Running head: VIRTUAL REALITY MINI-DESIGN PLAN 1

Mini-Design Plan for Virtual Reality in Instructional Design

Zia Ahmed, Larry Barraza, Nina Gill, Muhammad Farooq and Harold Ross

California State University Monterey Bay

Points Description Notes

5/5 Intro—Topic, goal, Wow. Great intro.

summarize what will
deliver
20/20 Analysis—NA = Goal, Good points. Analyses looking good. Interesting
Learners = PK & findings about your learners.
characteristics, Context = Clear thinking and expression of context
iLearn, resources, considerations.
Content = tasks & topics
20/20 Design—Objectives, See some notes about the objectives. You’ll have
Agenda, Activity had more practice with them before you finish
Descriptions, your presentation, which will help. See some
Engagement comments.
I like your approach.
5/5 APA & Grammar Well written. A couple of minor notes.
50/50 Your team has completely rocked the mini-design doc. Sounds like an
engaging and useful lesson. I’m looking forward to seeing it. Great job on
your mini-design!

IST 522 Instructional Design

Professor Farrington

November 14, 2017

VIRTUAL REALITY MINI-DESIGN PLAN 2

Mini-Design Plan for Virtual Reality in Instructional Design

Video game enthusiasts exploring the latest innovations in gaming technologies are

bound to come across virtual reality as a means to enhance the gaming experience. Games

featuring virtual reality elements provide their players with opportunities to interact and learn

with characters and objects in virtual worlds. Virtual reality is a form of simulation that has

existed for decades in training employees how to do their jobs. With respect to formal

instruction, “virtual reality is an entire series of photo-realistic and three-dimensional modeling

technologies that lend a new level of realism to technology-based training” (Piskurich, 2015).

With increased computing power and greater affordability of technology, the adoption and

results of major industries, and more technologically advanced learners, innovations can be

leveraged and applied to providing interactive, engaging, and retentive training. With virtual

reality-supported instruction, learners interactively engage in simulated, virtual environments

and activities, similar to what they might encounter in their respective job fields. Using this

instructional technology enables leaners to try, apply, adapt, and master relevant skills that are

needed to perform required tasks, while doing so in an atmosphere of safety. Given its recent

surge in popularity and use, many educators may not know about or understand the application

or benefits of virtual reality in training and education. The goal of Team 2’s presentation is to

create and deploy a Moodle-based teaching module about virtual reality for students of

California State University Monterey Bay (CSUMB) Master of Instructional Science and

Technology (MIST) program. This presentation is intended to be informative, interactive and

worthwhile for our fellow learners and professionals to consider incorporating into their future

instructional endeavors.
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Analysis

Needs Assessment and Learner Analysis

Instructional designers have many pedagogical options to consider, including employing

various methods and tools, to help achieve student learning objectives and outcomes. But before

any plans are made regarding possible training solutions, a performance gap or opportunity must

be identified and assessed. If it is determined there is a need to address, organizational educators

can formulate how to effectively train their learners.

The primary data collection source utilized for learner analysis in the project was surveys.

A Google Forms survey was developed and sent to the target audience, current students in our

MIST program cohort. The survey criteria were designed to ascertain key information regarding

the profession of the audience and their knowledge of virtual reality. The majority of the

questions were yes, no or to some degree, which made it fast and easy to complete. The five

questions posed to survey respondents are listed in Table 1, Appendix A. Eighteen survey

responses were received.

Sixty-six percent of the survey responders indicated that they are currently in teaching

roles. These individuals are professionals in a variety of environments, including K-12, higher

education, and corporate training. Many are responsible for presenting curriculum to learners,

assessing student performance and providing constructive feedback. The thirty-three percent that

indicated no to teaching as a profession may be involved in instructional design careers, but

further research would be required to substantiate.

According to the survey, prior knowledge on the topic of virtual reality is as follows:

Eighty-eight percent of those surveyed know what virtual reality is, while thirty-eight percent

have some experience using it. In addition, forty-four percent have used virtual reality to some
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degree in instructional design. Although some of the learners may have experience with

authoring tools from their respective instructional design backgrounds, it is not a requirement for

potential virtual reality training.

