Aura Wharton-Beck

This study aims to examine participants' experiences in adapting a virtual reality (VR)-based curriculum on diversity, equity, and inclusion (DEI) and their perceptions of the effectiveness of the curriculum and outcomes. Utilizing a mixed-methods case study approach, the research team collected quantitative and qualitative data using the Technology Acceptance Model (TAM) survey, in-depth interviews, and a focus group. We identified several themes that pose challenges and create -opportunities for the participants. The challenges include access, physical adjustment, avatar, pacing, and human connection. We examined the promises from three main themes: technology affordances, impacts, and human-centered design strategies. Drawn from Kolb’s (1984) Experiential Learning Theory (ELT) and TAM to further analyze the data, we concluded that VR-based DEI curriculum could contribute to positive learning and boost engagement. We further provide specific recommendations for VR integration. The research findings can contribute to understanding participant acceptance and perceptions of VR as a platform for learning sensitive diversity, equity, and inclusion topics.