Teaching & Learning in Virtual Reality:
Metaverse Classroom Exploration
Emily Hedrick MAS, Michael Harper, MS
FHEA, Lead Investigator Digital Media
Digital Media Utah Valley University
Utah Valley University Orem, Utah, USA
Orem, USA Michael.Harper@uvu.edu
2022 Intermountain Engineering, Technology and Computing (IETC) | 978-1-6654-8653-8/22/$31.00 ©2022 IEEE | DOI: 10.1109/IETC54973.2022.9796765
Emily.Hedrick@uvu.edu
Abstract—Virtual reality (VR) offers a potentially engaging
environment for teaching college students. The faculty of an
interaction design program is currently creating a college course
where students are taught entirely in a VR classroom. The
curriculum and study methodology are simultaneously in the
development process and intend to measure the impact of such
a course on students and instructors. The research questions in
consideration involve understanding the needs for facilitating a
classroom in a virtual world while ensuring learning occurs. The
faculty plans to use the metaverse as a dual workspace and
classroom for student participants. The metaverse is an online
social experience where students interact through an internet
connection in a seemingly lifelike digital space. Additional
questions involve the adoption of a beta of the Meta Horizon
Workrooms and whether the technology offers a viable platform
for virtual classroom instruction. The proposed technology
integrations include video conferencing, spatial audio, and
additional app integrations for increasing student engagement
and academic performance.
Keywords—virtual reality, teaching, curriculum modality,
virtual classrooms, Oculus Horizon Workrooms, Metaverse,
Oculus platform, immersive education.
I. INTRODUCTION
This paper reviews research in progress of a study that is
currently ongoing. The findings for ongoing research will be
reported and shared in a follow up paper.
The COVID-19 pandemic quite suddenly shifted the
workforce to work remotely or virtually, dependent on
environmental circumstances under quarantine. Similarly,
university campuses around the country followed suit and
moved to livestream and asynchronous online course delivery
methods. This dramatic shift to using Zoom or Microsoft
Teams allowed students to interact in a virtual space but with
limitations. The design of a livestream aims to create singular
engagement points, meaning the individual speaking has the
“virtual spotlight” on them. This individual has a prominent
audible voice. Any other audio from additional participants
may produce unwanted noise that is problematic during
discussions, such as hearing other conversations or ambient
noise. Participating in video conferencing may produce
additional frustrations due to technical issues. For example,
students who begin speaking but their microphone is muted or
experiencing connectivity issues that cause a speaker’s voice
to break up. These issues can create a frustrating classroom
environment when as many as twenty to fifty students are in a
single classroom.
Students shared frustrations with receiving a dynamic and
engaging online experience versus what they have
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Eric Oliver, Ed.D. Daniel Hatch, MFA
Digital Media Digital Media
Utah Valley University Utah Valley University
Orem, Utah, USA Orem, Utah, USA
Eric.Oliver@uvu.edu Daniel.Hatch@uvu.edu
experienced in face-to-face classes. A survey completed by
Utah Valley University students asked students to rate their
confidence in learning in a livestream course on a scale from
1 to 5 (1 being the lowest and 5 the highest; see figure 1).
Students replied, with (22%) reporting five as their confidence
level, while (35%) reported a rating of 4. Most students who
answered this question said they feel, to some extent,
confident regarding their learning in a livestream course.
Figure 1.
Rate Your Confidence Level in Regards to Learning in a Livestream
Course:
140
120
100
80
60
40
20
0
1 (11%) 2 (13%) 3 (19%) 4 (35%) 5 (22%)
Not very confident (1) to very confident (5)
Note: Students rated their confidence in their ability to learn from a
Livestream course on a scale from 1 to 5 with 5 being the highest. Utah
Valley University. (2021). https://www.uvu.edu/ir/research/index.html
A solution to the issues experienced in livestream courses
may come from adopting an alternative or extension of the
technology. In late 2021, Meta (formerly Facebook)
announced Horizon Workrooms (Beta), allowing people to
use a “virtual self” to interact with other people online. The
design of Horizon Workrooms serves as a meeting location
with a virtual whiteboard, projector, and three desk
configuration options. Like a standard classroom, Horizon
Workrooms would be a virtual classroom for teaching and
learning.