The majority of the learners possess the first desired aptitude, which is a familiarity with

the virtual reality topic. The second desired aptitude is the ability to use the Moodle LMS to

access course content. MIST students should be proficient with the process through iLearn. No

prerequisites or entry requirements exist for this foundational virtual reality learning solution,

and no barriers to learning are identified for the target audience.

Based on the learners surveyed, one hundred percent are interested in learning more

about virtual reality in instructional design. Since MIST students are learning instructional

design in the program, they are motivated to add virtual reality to their list of techniques for

improving instruction.

Performance Context

In addition to the survey data collected, organizational records of the MIST program were

reviewed to better understand the environment and setting for the learning solution. The

documents provided beneficial information to assist with the design of the project. Observations

have also been conducted of learners in the MIST program, and will be beneficial to further

understand the training context. The total number of learners in the target audience is twenty-

four, which could rise to approximately seventy-five, if the students in the Blended and On-

Campus MIST Programs are included. The solution will be implemented in the same

environment that these experienced learners engage with as graduate students in the MIST

Program.
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Online instruction will be used for this learning solution to accommodate the working

professionals enrolled in the Fully Online MIST Program, and will eliminate the resource

constraints of classrooms, instructors and equipment. The asynchronous format of the course will

be presented through iLearn, the Moodle branded LMS for California State University Monterey

Bay. Students will access course content using Otter ID credentials over an Internet connection

on any web browser-enabled device, allowing course completion at the convenience of the

learner. Module learners will also ensure access and use of a Portable Document Format (PDF)

reader and slideshow software to view assigned resources.

Content Analysis

Since a majority of survey participants expressed a lack of knowledge regarding the

application of virtual reality in the field of instructional design, there is evidence of a training

need, which will include the application of virtual reality for instructional design purposes.

Given the limited time to conduct the planned training, topics will be limited to those that

address selected learning objectives. Module topics will include a brief introduction to virtual

reality, since most targeted learners who participated in the survey expressed some knowledge of

the subject. There are, however, a small number of students who did not know about virtual

reality, and some who did not respond to the survey. It is unknown if these few prospective

students have studied about or need a refresher on the subject. Instructional topics will also cover

advantages and disadvantages of the virtual reality and its implications in instructional design

and training. Students will be assigned readings, videos, a quiz and discussion forum to

accomplish learning goals.

At the end of this course, learners will know how they may apply or use virtual reality in

general, as almost half of our participants did not use it before, and in the field of instructional
VIRTUAL REALITY MINI-DESIGN PLAN 6

design in particular. Specific goals are directly tied to the survey results, and will be achieved by

covering the following topics in the learning module:

1. Introduction to Virtual Reality

2. Advantages and Disadvantages of Virtual Reality in General

3. Is Virtual Reality a Game Changer? Success Stories

4. What Virtual Reality Means to Instructional Designers

5. How to Apply Virtual Reality: Technological Tools

6. Practical Application of Virtual Reality for Instructional Purposes

Students will learn through reading materials and videos about virtual reality and its

application in general and in the field of instructional design in particular. Students will also

learn virtual reality may be applied in their work environment and what technological tools will

be needed for this purpose. In addition, students will be able to engage in a discussion to express

their opinions about the topic and respond to other people’s arguments in the discussion forum.

To prepare for training students in virtual reality, previous training materials have been

reviewed, research in the field has been studied, and survey responses have been analyzed to

finalize what type of content will be needed to achieve learning goals. Most of our students have

prior knowledge to some degree about the concept of virtual reality, therefore, our content

focusses more on the application of virtual reality, particularly in the field of instruction design.

To achieve training goals, the following learning opportunities will be available within the

module:

 Students will get a chance to read a couple of articles, a PowerPoint presentation

and watch at least a video on the topic in the Virtual Reality Overview section.
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 Based on their background knowledge and the content they studied in this

module, students will engage in a discussion to share their ideas and ask questions

to one another.

 Students will take a quiz in the end to test their understanding and learning on the

subject.

 Instructors will provide feedback to students.

All of the topics listed above must be mastered by the students to secure a passing grade

in the module and ensure sufficient mastery to apply what is learner. Students will know when

virtual reality may and may not work in a given learning scenario. Students will also have the

theoretical knowledge of how to apply virtual reality for instructional design purposes.

