college essays about virtual reality

109 Virtual Reality Topics & Essay Examples

When writing a virtual reality essay, it is hard to find just one area to focus on. Our experts have outlined 104 titles for you to choose from.

🏆 Best Virtual Reality Topics & Essay Examples

🕶️ good virtual reality research topics, 🤖 interesting virtual reality research paper topics, ❓ research questions about virtual reality.

Humanity has made amazing leaps in technology over the past several years. We have reached frontiers previously thought impossible, like the recreation of virtual environments using computers. These three-dimensional worlds can be accessed and explored by people. This is made possible with VR headsets, such as Oculus Rift or HTC Vive. If you’re eager to find out more, peek at our collection of VR research topics below!

• Virtual Reality Versus Augmented Reality In fact, this amounts to one of the merits of a virtual reality environment. A case example of this type of virtual reality is the Virtual Reality games.
• Virtual Reality Technology The third negative impact of virtual reality is that it causes human beings to start living in the world of fantasy.
• Virtual Reality Tourism Technology In the world of virtual tourism, we can be transported to any country and have the ability to interact and manipulate the elements within the world we are touring in a way that would not […]
• Virtual Reality Technology for Wide Target Audience Due to the numerous applications in both leisure and industry, as well as massive popularity with audiences of different ages, there is a chance that, in several years, evaluating the target audiences of Virtual Reality […]
• Virtual Reality: A Powerful New Technology for Filming The creation of VR highlights a new perception of space because, through technology, people can be transmitted to a different environment.
• Rusnak’s “The Thirteenth Floor” and The Concept of Virtual Reality In such consideration, this paper conducts a comparative analysis of The Thirteenth Floor and how the concept of virtual reality was developed and is applied in today’s films.
• A Growth Trajectory of the Virtual Reality Drilling Rig Training During the final three months of development, the VR training program will be refined and tested for usability and effectiveness. Collecting feedback from users is essential for the success of the VR drilling rig training […]
• “The Role of Virtual Reality in Criminal Justice Pedagogy” by Smith The journal is titled “The role of virtual reality in criminal justice pedagogy: An examination of mental illness occurring in corrections”.
• Virtual Reality and Cybersecurity As a result, it is the mandate of the framework entities to establish solutions to the inherent barriers to the implementation of the business plan.
• A Stand-Up Comedy Virtual Reality Platform for Qatar Tourism Choosing the right number of avatars, customization of the product, and pricing the product were the three major challenges that were faced in this project. The second challenge that emerged in the development stage was […]
• Entrepreneurial Opportunities in Virtual Reality In terms of the practical context, the research will focus on the organizations and sectors which are the primary beneficiaries of virtual reality and remote work during the pandemic.
• Virtual Reality Space Product Project Challenges During the project, several challenges came up, which included providing leadership to the team, identifying the customer segment for the product, and understanding the “pains” of the customer segment.
• Reflection on Aspects of Virtual Reality Videos For instance, the video Wolves in the Walls has good graphics and gives the independence to look at every section of the set-up separately.
• Augmented and Virtual Reality for Modern Firms The business environment is not an exception, as firms seek to maximize their value through the implementation of high-tech solutions. AR is another major component of contemporary professional training, as it contributes to the better […]
• The Rules of the Virtual Reality Online environment has been providing the platform for casual interactions as well as economic activities for quite a while.
• How Virtual Reality Is Changing the World of Interior Design In order to become competitive in the sphere of luxury interior design, “More” must make its projects look modern and trendy.
• Top Companies in the Virtual Reality Industry Currently, Google is the leading search engine company, and there are signs that the company might emerge as one of the heavyweights in the virtual reality industry.
• Internet, Virtual Reality, and World Wide Web Defining the concept of the Internet is a challenging task, mostly because of the changes that it has undergone over the course of its development.
• Virtual Reality Technology and Soccer Training Moreover, the level of interactivity needs to be significant, and the most attention should be devoted to the modeling of situations that are viewed as the most problematic.
• Char Davies’ Osmose as Virtual Reality Environment On the following position, the installment suggests the invitees a chance to trail the discrete interactor’s voyage of imageries from end to end of this counterpart of natural surroundings.
• Virtual Reality in Healthcare Training The objective data will be gathered to inform the exploration of the first question, and it will focus on such performance measures as time, volume, and efficiency of task completion; the number of errors pre- […]
• Scholar VR: Virtual Reality Planning Service Studio To ensure that the small and mid-sized companies in the United Kingdom understand the leverage they can get by using VR technology.
• IOS and Browser Applications and Virtual Reality From the consumer’s point of view, any mobile application is good if it is of interest to the public and covers a large target audience.
• Virtual Reality’s Main Benefits The rapid development and the growing popularity of virtual reality raise a logical interest concerning the advantages and disadvantages that are related to the application of this new technology in various spheres of knowledge and […]
• Virtual Reality’ Sports Training System Working Steps The efficiency of the given technology is evidenced by the fact that it is used by various coaches and teams to provide training for their players. For this reason, it is possible to predict the […]
• Virtual Reality Technology in Soccer Training Therefore, it is imperative to invest in this area to protect the safety of our technology and ensure that we have a viable product.
• Virtual Reality Technology in Referee Training Referees need to experience the practical nature of the profession during the training process, and the VR technology will eliminate the underlying challenges to the development of experience in the profession.
• Surgeon Students’ Virtual Reality Learning Programs In order for the students to feel like they are operating on living patients instead of waving instruments in the air, it is necessary to provide the environment that would compensate for the shortcomings of […]
• Virtual Reality and Solitary Confinement Nowadays, the majority of the representatives of the general public all over the world are familiar with the concept of virtual reality, and many of them have already experienced it.
• Samsung Gear Virtual Reality Product Launch The paper at hand is devoted to the analysis of the launch of Samsung Gear VR from different perspectives: the product development model, the business analysis, its technical implementation, etc.
• Virtual Reality in Military Health Care The purpose of the research is to identify the capabilities of VR and its applications in military health care. This study will explore the current uses of VR, its different functionalities, applications in the field […]
• Virtual Reality Ride Experience at Disneyland Florida The basic concept of the proposed ride is to utilize the current advances in VR technology to create a simulated experience for park-goers that is safe, widely usable, and sufficiently immersive that there is a […]
• Imagineering Myths About Virtual Reality Walt Disney Imagineering team, which encompassed a wide range of professionals responsible for various entertainments offered by theme parks, resorts, and other venues, is currently devoting a lot of time and effort to unlock the […]
• Virtual Reality Industry Analysis While it is true that the production and sale of virtual reality headsets could be in the millions in the future as the technology develops and becomes more acceptable, it cannot be stated at the […]
• Virtual Reality in Construction Originally, the use of virtual reality in construction within the past decade has been limited to 3D object design wherein separate 3D representations of the exterior and interior of the buildings are designed utilizing 3D […]
• Virtual Reality’s Benefits and Usages in Concurrent Engineering Figure 1: Phases of concurrent engineering Source As shown in the figure above, the initial stage of concurrent engineering is the identification of the components of the design system.
• Virtual Reality in Soccer Training The following work will focus on the analysis of the use of Virtual Reality in the training of soccer players with the evaluation of the practices adopted by particular soccer teams.
• Abstract on Architecture and the Role of Virtual Reality
• Advantages and Disadvantages of Escapism and Virtual Reality
• Strategic Analysis of the Creation of a New Rating System in Virtual Reality Gaming
• Study on Real/Virtual Relationships Through a Mobile Augmented Reality Application
• Benefits and Dangers of Virtual Reality
• Can Virtual Reality Kill?
• Cognitive Psychology & Virtual Reality Systems
• Computer Science and Virtual Reality
• Development of Virtual Reality Technology in the Aspect of Educational Applications
• Difference Between Augmented Reality and Virtual Reality
• Role of Virtual Reality in Education
• Humanity Versus Virtual Reality
• Simulation and Virtual Reality in a Sport Management Curriculum Setting
• Smart VR: A Virtual Reality Environment for Mathematics
• Sports Management Curriculum, Virtual Reality, and Traditional Simulation
• SWOT Analysis: The Lego Product and the ‘Virtual Reality’
• The Augmented Reality and Virtual Reality Market Forecast and Opportunities in U.S.
• Tracking Strategy in Increased Reality and Virtual Reality
• Using the Virtual Reality to Develop Educational Games for Middle School Science Classrooms
• What Is Virtual Reality?
• What Are the Advantages and Disadvantages of Virtual Reality?
• What Do Consumers Prefer for the Attributes of Virtual Reality Head-Mount Displays?
• Virtual Reality and Its Potential to Become the Greatest Technological Advancement
• Lucid Dreams as the First Virtual Reality
• Development of Virtual Reality
• Introduction to Virtual Reality Technology and Society
• Issue “Virtual Reality in Marketing”: Definition, Theory and Practice
• Applying Virtual Reality in Tourism
• Application of Virtual Reality in Military
• Augmented Reality & Virtual Reality Industry Forecast and Analysis to 2013 – 2018
• Breakthrough Virtual Reality Sex Machine
• Components Driving Virtual Reality Today and Beyond
• Data Correlation-Aware Resource Management in Wireless Virtual Reality (VR): An Echo State Transfer Learning Approach
• Gaming to Health Care: Using Virtual Reality in Physical Rehabilitation
• Smart Phones and Virtual Reality in 10 Years
• Evolution of Art in Virtual Reality
• Use of Virtual Reality in Molecular Docking Science Experiments
• Use of Virtual Reality for Concussion Diagnosis
• Virtual Reality as Analgesia: An Alternative Approach for Managing Chronic Pain
• Virtual Reality: The Real Life Implications of Raising a Virtual Child
• When Virtual Reality Meets Realpolitik: Social Media Shaping the Arab Government-Citizen Relationship
• Can Virtual Reality Ever Be Implemented in Routine Clinical Settings?
• What Is More Attractive, Virtual Reality or Augmented Reality?
• What Is Virtual Reality and How It Works?
• What Are the Benefits of Virtual Reality?
• Is Virtual Reality Dangerous?
• How Is Virtual Reality Used in Everyday Life?
• What Are the Risks of Virtual Reality?
• What Is the Future of Virtual Reality in Education?
• How Do You Think Virtual Reality Devices Will Change Our World?
• What Are Three Disadvantages of Virtual Reality?
• What’s the Point of Virtual Reality?
• How Can Virtual Reality Optimize Education?
• How Did Virtual Reality Affect Our Lives?
• Will Virtual Reality Eventually Replace Our Real Reality?
• What Are Some Cool Virtual Reality Ideas?
• When Will We Have Full-Sensory Virtual Reality?
• What Do I Need to Develop Virtual Reality Games?
• Why Did Virtual Reality Never Take Off so Far?
• What Are Medical Applications of Virtual Reality?
• How Virtual Reality Can Help in Treatment of Posttraumatic Stress Disorder?
• What Are the Biggest Problems Virtual Reality Can Solve?
• What Unsolved Problems Could Virtual Reality Be a Solution For?
• How Would a Fully Immersive Virtual Reality Work?
• When Will Virtual Reality Become Popular?
• What’s the Best Way to Experience Virtual Reality Technology?
• How Will Virtual Reality Change Advertising?
• Which Are the Best Virtual Reality Companies in India?
• What Are the Pros and Cons of Virtual Reality?
• What Are the Coding Languages Required for Virtual Reality?
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107 Virtual Reality Essay Topic Ideas & Examples