Entering the metaverse has been the subject of science
fiction for decades. Transporting users into a digital
landscape, much like Hollywood’s Tron or The Matrix, blends
the physical world with the endless possibilities of the digital
world. Over the past few years, tech giants such as Meta
(Facebook), Google, Microsoft, and Apple have been making
solid advances to develop this immersive three-dimensional
digital experience as the next frontier in the web. Thomas
Winkley, a Unity 3D evangelist, described the metaverse as
“A persistent virtual world used to grow ourselves, our skills,
 and our connection to others regardless of location, financial
status or belief” (2022).
A. Exploring VR an Alternative to Livestreaming
On August 21, 2021, Mark Zuckerberg, CEO of Meta
(formerly Facebook), announced on the CBS Morning News
an innovation that utilized their Oculus VR headsets. The new
platform is Horizon Workrooms and supports multiple
individuals meeting in a virtual space. The headsets track the
movement of the participant’s hands, and some inflections on
their face while utilizing the spatial audio aspect of the Oculus
2 headsets to create an immersive experience. The inclusion
of participant visual and audio cues is a leap forward in virtual
meeting technology. A digital media department faculty
member recognized the potential of Horizon Workrooms and
wrote a proposal to purchase and test the Oculus VR headsets.
Eight Oculus VR headsets were distributed for testing among
the faculty. The intent was to use Horizon Workrooms as an
innovative extension for livestreaming digital media courses.
There were some bugs with Horizon Workrooms which are
still in beta, but overall, the experience informed the project
leaders that this technology would work in a classroom
environment.
VR inherently supports all learning modalities; the
inclusion of spatial audio stood out as the most exciting aspect
of the experience. When in a traditional video conference call,
the dominant voice overpowers every other participant.
However, the discussions feel very much like an in-person
class when using spatial audio. There can be side
conversations or natural disruptions in an engaging
conversation. There can be visual cues, with someone raising
their hand or by segueing into the discussion by audio cue.
II. LITERATURE REVIEW
A. Instructors adapt to online course delivery
Historically, there has been a rigorous debate regarding the
merits of online versus classroom instruction because of the
perceived limitations of technology and the ability to engage
students (Woldeab et al., 2020). Furthermore, academics
argue whether an online education matches the rigor of a
traditional classroom, while studies indicate there is not a
significant difference in student performance (stöhr et al.,
2020). The debate broadened in scope in the spring of 2020
when educators responded to a worldwide pandemic by
migrating to an online delivery model (Hamilton et al., 2020).
The disruption left many teachers without adequate training to
engage students and manage an online classroom, and
students struggled to adapt to a new learning environment
(Muhayimana, 2020).
Additionally, the disruptions exposed inequalities in
access to technology (Hamilton et al., 2020). However,
opportunities emerged to support instructors as they adapted
to new teaching modalities. Professional learning
communities became the method for providing training and
support to all faculty members while pivoting to teaching
online (Tucker & Quintero-Ares, 2021). The unforeseen
benefit of adapting to new teaching methods and technologies
was the collaboration offered by administrators, instructors,
and students as they worked together to change traditional
approaches to teaching (Ahadi et al., 2021).
B. A new kind of classroom is emerging
Many viewed the classroom of 2020 through digital
screens, including a cohort of student faces and components
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of a user interface. Teachers learned to facilitate classroom
learning through video conferencing tools like Zoom or
Microsoft Teams (Stefanile 2020). Over time these
applications adopted a collection of social interfaces
commonly found in mobile technologies that improved
student and teacher interactions. Instructors learned to use
break-out rooms, screen sharing, and interactive tools like
raising a hand, and some of the features have found a way into
VR software applications for education (Hafouche & Nakhle,
2020).
Previously, VR was considered unsuitable for a classroom
because of the cost, technical difficulties, and discomfort from
extended use; however, improvements to the technology may
change those perceptions (Domingo & Bradley, 2018). The
use of VR does solve a significant issue with students
separated by far distances being able to interact in a simulated
classroom environment (Foss, 2009).
C. Potential benefits/drawbacks observed in VR classrooms
As illustrated in several studies, there are potential benefits
and drawbacks to utilizing VR in a classroom setting.
According to Maransky and Lilleholt, when introducing
science students to a scientific simulation in VR for the first
time, the participants reported the experience was exciting and
fun (2018). Whereas VR caused a significant increase in
cognitive load in student participants as measured by brain
activity using an electroencephalogram (EEG), but did not
improve learning or retention (Makransky et al., 2019). When
utilized in social settings or when asking students to interact
in discussions, VR also has significant advantages.
