Students’ perspectives on using virtual reality technology in a university-level agricultural mechanics course

Abstract

Simulator technologies have become more prominent in many educational contexts in recent years. Simulator technologies such as virtual reality (VR) exist in many forms and can be used for different purposes, including weld process training. University-level course students have previously reported using VR technology can positively contribute to a course experience. Limited data exist regarding students’ perspectives of using VR technology to develop welding-related psychomotor skills in a university-level agricultural mechanics course. Through two focus groups conducted during the Spring 2018 semester, we sought to describe the perspectives nine students had on using a VR technology application throughout their weld process training. Students indicated that while using a VR technology application can be useful, it should not take the place of using actual welding equipment as part of the teaching and learning processes. We recommend faculty who are considering using a VR technology application should carefully analyze current instructional needs and course structures to ensure using VR technology will adequately address students’ educational requirements and will complement live weld process training procedures.