Inside This Article

Virtual reality (VR) technology has become increasingly popular in recent years, offering users a fully immersive and interactive experience in a digital environment. With the rise of VR applications in various industries such as gaming, education, healthcare, and entertainment, the possibilities for exploring this technology are endless. If you are looking for inspiration for your next essay on virtual reality, here are 107 topic ideas and examples to get you started:

• The history and evolution of virtual reality technology
• The impact of VR on the gaming industry
• Virtual reality as a tool for education and training
• The use of VR in healthcare for medical simulations and therapy
• Virtual reality and its potential for treating phobias and anxiety disorders
• The ethical implications of using VR in therapy and treatment
• Virtual reality and its role in shaping the future of remote work
• The benefits of using VR for virtual meetings and conferences
• Virtual reality as a tool for creating immersive art and experiences
• The use of VR in architecture and design for virtual walkthroughs
• Virtual reality and its impact on the tourism industry
• The potential of VR for creating virtual travel experiences
• The use of VR in sports training and performance analysis
• Virtual reality and its role in enhancing the shopping experience
• The use of VR in marketing and advertising campaigns
• Virtual reality and its potential for storytelling and narrative experiences
• The impact of VR on social interactions and virtual communities
• Virtual reality and its role in preserving cultural heritage and history
• The use of VR in environmental conservation and awareness campaigns
• Virtual reality and its potential for creating virtual reality theme parks
• The benefits of using VR in disaster response and emergency training
• Virtual reality and its role in enhancing the learning experience for students
• The use of VR in virtual field trips and exploration
• Virtual reality and its impact on mental health and well-being
• The potential of VR for creating virtual reality concerts and music experiences
• The use of VR in virtual reality therapy for PTSD and trauma survivors
• Virtual reality and its role in creating virtual reality escape rooms
• The benefits of using VR in virtual reality fitness and exercise programs
• Virtual reality and its impact on the future of entertainment and media
• The use of VR in virtual reality film production and storytelling
• Virtual reality and its potential for creating virtual reality museums and exhibits
• The ethical implications of using VR in creating virtual reality experiences
• Virtual reality and its role in enhancing virtual reality sports broadcasts
• The benefits of using VR in virtual reality shopping and retail experiences
• Virtual reality and its impact on the future of virtual reality fashion and design
• The use of VR in virtual reality art installations and exhibitions
• Virtual reality and its potential for creating virtual reality music festivals
• The impact of VR on virtual reality theater and live performances
• Virtual reality and its role in enhancing virtual reality travel experiences
• The benefits of using VR in virtual reality culinary experiences
• Virtual reality and its impact on the future of virtual reality documentaries
• The use of VR in virtual reality wildlife conservation and awareness campaigns
• Virtual reality and its potential for creating virtual reality amusement parks
• The ethical implications of using VR in creating virtual reality horror experiences
• Virtual reality and its role in enhancing virtual reality fashion shows
• The benefits of using VR in virtual reality sports training and analysis
• Virtual reality and its impact on the future of virtual reality education
• The use of VR in virtual reality language learning and immersion programs
• Virtual reality and its potential for creating virtual reality historical reenactments
• The impact of VR on virtual reality meditation and mindfulness practices
• Virtual reality and its role in enhancing virtual reality team-building exercises
• The benefits of using VR in virtual reality cooking and culinary classes
• Virtual reality and its impact on the future of virtual reality wellness and self-care
• The use of VR in virtual reality gardening and nature experiences
• Virtual reality and its potential for creating virtual reality pet adoption events
• The ethical implications of using VR in creating virtual reality animal encounters
• Virtual reality and its role in enhancing virtual reality painting and art classes
• The benefits of using VR in virtual reality dance and fitness classes
• Virtual reality and its impact on the future of virtual reality social events
• The use of VR in virtual reality team-building and leadership training
• Virtual reality and its potential for creating virtual reality networking events
• The impact of VR on virtual reality educational games and simulations
• Virtual reality and its role in enhancing virtual reality storytelling and narrative experiences
• The benefits of using VR in virtual reality cultural exchange programs
• Virtual reality and its impact on the future of virtual reality language learning
• The use of VR in virtual reality cooking and culinary experiences
• Virtual reality and its potential for creating virtual reality wildlife conservation programs
• The ethical implications of using VR in creating virtual reality empathy experiences
• Virtual reality and its role in enhancing virtual reality mindfulness and meditation practices
• The benefits of using VR in virtual reality wellness and self-care programs
• Virtual reality and its impact on the future of virtual reality mental health support
• The use of VR in virtual reality pet therapy and animal encounters
• Virtual reality and its potential for creating virtual reality music therapy programs
• The impact of VR on virtual reality art therapy and creative expression
• Virtual reality and its role in enhancing virtual reality dance therapy programs
• The benefits of using VR in virtual reality drama therapy and role-playing exercises
• Virtual reality and its impact on the future of virtual reality storytelling and narrative therapy
• The use of VR in virtual reality group therapy and support groups
• Virtual reality and its potential for creating virtual reality trauma therapy programs
• The ethical implications of using VR in creating virtual reality therapy experiences

Whether you are interested in exploring the potential of virtual reality in education, healthcare, entertainment, or other industries, there are plenty of exciting topics to delve into. With these 107 virtual reality essay topic ideas and examples, you can start brainstorming your next essay on this innovative technology and its impact on society.