Design

Objectives

As teaching professionals, it is imperative that instructional designers be aware of not

only historically proven practices, but also innovations, like virtual reality, that show promise in

delivering effective learning when applied in appropriate situations. The primary objective of the

project is to raise awareness of virtual reality and explain how virtual reality techniques may be

useful in instructional design. Upon completion of the learning module, MIST cohort students

will be able to clearly define virtual reality without the aid of notes or other study aids.

After completing assigned studies and by means of memory recall, MIST cohort students

will be able to identify three advantages and disadvantages of using virtual reality in instructional

solutions. Learners may participate online in a discussion forum to share and comment with

fellow cohorts to explore, discover and learn how to apply virtual reality in instructional design

scenarios.
VIRTUAL REALITY MINI-DESIGN PLAN 8

In addition, learners will be able to select when a virtual reality solution would be

appropriate for a given instructional problem or performance gap with 80% accuracy. Although

virtual reality applications have produced positive results in the right situations, it is not

necessarily applicable and optimal in all instructional cases. The learning module will address

situations in which other delivery options would be more appropriate and effective. Although

virtual reality can be a useful instructional tool, all potentially beneficial education methods

should be considered to fulfill educational needs.

Agenda

The material for the learning module will be presented through an internet-based learning

management system, and will include the following agenda items:

I. Introduction

A. What the training is about

B. Why this information is being presented

II. Tasks/Conditions: Why concepts are important

III. Definition of Virtual Reality

IV. Engagement Quiz: A short list of questions posed to learners to assess knowledge

retained

V. Scenarios of when appropriate to use Virtual Reality

VI. Scenarios of when not appropriate to use Virtual Reality

VII. Assignment: Provide conditions and standards for assignment

A. Write three advantages and disadvantages of Virtual Reality

B. Write one primary post on forum

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C. Provide written feedback as a secondary post to at least one other student’s

forum comments

VII. Summary

A. Key points

B. Links to Virtual Reality resources

VIII. References

Instructional Strategies and Activities

Major learning activities would be presenting and demonstrating the ability to solve

problems and present solutions using virtual reality in instruction. Instructional materials will be

presented in the Moodle-based iLearn platform using CSUMB sign-on credentials. Online

learning module delivery will be asynchronous, using instructor and student-led activities.

Readings and videos will be posted for student access to explain and demonstrate applications of

virtual reality in instruction. Students will read instructional scenarios and provide solutions to

scenarios presented. Assigned topics will be offered in accessible written and video formats.

PDF documents and outside web links will be provided as assigned reading. Additional

coverage of instructional topics will be presented via video links to newly-created and Internet-

sourced content via embedded YouTube content.

An introductory module will provide an overview of virtual reality, which must be

completed to proceed. In turn, students will be able to access subsequent modules, including how

virtual reality is being used as an instructional solution, along with its relative advantages,

disadvantages, limitations and trends. Using the organizational and graphical features of the

learning platform, each module will include headings, bullet points, links, and visual cues,

among other elements, to assist leaners with navigating the course and tracking their progress.
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Students will apply and share their analysis and understanding of virtual reality with respect to

its advantages and disadvantages in a discussion forum, and critique the comments of a fellow

leaner. Assessments will be assigned and delivered using Moodle test-creation tools, with

immediate quiz results provided to students for performance feedback. Students may have

multiple attempts to perfect their responses and learn the material. At the end of the training

module, trainers will deploy a summative evaluation for feedback via an online survey.
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References

Piskurich, G. M. (2015). Rapid Instructional Design: Learning ID Fast and Right (3d ed.).

Hoboken, NJ: Wiley & Sons. p. 473.

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Appendix A

Table 1

Learner Survey

Do you know Have you ever Do you know how to use Are you interested in
Are you a what virtual used virtual virtual reality in learning about
teacher? reality is? reality? instructional design? virtual reality?
No No No No Yes
No Yes Yes No Yes
No Yes Yes No Yes
Yes Yes No To some degree Yes
Yes Yes Yes Yes Yes
Yes Yes No No Yes
Yes Yes No To some degree Yes
Yes Yes No To some degree Yes
No Yes No No Yes
Yes Yes Yes To some degree Yes
Yes Yes No No Yes
Yes Yes Yes To some degree Yes
No No No No Yes
Yes Yes No No Yes
No Yes No No Yes
Yes Yes No No Yes
Yes Yes Yes To some degree Yes
Yes Yes Yes To some degree Yes