Virtual reality (VR) is an innovative technology that has regained popularity in
recent years. In the field of education, VR has been introduced as a tool to enhance learning experiences. This thesis presents an exploration of how VR is used from the context of educators and learners. The research employed a mixed-methods approach, including surveying and interviewing educators, and conducting empirical studies to examine engagement, usability, and user behaviour within VR.

The results revealed educators are interested in using VR for a wide range of
scenarios, including thought exercises, virtual field trips, and simulations.
However, they face several barriers to incorporating VR into their practice, such
as cost, lack of training, and technical challenges.

A subsequent study found that virtual reality can no longer be assumed to be
more engaging than desktop equivalents. This empirical study showed that
engagement levels were similar in both VR and non-VR environments, suggesting that the novelty effect of VR may be less pronounced than previously assumed.

A study against a VR mind mapping artifact, VERITAS, demonstrated that
complex interactions are possible on low-cost VR devices, making VR accessible
to educators and students. The analysis of user behaviour within this VR artifact
showed that quantifiable strategies emerge, contributing to the understanding of how to design for collaborative VR experiences.

This thesis provides insights into how the end-users in the education space
perceive and use VR. The findings suggest that while educators are interested in
using VR, they face barriers to adoption. The research highlights the need to
design VR experiences, with understanding of existing pedagogy, that are
engaging with careful thought applied to complex interactions, particularly for
collaborative experiences. This research contributes to the understanding of the
potential of VR in education and provides recommendations for educators and
designers to enhance learning experiences using VR.