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Home — Essay Samples — Information Science and Technology — Computers — Virtual Reality

Essays on Virtual Reality

The importance of writing an essay on virtual reality.

Virtual reality (VR) is an increasingly important and influential technology that is shaping various industries and everyday life. Writing an essay on virtual reality can help to educate others about its potential and impact on society, as well as provide a deeper understanding of its applications and implications.

Here are some reasons why writing an essay on virtual reality is important:

• Educational purposes: By researching and writing about virtual reality, you can help to spread awareness and knowledge about this technology. This can help others to understand the potential benefits and risks associated with VR.
• Impact on industries: Virtual reality has the potential to transform various industries, including healthcare, education, gaming, and entertainment. By writing about VR, you can explore its impact on these industries and how it is changing the way people work, learn, and play.
• Ethical and social implications: Virtual reality raises important ethical and social questions, such as privacy concerns, addiction, and the blurring of virtual and real worlds. Writing an essay on VR can help to explore these implications and provoke critical thinking on these issues.

Writing Tips for an Essay on Virtual Reality

When writing an essay on virtual reality, it's important to consider the following tips:

• Research extensively: Start by conducting thorough research on virtual reality, including its history, current applications, and future potential. This will provide you with a solid foundation for your essay.
• Organize your ideas: Consider the structure of your essay and how you will present your ideas. You may want to start with an introduction that provides background information on VR, followed by sections that explore its impact on different industries and its ethical implications.
• Provide evidence: Back up your points with evidence and examples. This could include case studies, statistics, and expert opinions to support your arguments.
• Consider different perspectives: Virtual reality is a complex and multifaceted technology, so it's important to consider different perspectives and viewpoints. This can help to make your essay more balanced and thought-provoking.
• Revise and edit: Finally, don't forget to revise and edit your essay. Check for clarity, coherence, and grammar, and make sure your writing is engaging and persuasive.

By writing an essay on virtual reality, you can contribute to the ongoing conversation about this groundbreaking technology and help to shape public understanding and discourse about its impact on society. It's an opportunity to explore a fascinating and rapidly evolving field that has the potential to change the world as we know it.

Best Virtual Reality Essay Topics

• The impact of Virtual Reality on mental health treatment
• The ethical implications of Virtual Reality in gaming
• Virtual Reality and its potential for revolutionizing education
• The use of Virtual Reality in architectural design
• Virtual Reality and its role in the future of healthcare
• Exploring cultural implications of Virtual Reality experiences
• The future of Virtual Reality entertainment
• Virtual Reality and its influence on marketing and advertising
• The use of Virtual Reality in military training
• Virtual Reality and its potential for environmental conservation
• The psychological effects of Virtual Reality on users
• Virtual Reality and its applications in the sports industry
• The role of Virtual Reality in simulating historical experiences
• Virtual Reality and its impact on workplace training
• The intersection of Virtual Reality and art
• Virtual Reality and its potential for addressing social issues
• The implications of Virtual Reality in travel and tourism
• Virtual Reality and its influence on remote collaboration
• The future of Virtual Reality in virtual social interactions
• The use of Virtual Reality in immersive storytelling experiences

Virtual Reality Essay Topics Prompts

• Imagine a world where Virtual Reality has replaced traditional forms of entertainment. How would this impact society and culture?
• If you could create a Virtual Reality experience to simulate any historical event, what would it be and why?
• Explore the potential ethical dilemmas that may arise from the widespread adoption of Virtual Reality technology.
• Create a narrative set in a futuristic world where Virtual Reality has become indistinguishable from reality. How does this impact the characters and their perception of the world?
• Write an essay discussing the potential implications of Virtual Reality on the future of work and productivity.

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Virtual Reality - The Technology of The Future

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Research on Virtual Reality Technology in Sports Field

What is the meaning and utilization of virtual reality, virtual reality: features, requirements, applications, advantages and disadvantages, what's the difference between augmented reality (ar) and virtual reality (vr), get a personalized essay in under 3 hours.

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Virtual Reality in Society

Applications of virtual reality in different fields of life, a thin line between imagination and reality in "atonement" by ian mcewan, how augmented reality will enhance the customer shopping experience in ecommerce sites, the development of augmented reality, the fundamental idea of a virtual machine, the use of vr technology to treat phobias and other anxiety disorders, the progress of virtual reality technology and the marketing of the product, influence of technology on the society: analysis of ready player one and wall-e, virtual communities using cloud technology, merge made a vr headset suited for kids, weird things you didn't know virtual reality was being used for, the issue of virtual reality in the movie "uncanny valley", marketing research on the new virtual reality service provided by the marriott hotels, review of a vr game experience: oculus first contact, the multifaceted routes to escape from reality, virtual reality: exploring the pros and cons, ways in which vr can change our lives, the transformative potential of virtual reality: applications and implications.

Virtual reality (VR) is the use of computer modeling and simulation that enables a person to interact with an artificial three-dimensional (3-D) visual or other sensory environment.

The term virtual reality was coined in 1987 by Jaron Lanier, whose research and engineering contributed a number of products to the nascent VR industry.

Applications of virtual reality include entertainment (particularly video games), education (such as medical or military training) and business (such as virtual meetings).

Simulation-based virtual reality, avatar image-based virtual reality, projector-based virtual reality, desktop-based virtual reality, augmented reality, mixed reality, cyberspace, head-mounted display.

171 million people use VR technology today. The first VR Headset came out in the 1960’s. Seventy-eight of Americans are familiar with virtual reality.

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• Computer Science
• Cyber Security
• Artificial Intelligence
• Disadvantages of Technology
• 5G Technology
• Cell Phones

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Virtual Reality - Essay Samples And Topic Ideas For Free

Virtual Reality (VR), a simulated experience that can resemble or be entirely different from the real world, has made significant strides with applications in gaming, education, healthcare, and more. Essays on VR might delve into its technological advancements, its applications, and the societal, ethical, and psychological implications of immersive digital environments. The discussion could also extend to the comparison between VR and augmented reality (AR), exploring how these technologies are reshaping entertainment, communication, and learning experiences. A vast selection of complimentary essay illustrations pertaining to Virtual Reality you can find at PapersOwl Website. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

Virtual Reality in the Medical Field

Before I began researching virtual reality (VR), augmented reality (AR) and mixed reality (MR), I knew very little on the subjects of each and even had to look up the definitions. I was aware that Google was working to produce glasses called, Google Cardboard, Sony was also working to produce their own version called, PlayStation VR. I looked at multiple definitions of each of the three realities, virtual, augmented and mixed and have compiled all the information into an easily […]

Virtual Reality (VR) is not a New Technology

Virtual reality can be portrayed as an Immersive Mixed media innovation (Krau, 2016). Today, Virtual reality (VR) is not a new technology (Barnes, 2016). Initial computerized VR started within the late-1960s (VRS, 2016). According to the Oxford English Dictionary, virtual reality alludes to "The computer created simulation of a three-dimensional image or environment that can be associating with in an apparently genuine or physical way by an individual utilizing specific electronic equipment, such as a helmet with a interior screen […]

Future of Video Games

In many centuries, technology has been a big contributor to human history. It has helped humans advance in many different areas of life. It has provided us with the abilities to advance the human race, and gain more knowledge than our previous ancestors. Technology over the years has advanced rapidly. Not that long ago, the very first cell phone was an extraordinary invention that caught the world by storm. It helped talking with people from long distances remotely seem like […]

