Virtual Reality Social Platforms for Online Synchronous Learning in Higher Education: A Mixed-methods Explorative Research

This ongoing study aims to assess the feasibility of using virtual reality (VR) social platforms in the context of online higher education by analyzing students’ perceived social presence, emotional experience, and perceived ease of use. A sample of undergraduate students (n=14) was invited to attend two lectures, delivered either on a traditional video conferencing (VC) platform or on a VR social platform. Preliminary results showed no significant differences in social presence between the two platforms. However, students reported more enjoyment, awe, and interest and less boredom with the VR social platform than the VC platform. Despite this, the VC platform was perceived as easier to use, likely due to students' familiarity with this solution. Qualitative data from interviews revealed mixed preferences, with some students finding the VR social platform more engaging while others favored the familiarity of the VC platform. These findings suggest that while VR social platforms show potential in enhancing students' emotional experiences, challenges regarding ease of use and familiarity must be addressed. Further research and a larger sample size are needed to explore the advantages and disadvantages of VR social platforms in online education.