VIRTUAL REALITY AT UTAH TECH UNIVERSITY VIRTUAL REALITY AT UTAH TECH UNIVERSITY

An Immersive Venture From Classroom To Workplace

preliminary analysis of the data indicates VR learning can be as effective as in-person labs. She also noted the student response to VR was overwhelmingly positive, with qualitative feedback such as “I loved it! Extremely effective!” and “Overall, this was a very interesting study and I do feel like it would be an effective way to learn.”

In addition to initially testing the dental hygiene app, Hawkins helped with the study. “I never expected to be doing research with virtual reality and educational teaching,” she said. “It has given me some opportunities I didn’t realize I could have and opened my eyes to the fact that I have options.”

Rasmussen can also vouch for the value of the experience working on the VR app development. “I’ve learned more working in these projects in a little over a year than I have in all of my classes over the past several years. It’s been pretty intense but really fun.”

Ellsworth said the students involved in developing VR apps have risen to the occasion in terms of effort and quality because they know they are creating something for other students. He currently has three animation students and five student software developers all working together to elevate the learning of countless other students who will benefit from their VR work for years to come.

“One of my favorite things about this is getting to pass it on to the students. It’s built by students for students. It involves a cross-disciplinary team and they get to build something awesome with other students,” Ellsworth said. “This helps the students have a more active role in their learning, making their experience more interactive, more immersive, more engaging. This goes for both the students creating it and the students experiencing it.”

Now, the team is working on a series of physics labs with Associate Professor of Physics Samuel Tobler. The goal is to create 12 VR labs and they are nearly halfway there. Tobler caught Welch’s enthusiasm for a VR option for students. “I could see VR being an online adaptation of the real world if we can’t do the real world,” he said.

Recent Utah Tech graduate Tyson Child, who initially became involved with the VR work in the animation realm as an art major, is applying his design skills to help make the physics labs as engaging as possible.

“I feel like VR is a little more enjoyable because we put different spins on things. We can put students in space to learn about gravity, adding a fun twist to things to make the learning more enjoyable and memorable.”

The VR team has also built in a quality assurance component using student feedback. “Every time we finish a lab, we go in and test it with the students. They spend the day trying out the virtual concept in VR. Then we pull them aside and ask them about the experience so we can make adjustments as needed,” Child said.

According to those involved, the VR success to date wouldn’t have been possible without every piece of the puzzle – the collaboration between students, UT Online, the Center for Teaching and Learning, the Dental Hygiene and Physics departments, and others.

Recognizing that industry leaders want students with experiential learning and the ability to work in a team, Welch said this collaboration accomplishes both.

“We are not only producing something that other instructors can use, but we’re giving students invaluable experience,” Welch said.

“That’s what Utah Tech is about – readiness. We are committed to giving our students the best experiential education so they are ready for the workplace.”

“It’s a win-win-win,” she said.

For more information about the VR apps being created through UT Online, visit online.utahtech.edu/immersive.