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Virtual Reality (VR)

Virtual reality has enhance life in all aspects by allowing your senses to feel what your body cannot experience; it allows you to travel, learn, and has a bright future ahead of it. Even though it has experienced obstacles, it is an emerging technology at best. Therefore, what is Virtual reality "Virtual reality is the term used to describe a three-dimensional, computer generated environment which can be explored and interacted with by a person. That person becomes part of this […]

Virtual Reality (VR) Today

Virtual reality (VR) and, to some extent, augmented reality (AR) have been a science fiction dream for many years, possibly going back as far as the 1950s; However, over the past ten to twenty years, these conceptual ideas have made their way into reality and are slowly starting to integrate into society and daily life, also known as "emerging technologies". According to Reede and Bailiff (2016), VR startups have raised more than $1.46 billion in venture capital since 2012, with […]

Specific Fictional Model for Virtual Realit

On November 12, 2018, the Oculus Blog posted, "You haven't seen it until you see it with VR." Even though the public became aware of virtual reality only recently, the concept has been around for decades. It took many years and attempts to reach to the perfection of Virtual Reality Oculus. Technology has evolved, and many inventors have tried to create something that helps viewers feel present at some event or scene. Virtual Reality is a computer invention that tries […]

History of Virtual Reality

Historically, virtual reality in its beginning preceded time through the concept that has been developed and formalized. Every development with VR has contributed to the creation of illusion. Dating back to the nineteenth-century virtual reality is presented in the 360-degree murals intended to fill the entire sight of a person. In top galleries, this modern art has occupied much of the exhibits spaces and is continuing to expand. Virtual reality has branched from pen to paper and paintbrush to canvas […]

A Computer-Based Technology: Virtual Reality

Since human walked into the Information Age, we have seen masses of productive results brought by the Internet and computer, like multimedia and cyberspace, which both are the essential parts of the life of ordinary people. Now it comes to the 18th year of 21st century, with the popularization of smart phone and personal computer, the contents presented on the gleamy screens gradually lose their attraction to people as they did, for at a time where funky things and eyeball-catching […]

The Computer-Generated Simulation Image or Environment – VR

Virtual reality is the computer-generated simulation image or environment that can be interacted with in a seemingly real or physical way by person. It is used for entertainment like video games,simulation, or to see something new. Many companies use virtual reality to sell products like sony,mircrosoft, etc.You can use it to train for a career. It can also be used for designing for example engineers can use it for designing a building or fair ride.It can be used by a […]

Virtual Reality and Identity

Virtual reality as a simulation of a real or imaginary phenomenon allows freedom for the individuals within the environment. The virtual reality has no defined gender roles and defies society's definition of gender and boundaries. This is illustrated in the films the matrix and her the characters exhibit a form of freedom and no clearly defined boundaries. Virtual reality allows the change of identity and total control of the identity of the character. This is displayed by trinity in the […]

Are Virtual Reality Becoming more a Part of our Reality than Before?

Video games have been a part of the world’s culture for the past five or so decades and have affected many people’s lives. Since video games were first released commercially, we have seen the rise of many iconic characters from these games like Mario and Sonic. Although video games seem to be something to play for fun, they are being used today for more than their original intent. Thanks to the gaming community, new technologies like Virtual Reality (VR) have […]

Vr’s Impact to Modern World

About 75 percent of the Forbes World’s Most Valuable Brands have created some form of the virtual reality or augmented reality experience for customers or employees. This must say something if you have companies such as Sony, Facebook(Oculus), and HTC. There’s obviously some potential in virtual reality if people are dedicating part of their companies to this material. The innovation of this technology is certainly amazing but what impact will it have on the future of technology or even businesses, […]

Smart Medicine and Virtual Reality – Use Cases

Virtual reality (VR) – the creation of immersive, computer-generated environments so convincing that they feel like the real thing -- isn’t just for video games and escapism. It is also changing the way that doctors work and greatly improving patients’ lives. Here are five examples of how VR is making medicine smarter. • Curing phobias and PTSD Facing your fears is the best way to overcome a phobia. But for people who are deathly afraid of spiders, needles, flying -- […]

Virtual Reality: Game Transfer Phenomena

Imagine if you were you were floating through space, watching a horror film,s or perhaps playing a video game, and it seemed like you were actually there. With the invention of virtual reality (VR), people are able to explore the illusion of this reality. Virtual reality is computer-generated technology used to create a manufactured environment. There is a range of systems that are used for this purpose such as special headsets and fiber optic gloves. The term virtual reality means […]

What is Virtual Reality? VR Definition and Examples

Virtual Reality (VR) is a powerful technology that has the potential to cause a multitude of social and psychological problems. VR is defined as a “computer-generated display that allows or compels the user to have a feeling of being present in an environment other than the one they are actually in and to interact with that environment (Schroeder, 2). VR creates a three-dimensional situation in which the user is able to fully immerse themself and interact with the environment. Through […]

Virtual Reality in Regards to Health and how it Can be Life-Changing

        Exploring Virtual Reality in Health Diego Leon Professor Ron Frazier October 29, 2018, Introduction When most individuals think of technology involving computers, they think it can solely involve two of the five senses we humans have – vision (sight) and hearing (audition). But what if we could interact with more than two sensorial channels? Virtual reality deals with just that. Virtual reality is defined as a “high-end user interface that involves real-time simulation and interaction through […]

Potential Impacts of VR

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Essay about Virtual Reality (VR) Virtual reality is a three-dimensional computer environment that interacts with a person: a person is immersed in this environment using various devices (helmets, glasses, etc.), is part of the virtual world, and controls virtual objects and objects. The idea of ​​immersing a person in the surrounding non-physical environment arose in the Middle Ages in the field of art. Then concave frescoes were created in order to involve a person in what is happening in the image. In the 1830s, the first stereoscopes were created, the principle of which was to place two pictures depicting the same situation from different positions in space in different eyepieces. Thus, one eye saw one picture, the other saw another, and the brain later combined them into a general three-dimensional picture. Nowadays, the same principle of obtaining a three-dimensional image is often used, only smartphones and LCD displays are used instead of pictures. After stereoscopes in the 1920s, the first flight simulators were invented, special devices that allow you to work out all actions when controlling an aircraft. Such simulators were mainly used by the military to train and improve the skills of military personnel. In 1982, the world's first laboratory dedicated to the research and development of virtual reality devices was established in the United States. During the first decade of the 21st century, virtual reality did not gain popularity, but since 2012 VR devices have been actively gaining popularity in the entertainment industry. In 2012, a virtual reality glasses startup Oculus VR was introduced on Kickstarter, which was later bought by Facebook. After the emerging demand for glasses, many IT companies, including Google, Apple, Amazon, Microsoft, Sony and Samsung, HTC, Sony and others, began to develop their own gadgets.

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Essay on Virtual Reality

Students are often asked to write an essay on Virtual Reality in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Virtual Reality

Introduction to virtual reality.

Virtual Reality (VR) is a technology that transports us to a simulated world. It uses a headset to provide a 3D, computer-generated environment.

VR in Entertainment

VR is popular in entertainment. It is used in games and movies to give a realistic and immersive experience.

VR in Education

In education, VR is used to create interactive lessons. It helps students understand complex concepts easily.

VR in Training

VR is also used in training, like pilot training or medical simulations. It provides a risk-free learning environment.

250 Words Essay on Virtual Reality

Virtual Reality (VR) is a simulated experience that can be similar or completely different from the real world. It is a technology that creates an immersive, three-dimensional environment, providing a sense of presence and the ability to interact with the environment.

The Science Behind VR

Virtual Reality operates on the premise of creating a sensory experience for the user. It achieves this through stereoscopic display, parallax, and tracking movements. The display is split between the eyes, creating a 3D perspective. Parallax provides depth cues, and tracking movements adjust the user’s view in real-time.

Applications of VR

The potential applications of VR are vast and varied. In gaming, VR creates immersive experiences that transport players into the game’s world. In medicine, VR is used for therapeutic purposes and surgical training. In education, it provides an interactive learning environment, enabling students to understand complex concepts more easily.

