Frode Johansen's doctoral project has studied how both students and teachers evaluate VR in an early phase.
"Although VR is often described as an exciting learning technology, we know less about how students, teachers, and institutions decide whether it should actually be adopted", says Johansen.
His thesis is titled "From Assessment to Decision: A Pragmatic Study of VR Technology in Higher Education".
It is based on a survey of nursing students who used a virtual medication room, focus groups where students discussed their experiences with VR in medication training, and interviews with teachers from several institutions about their views on using VR in teaching.
The findings show that decisions about new technology are not based on the technology alone.
"Emotions, expectations, professional needs, practical considerations, and organizational support all influence how VR is evaluated. Early enthusiasm can spark interest, but long-term use depends on clear learning value, reliable technology, and institutional support", says Johansen.
According to the PhD candidate the project can help universities make more informed and sustainable decisions about new educational technologies.
Johansen has been affiliated with the PhD programme in Health and Welfare at INN university
The main findings of the PhD thesis:
- Technology adoption is shaped by the interaction between humans, technology, and organizational context, not by the properties of the technology alone.
- Students’ initial reactions to VR are often characterized by a strong “wow effect”, driven by sensory engagement and novelty.
- This initial enthusiasm is not sufficient for sustained use or learning outcomes. Long-term use requires perceived relevance and usefulness for learning.
- Evaluations of technology occur through both intuitive and analytical processes, influenced by prior experience, context, and the learning situation.
- Perceived pedagogical relevance is crucial for whether students consider VR a meaningful learning tool.
- Teachers emphasize the importance of organizational conditions, including strategic anchoring, leadership support, resources, and time for development work.
- Adoption of VR is a social and cultural process, shaped by professional identities, disciplinary traditions, and shared understandings.
- The value of technology emerges through how it is interpreted and used in practice, rather than being an inherent feature of the technology itself.
- VR has the potential to increase motivation, engagement, and situational understanding, particularly in simulation-based learning.
- This potential is realized only when the technology is clearly connected to learning objectives and pedagogical design.
- User involvement throughout the development and implementation process increases the likelihood of successful integration.
- Institutional support is necessary, including strategic priorities, technical infrastructure, and pedagogical support.
- Implementation of VR requires interdisciplinary collaboration between educators, subject experts, and technologists.
- Systematic evaluation and reflection are essential to ensure that the technology actually contributes to learning.
- Local contexts, disciplinary traditions, and institutional culture influence how technology is assessed and adopted, meaning that implementation strategies must be flexible.
- Learning goals should guide the choice of technology, not the technology itself.