In another study where students delivered presentations to
an audience in VR, they reportedly showed less anxiety and
reduced their reluctance to participate in public speaking
(Alsaffar, 2021). Additionally, another study reported that
students who used assistive technologies in a VR classroom
were more likely to interact with other students and work in
small groups (Harfouche & Nakhle, 2020).
D. Challenges exist with launching a VR class or program
Significant strides in technology and preparing instructors
to engage students in virtual or remote settings have taken
place since the spring of 2020. Opportunities exist to develop
a course or even a program facilitated in a VR world. Creating
a successful online program may often mean embracing
disruption and focusing on the opportunities ahead, often
separating from an existing brick-and-mortar solution
(Yamagata-Lynch et al., 2015).
The question also exists of whether VR can increase
student learning beyond conventional instructional methods,
to date the explorations have produced mixed results (Fabris
et al., 2019).
III. PRELIMINARY VR CLASSROOM STUDY
Two students chose to study the impact of Horizon
Workrooms as their senior capstone project under the
direction of a faculty mentor (see figure 2). The project
duration covered two semesters as they studied the learning
modalities in VR spaces from a student’s perspective.
The initial Fall semester capstone of 2021 started with the
onboarding processes to set up the Horizon Workrooms Beta.
Multiple sessions were needed to get the initial faculty, staff,
and student participants into the same virtual workspace. The
initial tests lasted approximately 30-60 minutes. Over the
 semester, the tests included up to six virtual participants in the
same virtual space. Horizon Workrooms was in constant flux,
with many updates during this trial period. Additionally,
support for non-virtual participants allowed users on desktop
or mobile devices to enter the room in a video chat format.
Figure 2.
Presentation of Capstone Project Selfie
Several sessions were held with additional students to try
collaborative activities using the whiteboard functionality
within the virtual room. They played Pictionary on the virtual
whiteboard and held side conversations during the test class
experience. Some anecdotal observations were made that time
moved faster in this format. The participants were not as
physically tired afterward and could have side conversations
more naturally than traditional video conferencing. Several
students could use the Chrome web browser client to enter the
room. Web-browser clients show up as two-dimensional
screens positioned around a conference table in the VR space.
Figure 3.
Screenshot of the UVU Metaverse Workroom Dashboard
Meta deployed several significant updates that helped
improve our virtual workroom experience (see figure 3). The
first was to smooth out the onboarding process and make it
easier to set up an Oculus account. The second was aesthetics
to add the UVU Digital Media logo to a wall in the classroom
and to upload digital posters or signage. The posters
represented the topic for that day and included quotes, design
principles, and images. Horizon Workrooms is still in beta,
and there is very little documentation to reference the
limitations and size requirements of features in the software.
The limitation will allow teams of students an opportunity to
explore additional features in future semesters.
Meta offers an affordable VR headset ($299) and free-to-
use software to facilitate a classroom. Digital media has been
part of the virtual reality space for years, but the barrier to
entry was high because of the costs and equipment required.
In contrast, Meta’s Oculus is a relatively affordable hardware
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and software option for facilitating the exploration of
instruction in a VR classroom.
IV. EXPLORING THE VIABILITY OF A VR CLASSROOM
The affordability of the headsets allowed two digital media
department faculty to purchase enough headsets to team-teach
a mock class during the Spring 2022 semester. The course
used Horizon Workrooms with an enrollment of 12 students.
The faculty and students are learning the current limitations
and capabilities offered in the VR environment while
understanding the user experience of the Horizon Workrooms
software.
Students use their time to “break” or stress test Horizon
Workrooms and build the documentation from what they have
learned. Because these students are studying user experience
(UX) design, they work in teams to focus on different areas of
the UX in the virtual environment. The faculty and students
participate in regular VR classroom discussions, journaling
their experiences, and giving feedback through surveys to
determine the viability of using virtual reality as a teaching
and learning platform.
Dividing students into smaller teams facilitated an in-
depth examination of four areas of focus:
• Teaching & Learning Experience in Horizon Workgroups
• Technology Limitations inside Horizon Workrooms
• Virtual Remote Desktop Management
• Onboarding of Oculus Headsets and Horizon Workgroups
A. Teaching research skills to students in a VR world
Horizon Workrooms offers flexibility in configuring a
classroom to emphasize different instructional styles from a
teacher’s perspective. There are three different room
configurations: presentation/theater-style seating, round table,
and a more traditional meeting style with the projector screen
as the focal point. Each room configuration emphasized
different meeting styles. For example, the round table
configuration helped equalize the discussion, and all the
participants could see everyone more comfortably. The
variety of features and options within the workspace
encourages student involvement in researching optimal
instructional settings.