The Future of VR

The future of VR is promising. With advancements in technology, the line between the virtual and real world will blur. It could lead to a new era of communication, with VR meetings and conferences becoming commonplace. Furthermore, the integration of artificial intelligence with VR could result in even more immersive and personalized experiences.

Virtual Reality is a groundbreaking technology that has the potential to revolutionize many aspects of our lives. As the technology continues to evolve, the possibilities are limitless. It is an exciting field that holds immense promise for the future.

500 Words Essay on Virtual Reality

The mechanics of virtual reality.

VR operates by stimulating our senses in such a way that we are deceived into believing that we are in a different setting. This is achieved through a VR headset that provides a stereoscopic display, creating a 3D world by presenting slightly different images to each eye. Additionally, head-tracking sensors monitor the user’s movements and adjust the images accordingly, maintaining the illusion of reality.

Applications of Virtual Reality

The applications of VR are vast and extend beyond entertainment and gaming. In the medical field, VR is used for therapy and rehabilitation, surgical training, and to visualize complex medical data. In education, VR provides immersive learning experiences, making abstract concepts tangible. In the realm of architecture, VR allows for the exploration of virtual building designs before their physical construction.

The Impact of Virtual Reality on Society

The future of virtual reality.

The future of VR is promising, with advancements in technology continually pushing the boundaries of what is possible. Future VR systems may include additional sensory feedback, like touch or smell, to further enhance the immersive experience. Also, the integration of AI with VR could lead to more personalized and adaptive virtual experiences.

In conclusion, VR is a powerful technology with the potential to revolutionize many sectors. Its immersive nature offers unique opportunities for learning, exploration, and experiences. However, as with any technology, it comes with its own set of challenges and ethical considerations. As we continue to develop and integrate VR into our lives, it is crucial to navigate these issues responsibly to harness its benefits fully.

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Essays on Virtual Reality

Making VR a Reality in the Classroom

Faculty and staff at Southern New Hampshire University piloted virtual reality in an undergraduate psychology course to see if it can be an effective pedagogical tool.

In early 2020, just before the onset of the coronavirus pandemic in the United States, Southern New Hampshire University (SNHU) faculty, staff, and students caught a glimpse of the classroom of the future. To better understand the feasibility of using virtual reality (VR) as an educational tool, a campus multipurpose room was transformed into something from another time. Posters taped to the doors announced to passersby that "immersive learning" was in progress. Blue painter's tape marked off ten six-foot by six-foot squares for VR stations. Staff members wearing Oculus Quest headsets drew invisible boundary markers with hand controllers to create play zones while undergraduate psychology students trickled in for class, wondering what that day's session had in store for them after weeks of anticipation.

During their first day of using VR in the classroom, students likely did not know about the weeks of exciting, interdisciplinary collaboration between teams of educators, IT specialists, programmers, and developers that went on to make these new virtual experiences possible. This shared effort between educators and people in industry to use VR technology to fulfill university course outcomes was, to our knowledge, relatively new to higher education. Nicholas Burbules defines VR as "a computer-mediated simulation that is three-dimensional, multisensory, and interactive, so that the user's experience is 'as if' inhabiting and acting within an external environment." Footnote 1

This feasibility study was part of a larger initiative in which a total of three VR experiences were created for an SNHU biopsychology course. This initiative was a collaboration between psychology faculty member Peter Frost and members of SNHU Labs, the university's research and development unit. The three VR experiences, collectively referred to as Synapse VR, were created by our team in conjunction with a global production studio called Unit9 (see figure 1).

Meeting the Learning Needs of Gen Z and Beyond

While this study was conducted with current SNHU undergraduates, our team aimed to understand the implications of immersive learning for both today's students and future learners.

Today's traditional college-age learners between the ages of eighteen and twenty-two are members of Generation Z, also known as Gen Z. The oldest members of Gen Z entered college in 2015. As Gen Z students mature, so will their expectations for learning experiences that give them the knowledge, skills, and abilities that are essential to thrive in the future labor market. Having grown up with many of the same expectations for their learning experiences as Gen Z, students from Generation Alpha (the generational cohort that succeeds Gen Z) are entering their college years now.

Extended reality (XR), immersive technologies encompassing VR as well as augmented reality, holds promise as a learning tool to meet Gen Z and beyond on their own terms. Within XR, SNHU has focused on VR as a vehicle for delivering high-quality instructional experiences. Given Gen Z's documented love for gaming and their desire for higher education to equip them with problem-solving and practical skills, VR provides a confluence of experiential learning and engagement. Footnote 2

Current market demand for immersive learning in K-12 can shed light on the expectations of future learners for colleges and universities. It is important to note that while only 5 percent of K-12 teachers around the world surveyed in 2016 by Project Tomorrow use augmented reality (AR) or VR tools, Futuresource Consulting predicted in 2018 that 15 percent of US schools would have a VR class kit by 2021. Footnote 3 Higher education must look at VR through the lens of learning science to realize its potential as a teaching and learning tool.

By 2030, we predict that learners will expect high-quality XR experiences. To meet the expectations of future learners, SNHU will continue to explore ways to integrate this technology into existing and future courses in ways that positively impact learners.

Implementing VR in the College Classroom

Between spring 2019 and winter 2020, our team designed and developed the VR app and then implemented it in the classroom. During the design and development phase, stakeholders carefully reviewed the existing biopsychology curriculum to identify opportunities where VR could best serve the needs of learners. Eventually, the collaborators created three separate educational VR experiences, each focusing on a different aspect of how information spreads within and between neurons and how these processes influence human behavior. With each iteration of the VR experience, from prototype to VR app, SNHU Labs conducted user testing to understand the needs of learners.

In February 2020, our team implemented two Synapse VR experiences with undergraduate students. The first experience focused on neural transmission, and the second focused on neural conduction. Our team implemented the experiences with the end goal in mind, poring over the existing syllabus to identify opportunities to support course objectives with student engagement in VR. Our team determined that focusing on areas where highly abstract concepts, such as subcellular processes, that are hard for students to imagine and tend to take extra time in class for discussion would be best.

The resulting experiences allowed learners to engage with the anatomical structures as well as the steps of two related biopsychological processes: neural transmission and conduction. As described in the following two sections, students were challenged to solve problems and take a systems approach to facilitate the neural transmission and conduction processes. By design, these experiences required students to take an active role rather than a passive one, incorporating moments of productive struggle that make learning stick.

The two VR experiences were intended to help students achieve the following two course outcomes:

• Understand the interplay between neural communication, neural circuits, and psychological activity and behavior
• Apply biopsychology to other areas of psychology (e.g., mental health, addiction, and development) and disciplines outside of psychology (e.g., economics, law, computer science, artificial intelligence, and education)

Neural Transmission (the Chemical Communication Between Neurons)

Students started the first Synapse VR experience by interacting with a 3D brain model before journeying to more microscopic levels within the brain where they could see and interact with the neurochemicals and neural structures involved in communication between neurons. As they progressed through the experience, students could view representations of neural structures and control the various parts of the neuron to see what those parts do. They were then tasked with locating certain structures and regulating their functions to solve problems with neural signaling. Students could walk around the structures to see them from various angles. They also used a virtual tablet that allowed them to identify the neural structures they encountered. The structures, though microscopic, could be scaled up by students to a relatively large, more viewable size (see figures 2 and 3).

Neural Conduction (the Spread of an Electrical Signal Within a Neuron)

The second Synapse VR experience gave students a chance to tinker with the steps necessary for a neuron to fire an electrical charge. Neural conduction can be a difficult concept to teach traditionally, but with VR, students can see a neuron at a much larger scale—almost the size of a house—and view all the processes that occur with ions and gates at a pace they control. Students were able to set the pace of neural firing with a ring that wraps around the axon of a neuron. They were tasked with adding critical components to the neuron that help with various stages of neural firing. If they were able to move the signal along the neuron, the neuron sent a signal to numerous other neurons, causing the skybox display to show these firings occurring all around the student (see figure 4).

