IMMERSIVE VIRTUAL REALITY: AN ANALYSIS OF INSTRUCTIONAL DESIGN BASED ON AECT GUIDELINES

Abstract

With the evolution of Virtual Reality (VR), it is recommended that educators and instructional designers rethink their approaches to maximize the educational benefits of immersive environments. Instructional Design (ID) applied to VR with the use of headsets allows for reflection on educational strategies, user experience, and technological potential. Within the scope of the REVEALING – REalisation of Virtual rEality LearnING Environments project, pilot classes in Higher Education were conducted using immersive Virtual Reality (iVR), based on Merrill’s principles and pedagogical objectives aligned with Bloom’s Taxonomy. This paper presents an analysis of lesson plans (n=4) according to the Association for Educational Communications and Technology (AECT) guidelines to assess their adequacy. The results showed that, although the analyzed lesson plans incorporate ID principles, significant gaps remain regarding alignment with AECT guidelines, particularly in terms of design evaluation, personalization of learning, user preparation, and the inclusion of reflective moments. It is concluded that the application of iVR in Higher Education requires a more systematic, evidence-based, and student-centered approach, with the rigorous adoption of AECT standards adapted to the pedagogical specificities of immersive learning.