ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1608151
This article is part of the Research TopicEmerging Technologies and Digital Innovations: Recent Research and Practices in Technology-enhanced Learning EnvironmentsView all 18 articles
VRTeaching: A Tool for Virtual Reality Remote Lectures
Provisionally accepted
Florian Glawogger1*
Michael Holly1*
Janine Tasia Stang2Hanna Schumm2Fabia Lang2
Emil Criscione2Jack Dennis Pham2
Verena Wagner-Hartl2Johanna Pirker1- 1Graz University of Technology, Graz, Austria
- 2Hochschule Furtwangen, Tuttlingen, Germany
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Remote teaching often feels unnatural and restricted compared to on-site lectures, as traditional teaching aids are reduced to a 2D interface. The increasing adoption of VR expands online teaching platforms by offering new possibilities for educational content and enables teachers to teach more intuitively. While the potential of virtual reality (VR) for learners is well-investigated in the academic literature, VR tools for educators have hardly been explored. In this paper, we introduce the tool VRTeaching, a platform designed for presenters to enable immersive lectures using VR glasses and integrated tools such as an interactive whiteboard that can display slides, built-in chat integration to enable communication, and interactivity features such as polling tools or audience questions. The presented study includes an expert evaluation assessing the usability and the potential of the teaching and learning platform and an investigation of the mental demand and psychophysiological responses on teachers and students giving presentations depending on the teaching environment. The results indicate a significantly higher mental demand for the VR environment than the online environment, with no significant effects on the psychophysiological measures. Despite the increased subjective perception of mental demand, participants recognized the VR lecture room as having great potential.
Keywords: virtual reality, Teaching, Twitch, livestreaming, instructional experience
Received: 08 Apr 2025; Accepted: 04 Aug 2025.
Copyright: © 2025 Glawogger, Holly, Stang, Schumm, Lang, Criscione, Pham, Wagner-Hartl and Pirker. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Florian Glawogger, Graz University of Technology, Graz, Austria
Michael Holly, Graz University of Technology, Graz, Austria
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.