Designing for the Classroom of the Future

We designed Synapse VR with the classroom of the future in mind. In order to truly understand the realities of implementing immersive learning experiences in a face-to-face classroom, designing the implementation of the two VR experiences with as much care as the creation of the app itself was essential.

Students were oriented to VR technology by completing the First Steps tutorial that comes with the Oculus Quest. First Steps is a user-friendly and entertaining tutorial that shows users how to use the technology and various functions of the VR user controllers. This tutorial was necessary for many of our students as we found most of them had not experienced VR previously.

During the feasibility study, each VR experience was the focus of a single class session with nearly twenty students in attendance. Our team incorporated VR with course content in two different ways to explore the use of the technology as a tool to spark students' interest before concepts were introduced and as a tool to explore in more depth concepts that had already been introduced. The first experience followed the lecture on neural transmission. The second experience preceded the lecture on neural conduction.

To help students learn to use the technology, they worked in pairs with one Oculus Quest headset per pair. Students took turns playing the role of "explorer" and "guide" in the VR space. Each pair was provided with a guidebook to prompt each phase of the simulation. The guide used the guidebook to instruct the explorer. Both students attempted to answer questions along the way to keep them focused on the essential aspects of each stage of the VR experience. The guidebook was available to help the explorer and guide troubleshoot when necessary.

Evaluating Students' Responses to VR

The primary objective of the feasibility study was to answer the question: When carefully designed and implemented, does the use of AR/VR reliably improve student enthusiasm for course content? As we think ahead to wider adoption of VR, understanding how real students respond to VR as an educational tool is important.

While the education sector has seen greater use of technologies like VR, relatively few studies have explored how it has affected learning and motivation. Footnote 4 Some studies have shown that although retention is not different between traditional learning and virtual reality, VR groups tend to transfer learning on problem-solving tests to a greater extent (that is, skills tend to transfer to new situations). Footnote 5

Our preliminary research shows that immersive VR learning experiences can spark student interest, motivation, and engagement. After participating in each VR experience, students responded to a survey containing questions about their reactions to the use of VR in the classroom using a measure of interest, motivation, and engagement from a recent study of immersive learning by Jocelyn Parong and Richard Mayer. Footnote 6 Between the two classes, a total of thirty-two student survey responses were received. Eighty-one percent of the student responses agreed with statements about feeling motivated to understand the material treated in VR, being interested in learning more about neural communication, and finding the lessons engaging overall (see figure 5).

Students expressed enthusiasm for learning with VR, with 87 percent of all responses indicating that the VR lesson was useful, enjoyable, and something students would like to learn with in the future (see figure 6).

These preliminary reactions from students are encouraging and suggest that immersive learning experiences may be able to support motivation, interest, and engagement in learning.

Lessons Learned

Our glimpse into the classroom of the future generated three insights that will guide future exploration of VR for SNHU and may be of interest to other college and university educators seeking to bring immersive learning experiences to their students:

• Investigate collaborative learning models for VR. Not all classrooms will have a full class set of VR headsets. This is an important consideration for the classroom dynamic when immersive learning is implemented. One approach to collaborative learning may be to pair students as "guides" and "explorers" as we did in our feasibility study; however, students who began as guides ended up spending more time outside of VR than those who began as explorers. One student noted the disparity in engagement with those who spent time outside of VR, reflecting, "The person not inside the VR has a very boring job. They can't really keep up with what the person in VR is experiencing, and the booklet is too simple." Further experimentation is needed to understand how to maximize learning with VR when students need to take turns using the equipment.
• Retool the VR orientation processes. How students are trained on the technology impacts the overall learner experience. Most students were relatively inexperienced with VR and took longer to get acquainted with the technology. We believe it is essential to provide students with access to more dedicated training on the technology and time to get comfortable using VR by playing games to learn the mechanics. Combining VR orientation during class time took time away from the main VR experience. We recommend requiring a brief VR studio session prior to the start of the term in which students can sign up for time slots to get trained on the technology and play a game or two before using VR as an educational tool.
• Invite input from learners early and often. College and university educators who are seeking to incorporate VR experiences in their classrooms can benefit from the gaming expertise of their Gen Z students. These learners are savvy consumers of gaming experiences and eager to offer feedback. In their survey responses, many students thoughtfully noted opportunities to improve VR mechanics and streamline logistics. As more immersive learning experiences are developed, it is vital to involve students in the design and invite them to provide feedback on iterative prototypes and co-design when possible.

Overall, this project expanded collaboration across disciplines at SNHU, challenged our team to ground the experiences in learning outcomes, encouraged thinking about teaching and content delivery in new ways, and built up a new toolset based on our emerging understanding of the possibilities in VR. We answered our original research question and generated some new ones. We are eager to continue learning about the potential of VR to help our university prepare for the future of learning.

• Nicholas C. Burbules, "Rethinking the Virtual," in The International Handbook of Virtual Learning Environments, eds. Joel Weiss, Jason Nolan, Jeremy Hunsinger, and Peter Trifonas (Dordrecht: Springer, 2006), 37–48. Jump back to footnote 1 in the text. ↩
• SNHU and Generation Z, unpublished research report, (Stockholm, Sweden, and Manchester, NH: Kairos Future and Southern New Hampshire University, 2019). Jump back to footnote 2 in the text. ↩
• Games and Learning: Immersive Learning Market Overview and Sector Analysis, unpublished research report, (Manchester, NH: Southern New Hampshire University, 2019); "Augmented and Virtual Reality in K-12 Education: Current Status and Aspirations," [https://tomorrow.org/speakup/speak-up-2016-augmented-and-virtual-reality-in-k12-education-april-2017.html] infographic, Project Tomorrow, Speak Up 2016; Michele Molnar, "Virtual Reality 'Class Kits' Expected to Gain Foothold in U.S. Schools," EdWeek Market Brief, January 26, 2018. Jump back to footnote 3 in the text. ↩
• Guido Makransky and Gustav Bøg Petersen, "Investigating the Process of Learning with Desktop Virtual Reality: A Structural Equation Modeling Approach," Computers & Education 134, no. 1 (June 2019): 15–30. Jump back to footnote 4 in the text. ↩
• Guido Makransky, Stefan Borre‐Gude, and Richard E. Mayer, "Motivational and Cognitive Benefits of Training in Immersive Virtual Reality Based on Multiple Assessments," Journal of Computer Assisted Learning 35, no. 6 (July 2019): 691–707. Jump back to footnote 5 in the text. ↩
• Jocelyn Parong and Richard Mayer, "Learning Science in Immersive Virtual Reality," Journal of Educational Psychology 110, no. 6 (August 2018): 785–797. Jump back to footnote 6 in the text. ↩

Cat Flynn is a Director of Learning Science at Southern New Hampshire University.

Peter Frost is a Professor of Psychology at Southern New Hampshire University.

© 2021 Cat Flynn and Peter Frost. The text of this work is licensed under a Creative Commons BY-NC-ND 4.0 International License.

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Virtual Reality in Education: Benefits, Uses and Examples

Education is driving the future of VR more than any other industry outside of gaming. Here's why virtual reality gets such high marks for tutoring, STEM development, field trips and distance education.

Virtual reality in education may sound like science fiction, but these two industries go hand in hand better than you’d think. The growing field of VR has potential to enhance learning by providing students with access to virtual environments where they can engage with immersive content from a range of subjects, such as art, geography, biology and chemistry.

Read More A Guide to the Metaverse and VR Tech: What You Need to Know

What Is Virtual Reality in Education?

Virtual reality in education can be used in K-12 classrooms, for vocational training and in higher education settings. Since virtual reality allows users to interact with computer-simulated environments, it can enable virtual field trips, immerse students in historically significant events, simulate laboratory environments and build meaningful connections among instructors and peers despite the distance between them.

The virtual reality market size is expected to grow from less than $12 billion in 2022 to more than $22 billion by 2025, according to data from Statista . One of the factors motivating growth in the VR industry has been the demand for solutions to combat feelings of isolation during virtual, distanced learning. 

VR classrooms have been able to give students opportunities to raise their hands, ask questions in an organic way and generally feel more directly invested. That’s in comparison to what CEO Mat Chacon of VR company Doghead Simulations described as the "pretty flat experience" of traditional online courses. 

