic flight experience is
that it goes beyond a VR
headset and headphones.
VR and AR are multisensory experiences. Much VR and AR development focuses on the
visual functionality of those technologies, but they are capable of more. The auditory
functionality of VR and the haptic functionality of both VR and AR are critical for creating a
realistic simulation.

6. AugMedicine – Transplant cases, Leiden University Medical Centre
The app, co-creation of LUMC and
Leiden University’s Centre for
Innovation (CFI), focuses on enhancing
students’ understanding of the spatial
relations between 2D CT scans and 3D
anatomical models and gain advanced
insight into the postoperative anatomy
of kidney and pancreatic transplant
patients.
Traditional visualisations (CT scans, 2D
images) are difficult for medical
students to interpret. Especially to
understand the spatial relations
between the cross-sections that CT
scans offer and real life 3D anatomy.
3D technologies enable active and experiential learning. Augmented reality simulations
enable users to interact in a space or around an object in ways beyond what is possible in the
real world. Augmented reality enables users to interact with an object while possessing
“superpowers,” such as the ability to see through surfaces or to see data overlying objects.

7. Simulations enable individual practice and skill-building. In e.g. medical and law professions. VR
enables students to repeat hands-on experiences that might not otherwise be possible (e.g., repeating
a dissection multiple times) and to experience events that they might not otherwise be able to (e.g.,
the experience to plead in an court room). Through repeated practice, students emerge more skilled.
Simulations enable high-touch, high-cost learning experiences to be scaled up. While developing a
simulated lab may be expensive, it is far less expensive than building and maintaining a physical lab.
VR therefore make it possible to provide lab experiences to a far greater number of users, perhaps
even simultaneously.

8. PleitVRij, Rijksuniversity Groningen en Vrije Universiteit Amsterdam
PleitVRij, project funded by Ministry of
Education, Culture and Science
Virtual courtroom where students of 2
institutions meet live to train their
pleading skills.
• 12 students per team (6 VU, 6 RUG)
• 1 in role of lawyer (VU & RUG)
• 1 in role of judge (RUG)
Students give real time peer-feedback
through our PleitVRij app
App is based on essential
competences (didactical
frame/rubric)
Video recording of presentation (plea) of
the lawyer
Students can dowload their video
and their peers’ feedback via an URL

9. SpeechSupport, Hogeschool Windesheim
Via SpeechSupport Hogeschool
Windesheim helps students to train
their presentation skills by
addressing large audiences on any
imaginable stage, e.g. theater of
classroom. They can interact with a
group of people (avatars) to learn
from their own body (language), use
of voice and speech.

10. 10
Learning Goal VR AR Mechanism
Develop ethical awareness x Simulations designed to require empathy or communal approaches to solve
Develop analytical skills x x Simulations designed to structure the achievement of learning goals
Gain practice x x Shared simulations
Develop strategies for collaboration x x Shared simulations
Gain self-confidence in practical tasks x Iteration of simulated experiences
Develop scientific literacy x Interaction with objects too large or too small to interact with in the physical world
Develop artistic literacy x x Interaction with materials difficult or impossible to manipulate in the physical world, and the
ability to iterate designs
Increase student ownership of their own
learning
x x Learning new skills to use the technology; conceptualizing one’s own uses for the technology
Develop teaching and mentoring skills x x Collaboration with peers on shared experiences and/or simulations
Develop oral communication skills x x Collaboration with others on shared experiences and/or simulations
Develop systems-thinking skills x x Simulations designed to require mental modeling and abstraction
Source: Jeffrey Pomerantz. Learning in Three Dimensions: Report on the EDUCAUSE/HP Campus of the Future Project. Research report. Louisville, CO: ECAR, August 2018.

12. Thanks for listening
https://www.linkedin.com/in/sylviamoes/
s.moes@vu.nl