Welcome, How Can I Help You? Design Considerations for a Virtual Reality Environment to Support the Orientation of Online Initial Teacher Education Students

Round 1

Reviewer 1 Report

The paper details a very specific case of using Virtual Reality technology to improve orientation of online students in a real space on the university premises. It does a very good job with the design considerations for the environment, from analysing the student needs it tries to fulfill, to the detailed development of the virtual objects and surroundings.

However, the testing phase is insufficiently explained, and much less effort is spent in interpreting the results. While the study is in its early stages, the responses of the 29 students are almost entirely omitted (only 3 comments are cited). There is very little mention of the testing setup (is it a laboratory setting? Which VR headset did they use? What were they asked afterwords, was it a discussion, a focus group...?) and even though it might be enough of a feedback for the iterative approach of the development of the application, as a research experiment it fails short, since it doesn't appropriately validate the (implicit) research hypothesis: using VR helps students accomodate to the university physical spaces.

There are no major spelling or syntax errors (with a glaring exception on line 402), however references could be more up-to-date.

Author Response

Please see the attachment

Author Response File: Author Response.pdf

Reviewer 2 Report

The manuscript presents an innovative project that focuses on the development of a Virtual Reality (VR) environment, specifically designed to provide orientation and essential study information to online initial teacher education students. By adopting engineering design principles, the authors have created a 3D and 2D VR environment that includes a reception area and meeting rooms with two learning support pathways. The aim is to enhance the sense of belonging and presence for online students as they access crucial study information. The paper also discusses the design process, challenges faced, and anecdotal feedback from students, which highlights potential areas for future development and research.

One of the key merits of the manuscript is its relevance in addressing the growing need for innovative approaches to engage students and facilitate their learning experience in the context of higher education and online learning. The project showcases a well-structured design process, involving iterative analysis and collaboration, which contributes to the development of an effective and usable VR environment. Moreover, the manuscript provides a detailed account of the technical aspects involved in creating the VR environment, which could serve as a useful reference for similar future projects. By incorporating both 3D and 2D VR environments, the authors acknowledge potential accessibility issues and ensure a wider reach for students who may not have access to VR headsets.

However, the manuscript does have some limitations. A comprehensive evaluation of the VR environment’s effectiveness is lacking, as it only provides anecdotal feedback. A more structured evaluation, including a larger sample of students and quantitative data, would strengthen the conclusions. The discussion section could benefit from a deeper examination of the project’s implications for online learning in terms of broader context and potential impact on student engagement and learning outcomes. Additionally, the VR environment’s scope is limited to the School of Education reception area and attached meeting rooms, which may not offer a complete orientation experience for students. Expanding the environment to include other campus areas could improve immersion and connection.

 

To enhance the quality of the manuscript, the authors could consider the following recommendations for improvement. Conducting a more comprehensive evaluation of the VR environment through surveys, interviews, and quantitative data analysis would help assess the project’s effectiveness in supporting students’ orientation and sense of belonging. Expanding the VR environment to include other campus areas, such as classrooms, libraries, and common spaces, would provide a more immersive and comprehensive orientation experience. Lastly, the discussion section should address the broader implications of the project for online learning, including potential impacts on student engagement, retention, and learning outcomes. Incorporating more interactive and gamified elements in the VR environment would further enhance the student experience and foster greater engagement. 

Author Response

Please see the attachment

Author Response File: Author Response.pdf

Round 2

Reviewer 1 Report

The concerns identified in the previous review were successfully addressed. The article now presents more clearly the Case Study of the development of a virtual reality environment aimed at supporting the orientation of first-time students in the phisical space of a university.

Author Response

Thank you very much for the feedback.

Please find an attached track change document.