Doghead co-founder Chance Glasco said he had “no doubt” that online classes will one day be replaced by virtual reality.

“No one builds memories of online classes,” he told Built In in 2019. “It’s just data being fed to your brain in the most boring way possible.”

A 2022 National Research Group report on VR technologies revealed just over 60 percent of consumers who participated in the study “think that VR and AR will be a useful learning tool for children.” Another poll indicated 67 percent of U.S. high school educators surveyed said they want to see extended reality technologies like VR used regularly in schools. The majority of those teachers said the technologies have the potential to help students develop career skills, build social and empathy skills and stay more engaged and motivated in the classroom.

How Does Virtual reality in Education Work?

Virtual reality in education often involves viewing or interacting with learning content using a VR headset along with any associated hardware, such as controllers that can let the user navigate and manipulate a simulated reality. VR headsets use screens, lenses and other advanced technology like sensors that are designed to wrap the viewer in a 360-degree view of a virtual setting.

Some companies produce VR learning content that can be accessed on a desktop, laptop or tablet. In those cases, the content is not fully immersive, but students are still able to participate in simulated environments without the extra costs that can come with VR headsets, which can be a barrier to adoption.

While the science is still out on whether VR is more effective than other immersive-media learning tools, it appears to hold real pedagogical promise. A study by Stanford researchers looked at VR field trips about climate change and found that “participants who explored more of the virtual space formed deeper cognitive associations with the science content and could learn, recall and retain the causes and effects of ocean acidification better than those who did not explore the underwater world as much.”

Benefits of Virtual Reality in Education

Virtual reality has capabilities that could turn it into a valuable asset for education. For example, research out of Penn State University showed that students who used immersive virtual reality to accomplish a task did so more than twice as fast as students who used traditional computer programs. 

Social VR applications like rumii from Doghead can also help tackle the challenge of sky-high dropout rates for online courses by helping remote students feel more connected and less isolated. Doghead partnered with Full Sail University to deploy rumii in online coursework to “make students and professors feel like they are in the classroom together.”

Rumii has also been used to facilitate collaboration among students on different continents. A group of anthropology students — half studying at Harvard University and half at Zhejiang University in China — were able to work together as avatars in a VR-equipped classroom to study ancient characters scrawled along a tomb atop the Giza Plateau in preparation for a trip to Egypt. The students were strapped into VR headsets as their professors launched the lab and loaded up 3D models of the Sphinx and one of the tombs, which the teams could then grab and move around in the virtual learning space. Other features of the experience included live HD video streaming and screen sharing.

“It was just this natural conversational immersive interaction that made their trip to Egypt a lot more valuable because, when they were there, they could hit the ground running,” Chacon explained.

Another VR advantage is the comforting semi-anonymity that avatars afford. There’s reams of research about the so-called Proteus Effect, or how a virtual reality user's behavior might be subtly affected by their avatar's characteristics. But Doghead believes those alterations have been positive in rumii.

“You get the comfort of being in person with someone because you feel present with them,” Glasco said. “But you feel safe behind a VR headset, behind this avatar, which represents your body language and your audio.”

How Virtual Reality Is Used in Education and Schools

Virtual field trips.

Discovery Education has reached millions of students with its virtual field trips , focusing on aerospace (a virtual behind-the-scenes tour of the Johnson Space Center), health (a VR-powered look at the science behind opioid addiction), technology (a multi-part series on agtech) and more. Along with Google Arts & Culture Expeditions — a VR app with more than a thousand educational tours — it's one of the leading distributors of educational VR field trips.

Art Education

“Blue-Fall,” a 1966 painting by Abstract Expressionism pioneer Helen Frankenthaler, is housed in the Milwaukee Art Museum’s permanent collection, but you don’t have to trek to Wisconsin to experience it. Any VR user can virtually zoom in on Frankenthaler’s bold, cobalt monolith — and even listen to author Neil Gaiman play docent as he lends art-historical context and detail.

Gaiman is an advisory board member of Boulevard , a New York-based art-education VR company that brings the museum and gallery experience to virtual reality. Experiences range from a survey of pre-Raphaelite painter Dante Gabriel Rossetti to a sample of Turner Prize winner Grayson Perry’s 2015 solo exhibition. Another notable example of the growing virtualization of the art experience is The Kremer Museum , which arranges 74 paintings of Dutch and Flemish Old Masters in a virtual gallery.

A Virtual Lab Environment

Between 2021 and 2031, the number of STEM occupations in the United States will grow by nearly 11 percent in comparison to less than 6 percent for all other jobs, according to forecasts from the U.S. Bureau of Labor Statistics .

But state-of-the-art labs where so much hands-on STEM learning takes place can be difficult and costly to access. Labster democratizes the process with virtual lab environments for more than two dozen course packages , including high school physics, biosciences for nursing, animal physiology, advanced biology and engineering. The labs — which can be accessed via a web browser without downloading or installing additional software — allow students to culture bacteria, track cellular respiration during an exercise routine, even conduct an ultrasound exam on an expectant mother — virtually speaking, of course. Labster also owns UbiSim , a VR training platform for nurses that lets learners participate in risk-free clinical scenarios using VR headsets and controllers.

Workforce Training

Lifeliqe develops immersive simulations for workforce training, preparing professionals for in-demand careers in fields like healthcare and advanced manufacturing. The company’s programs involve exploration of the work environment and responsibilities, VR models of necessary tools, training simulations and assessment’s to aid in tracking student progress. The current product offerings from Lifeliqe include courses for dialysis technicians and certified nursing technicians, but the company also has training programs in the works for manufacturing and HVAC technicians.

Further Reading Everything You Need to Know About Extended Reality

The Future of Virtual Reality in Education

Despite virtual reality’s ever-widening footprint in the education sector, some challenges persist. Pre-undergraduate education isn’t exactly flush with dollars, so it can be difficult for forward-thinking startups to get a proverbial foot in the door.

“When you’re dealing with education, especially K-12, funds are limited,” Glasco said. “You have to get to buyers at the right time, or you might be talking to them for a year before they sign on to a license. There is money in education; you just have to stick around long enough to be able to tap into it.”

And even though the technology is advanced enough to be a powerful educational tool, some experts say improved curriculum development is key to making VR an appreciably more effective tool than interactive 2D content.

The XR Association and International Society for Technology in Education’s survey of more than 1,400 U.S. high school teachers on their attitudes toward extended-reality technologies like VR showed that the majority believe virtual learning experiences provide quality information. Yet more than half also see the costs associated with these technologies as having the potential to widen equity gaps. And 94 percent agreed curriculum associated with technology such as VR needs to be aligned with academic standards.

"I think the developer community and the education community need to walk down this road very hand-in-hand," Chacon said. "Then we can start bridging social classes and removing all of these barriers to education."

He noted that leaps in digital lightfield technology are steering virtual reality toward a distinctly Holodeck -like future — no wearables required.

“It seems like it's really far in the future,” Chacon said, “but it's already happening.” 

Recent Edtech Articles

Virtual Reality in Education: Benefits, Tools, and Resources

In the 1966 film Fantastic Voyage , a submarine and its crew shrink to the size of a human cell to ride through the bloodstream of a scientist and remove a blood clot in his brain. An imaginative tale of science fiction, the movie speaks to humanity’s desire to explore realms considered impossible to reach due to our physical limitations. But thanks to technologies such as virtual reality (VR) and augmented reality (AR), students in elementary schools are now doing just that. Today, students go on virtual field trips to places ranging from the Roman Colosseum in ancient times to outer space to cellular-level passageways inside the human body.

The benefits of virtual reality in education are embraced by many educators, but some are still reluctant to use it in their classrooms. Reasons range from high costs to pushback from school administrators. Others see the value of both VR and AR as entertainment, but not as effective teaching tools in the classroom. Additional educator concerns, as reported in a recent EdTech report, include the bulkiness of the equipment, glitches, and the quality and availability of content. Despite these challenges, demand for AR and VR in education is expected to grow in the coming years. This means that current and aspiring teachers should take steps to learn about the benefits of virtual reality in the classroom.

