ABSTRACT
The VR School Study provided the first substantive research on the use of immersive virtual reality (iVR) in the natural setting of the high school classroom and as an extension of curriculum and teacher pedagogy. This chapter describes the purpose, approach, and methodology of the VR School Study conducted at urban Callaghan College junior campuses and rural Dungog High School. These are low-income school communities which made a significant investment in money and teacher time to ensure the success of the research. The study was participatory in its approach, broad in its understanding of what constitutes worthwhile learning, and rich in the collection of different types of data using both quantitative and qualitative methods. The study aimed to explore how highly iVR could be ethically embedded in the natural setting of high school classrooms to promote deep learning.