One example of investigation involves a subgroup of
students performing user experience (UX) whiteboard
challenges within the virtual setting. The students are given a
task to complete, just like what they would face in a creative
challenge during a UX job interview. The students worked
virtually to sketch out ideas on a virtual whiteboard, to the
physical world. Horizon Workrooms allow students to stand
in front of a virtual whiteboard or sit down and sketch on a
virtual tabletop and quickly share their ideas. Students
discovered it was easier to use the tabletop to sketch ideas,
allowing greater efficiency in completing a challenge.
Teaching in a VR classroom is a new concept and invites
further exploration, including involving instructors and
students in participatory research. A full-time faculty member
is overseeing an exploration of the potential for teaching and
learning in Horizon Workrooms. They also fill the role of
principal investigator while leading students through user
testing and developing strategies for future academic research.
 V. FUTURE DESIGN OF VR CLASSROOMS STUDY
The design of the study in progress is determining the
viability of virtual reality as an alternative to livestreaming to
engage multiple learning modalities for teaching
undergraduate-level courses.
Two Digital Media faculty members will host two Meta
Horizon Workrooms courses in the Fall 2022 Semester. The
faculty will pilot class discussions, teach concepts using a
virtual whiteboard, and project a slide deck like a standard
university classroom experience in the VR class environment.
The intervention will include three implementation steps:
onboarding, technology opportunities and limitations, and
faculty and student experiences. The research questions will
be answered by collecting student and instructor feedback. For
example, after each item, students will complete a survey, and
the instructor will record their observations.
• Research question 1: How difficult is it for students and
faculty to enter Meta Horizon Workrooms set up an
avatar?
• Research question 2: What is the impact of the tools
available in Horizon Workrooms when used to instruct
students?
• Research question 3: Is virtual reality as a livestream
learning modality more engaging and an improved
classroom experience than video conferencing?
A. Challenges exist with launching a VR class or program
The Digital Media Department will provide Meta Oculus
VR headsets to each virtual reality course student. Students
and faculty working in the mock research class, fall semester
2022, were tasked with creating a digital representation of
themselves, also known as an “avatar” for use in class. Meta
Horizons Workrooms is currently in beta and the meeting
environment will improve over time. The onboarding process
assists in determining if students and instructors understand
how to configure and use the technology required to
participate in the virtual classroom.
In order to be effective, the onboarding process will need
to be outlined and scaled up to support class enrollments of up
to 30 participants per class. Early setup procedures from the
initial research indicated that the virtual classes would need to
document the onboarding process in the following areas:
1. Setup Oculus Headsets
2. Creating a Horizon Workgroup Account
3. Authenticate into Horizon Account and design the
personalized Avatar
4. Virtual Desktop Setup. The usage of virtual
classrooms outlines the way students and instructors
will use classroom tools, including.
• Classroom virtual etiquette
• Learning modalities in VR classrooms
B. Technology Opportunities and Limitations
Horizon Workrooms is currently in beta, which means that
many of the tools used in the VR meeting environment are still
limited. Using a discussion-based format for the class, the
faculty will determine the feasibility of using virtual reality in
this type of teaching format. The space includes a virtual
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whiteboard for students to collaborate and share ideas and the
instructor may create additional virtual rooms for students to
interact in smaller group discussions, although there are
questions about the efficacy of using a virtual projector for
class discussions and lectures to simulate the experience of a
traditional classroom. Another area of focus in the initial
exploration was the technology experience. In the video
livestream format, students may experience virtual fatigue
where students in the VR space report lower effects.
C. Faculty and Student Experience
At the start of the semester, students will be assigned a
reset Oculus VR headset. They will set up an Oculus account,
create an avatar, and send their username to the faculty. Once
in the virtual classroom, students will be organized in a lecture
seating format. The auditorium-style desk arrangement within
Workrooms can project a slide deck onto a screen with quotes
from the readings and questions to encourage discussion.
Students may raise their hands to participate in discussions,
whereas many of the same teaching practices in face-to-face
classes transfer to the virtual environment. Students will
continue to receive assignments and additional information as
they would in any campus course via the Canvas LMS.
The virtual classroom acts as an extension of the Utah
Valley University campus. The virtual environment allows
customization to the room’s layout, including design posters
and prominent placement of the university logo on a wall.
When students arrive in VR space, they will view a typical
Utah Valley University classroom. If students cannot
participate in class via their VR headset because of an
uncharged battery, they may use a 2D conference mode,
offering multiple ways to attend class.
