Creating a Framework for Virtual Reality Learning Environment (VRLE) for Studio-Based Learning

Abstract

Higher education academics are lacking the knowledge on how to implement Design Thinking (DT) for transdisciplinary design studies that would produce Fourth Industrial Revolution Workforce Skills (4IRSkills), due to the sparsity in literature and implementation guidelines. This article discusses on the creation process of a Teaching and Learning Framework (TLF) for transdisciplinary design studies with a desktop-based Virtual Reality Learning Environment (VRLE) simulation of studio-based learning. The framework was created using a Selander’s Learning Design Sequence (LDS) with DT approach. The LDS helped the researcher to understand the processes of teaching and learning, especially on the affordances of various modes. The DT approach was used to facilitate the process of solving problems through the practice of empathy, reframing, prototyping, experimentation, testing, and redesign. A sequential explanatory mixed method was used, and the data were analyzed through inferential statistical analysis, thematic analysis and convergent coding matrix triangulation protocol. The findings indicated that the TLF with VRLE showed a positive and significant relationship with students' achievement of 4IRSkills. The TLF Design Process and Collaborative Design variables were positively correlated with students' 4IRSkills, while there was no correlation for the VRLE Representational Fidelity and Learner Interaction variables. In conclusion, the TLF with VRLE proves to be an effective and suitable method for guiding the implementation of pedagogies that teaches 4IRSkills at the tertiary level in fully online learning environments.