VI. CONCLUSION
The focus of the 2021-2022 academic year was to
understand the specific VR technology, how users interact
within the virtual space, and how to apply it to an online
learning environment. Meta (formerly Facebook) Horizon
Workrooms shows promise as an affordable tool for
facilitating an engaging experience within a virtual
workspace. Early explorations have indicated that using
Virtual Reality in the classroom is a compelling idea in the
earliest stages of development. The tools are improving and
advancing towards a smoother online experience. Students are
noticeably more engaged in discussions in the virtual
environment than they are in a livestream.
Horizon Workrooms is currently one virtual software
application used on the Oculus VR headsets. Additional
applications are being reviewed that allow students to engage
in virtual opportunities. For example, Venues is a virtual
environment where lectures, concerts, and movies can be
attended virtually. This opens up an avenue in virtual reality
engagement for students to participate in activities outside of
the classroom.
The key findings from the initial research have indicated
that there is great potential for VR to support multiple learning
modalities. The following action research findings include:
The VR discussions in the mock classes are more natural
than traditional video conferencing. The typical latency issues
are less obvious because of visual and audio cues given by the
avatars. Side conversations between participants happen
through spatial audio even when the instructor is talking to the
entire class, which approximates the face-to-face format.
 Students are more comfortable using a virtual avatar than
turning on their camera when in video stream format. There is
a higher level of engagement and improved attention span of
the students in the VR classroom. The avatar’s mouth and
facial expressions are reflected from the internal cameras in
the headset, so the cartoon version of the student gives off
those visual cues that are a part of a normal face-to-face
conversation. Additionally, the Oculus also tracks finger and
hand movements which can be used instead of the controllers
for navigation within the interface. The addition of gestures
leads to interesting observed behaviors when the individuals
are interacting with objects in the real-world such as petting a
cat or holding an object.
The ability to use a laptop/workstation in VR increases the
sense of immersion for the students as they can use their
virtual keyboard which is mapped to their real-world
keyboard. The virtual desktop screen is also connected to their
real-world computer and display. This interaction allows for
greater flexibility when preparing and managing content
during presentations and integrated notations.
2D conference mode is still available to students who
cannot participate through the Oculus headsets. Participants
who come in through the 2D option can see the VR room
through the 2D computer screen in the real-world. 2D
participants are viewed as 2D screens in the virtual room by
others. This helps facilitate any issues with headsets when
entering the virtual classroom. This happened multiple times
when the headsets were not charged or any other technical
issues that would arise during the meetings. This capability
has raised other issues in terms of controlling the location of
the 2D view, which may interfere with visuals in the room.
Motion sickness is a problem with VR experiences for
some students. Subjects who wear glasses or who are inclined
to have motion sickness may be more prone to feel the
disorienting effects of motion within VR. To counter these
effects students can wear motion sickness bands on their
wrists, making your physical body feel grounded to the
physical world. Workrooms is generally a stationary VR
experience, so motion sickness effects are minimized.
Many of the research questions are currently being
addressed in the mock class that’s running during the Spring
2022 semester. This has helped develop the framework of how
the coursework will be designed in the upcoming courses
taught in the metaverse fall semester of 2022.
Professor Harper has been posting the project progress on
LinkedIn, which garnered the attention of the Horizon
Workrooms team at Meta. The research team has been in
discussions with the official Horizon Workrooms team to
share what has been learned directly and to collaborate on how
to use the virtual space for educational purposes.
Continuing with the project in the Fall 2022 semester, the
faculty will launch two concurrent courses using the same
technology format as currently in testing. These will be
standard upper-division courses for Utah Valley University
Digital Media students in the Interaction Design (IxD).
DGM 3240 Interaction Design Colloquium is a discussion
and project-based course in the IxD to discuss digital media
topics. The course will use virtual reality to meet with students
once a week for the discussion portion of the class and the
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project-based learning will be asynchronous. The VR
livestream discussions will use the presentation room setup,
virtual whiteboard, and projector. Students are expected to
come prepared with that week’s reading topic assigned.
DGM 301R Digital Lecture Series is a course in which
guest speakers from industry meet with students to discuss
current trends and work requirements. Guest lecturers will
participate using the VR headset or join via a 2D video
conference link directly into the virtual classroom
environment. The professionals deliver a presentation in the
first session and then conduct a workshop for the second
virtual meeting. These workshops will require that students
participate with other students on design challenges while
being mentored by these participating professionals.
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