Innovative teacher education programs like American University’s Master of Arts in Teaching help graduates become forward-thinking educators who can inspire students through technology. The program’s focus on preparing graduates with the skills to deliver education using a multidisciplinary approach is especially helpful.

The program prepares graduates with real-world technical skills using advanced virtual platform technologies. “The use of Mursion [VR] technology has provided American University’s teacher candidates the opportunity to practice science instruction before they work with ‘real’ students, enhancing our teacher candidates’ confidence and skill,” says Carolyn Parker, director of the Master of Arts in Teaching program in American University’s School of Education.

What Are the Benefits of AR and VR in Education?

Before looking into some of the benefits of virtual reality in education, let’s define what virtual reality is and how it differs from augmented reality. AR is used on a smart device to project a layer of educational text and lesson-appropriate content on top of a user’s actual surroundings, providing students with interactive and meaningful learning experiences. VR creates an entire digital environment, a 360-degree, immersive user experience that feels real. In a VR setting, students can interact with what they see as if they were really there.

In addition to providing students with immersive learning experiences, other benefits of virtual reality in education include the ability to inspire students’ creativity and spark their imaginations. And this can motivate them to explore new academic interests. AR and VR in education also helps students struggling to understand difficult academic concepts. For example, through AR, geometry students can check out 3D geometric forms from multiple perspectives; they can rotate a shape to see it from different angles and even view it from the inside. The benefits of virtual reality in education go beyond academics as well to include cultural competence, the ability to understand another person’s culture and values—an important skill in today’s interconnected, global society. For example, a virtual reality field trip to other parts of the world, whether it be Peru or China, exposes students to cultures other than their own.

Growing evidence suggests that AR and VR in education, as well as the combination of both technologies known as mixed reality, can improve student outcomes, too. For example, in a March 2019 report, EdTech cites a study showing that students in a mixed reality biology classroom received higher scores than other students. And AR and VR can help with memory retention and recall, as well—EdTech reports on a recent study that shows an increase in retention of almost 9 percent for students who learned in an immersive environment such as VR.

AR and VR in Education: Resources and Tips

Bringing AR and VR tools into the classroom doesn’t have to be expensive. Available resources, ranging from low-priced viewers like Google Cardboard to cost-effective equipment that can connect to smartphones, can be acquired without breaking the bank. Resources for teachers include affordable or even free apps, such as 360Cities, which allows students to visit places like Rome and Tokyo. Another app, TimeLooper, allows students to visit locations through a historical lens, such as London in medieval times or World War II. Platforms like Immersive VR Education and Nearpod allow teachers to develop lesson plans with VR and AR technology.

These, and other resources, are key to incorporating immersive education into classrooms. But how can teachers set up their classrooms to maximize the benefits of VR in education? Here are a few tips.

Ensure Ample Physical Space

To reap the benefits of virtual reality in education, it is important for students to use VR equipment safely. VR users often spin around or stride blindly, ignoring their physical surroundings. A misstep could lead to injury. Educators should ensure their classrooms’ physical environments are spacious and safe for VR explorers. Students should be at least an arm’s length away from each other and from objects in the classroom. When possible, use VR content that can be accessed by students sitting at their desks.

Supervise and Moderate VR Use in Classrooms

Research into the psychological impact of VR on students suggests that VR should be used moderately and under close supervision in school settings. The findings of the research as reported in a recent CNN.com article recounts that children who overused VR had false memories of having physically visited a place they actually never visited. Limiting VR education sessions to a couple of minutes as part of a longer lesson plan can address this issue.

Know When to Use VR in the Classroom

VR can bring academic subjects to life, offering students new insights and refreshing perspectives. But VR can’t replace human interaction. Learning is fundamentally a social experience, so VR is best used as a supplemental learning tool.

How can teachers use VR in the classroom? It depends on the subject. Using VR to teach grammar in classrooms may not make much sense because grammar is a relatively abstract topic. On the other hand, VR may work well for topics that are visual and tactile, for example, allowing students to learn “firsthand” about a historical event or famous monument.

As a case in point, because the Parthenon in Greece is a physical structure, students can virtually walk inside it to see its architectural details, thanks to VR equipment and software. Many STEM (science, technology, engineering, and math) topics also lend themselves well to VR. When it comes down to it, what child wouldn’t enjoy “visiting” the planets of the solar system?

Develop a Plan for VR Learning

Among the most noteworthy benefits of virtual reality in the classroom is its ability to spark curiosity and interest in students. But left to their own devices, students may veer off topic. This is why educators should develop a structured plan to maximize the use of VR within lesson plans and then guide their students along the path. As part of the plan, it is important for teachers to determine goals and expectations for students and set guidelines for students to follow to ensure optimal learning experiences.

Teach Empathy and Cultural Competence

The magic of VR is that it brings different places throughout the world right into the classroom. These new perspectives can result in fostering empathy and cultural competence because they take students outside of their normal daily experience. The use of VR and AR helps students understand people’s unique situations across the world. For example, teachers can use VR applications to enhance language teaching by exposing students to the cultures of the people who speak the language. Using technology to build culturally responsive environments helps students respect cultures different from their own.

Become an Innovative Education Leader

Innovative educational technologies such as VR and AR continue to emerge. And according to an April 2019 EdWeek report, 15 percent of US schools will have classroom access to virtual reality by 2021. How can teachers prepare to leverage the benefits of VR in education to improve learning outcomes?

With a focus on offering future teachers the essential tools needed to transform the education system and educate all students equally, American University’s Master of Arts in Teaching program equips graduates to become innovative education leaders. Advances in neurodevelopment, social-emotional interventions, and a multidisciplinary approach to teaching STEM education are central to the program’s curriculum so that students develop skills to succeed in an education field driven by new technologies such as VR and AR.

If you are looking to advance your education career by leveraging technology, learn how American University’s Master of Arts in Teaching program can help put you at the forefront of the educational innovations that are transforming schools and lives.

Classroom Tips for Success: Valuable Teaching Skills to Master

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The Future of Education Technology (Infographic)

CNN, “Can Virtual Reality Revolutionize Education?”

Common Sense, Top Tech for Using Augmented and Virtual Reality

Common Sense, “What the Research Says About VR in Classrooms”

EdTech, “3 Exciting Ways to Use Augmented and Virtual Reality in the K–12 Classroom”

EdTech, “K–12 Teachers Use Augmented and Virtual Reality Platforms to Teach Biology”

EdTech, “Survey: Education Among Top Industries for AR/VR Investments”

Education Week, “A Global Perspective: Bringing the World Into Classrooms”

EdWeek Market Brief, “Education Seen as Strong Market for VR and AR by Industry Insiders”

Getting Smart, “Building Culturally Responsive Classrooms with Digital Content”

IMDb, Fantastic Voyage (1966)

International Society for Technology in Education, “25 Resources for Bringing AR and VR to the Classroom”

Medium, “Augmented Reality and 3D Geometry — Bring Some Magic to Your Classroom”

THE Journal, “Making Virtual Reality a Reality in Today’s Classrooms”

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Lesson Plans

Virtual Reality Curriculum Guide: Experience, Immersion and Excursion in the Classroom

A framework for teaching with New York Times 360 V.R. videos, plus eight lesson plans for STEM and the humanities.

By Travis Feldler and Natalie Proulx

This guide is available as a downloadable PDF.

In 2015, The New York Times pioneered a new form of storytelling: virtual reality journalism. In an introduction to its first V.R. video, “ The Displaced ,” a documentary about three children who had been forced from their homes by war and persecution, Jake Silverstein, The New York Times Magazine’s editor, wrote:

We decided to launch The Times’s virtual-reality efforts with these portraits because we recognize that this new filmmaking technology enables an uncanny feeling of connection with people whose lives are far from our own. By creating a 360-degree environment that encircles the viewer, virtual reality creates the experience of being present within distant worlds, making it uniquely suited to projects, like this one, that speak to our senses of empathy and community.

Since then, The Times has created a series of 360-degree videos that transport users from their living rooms to far-flung places — from Antarctica to Ethiopia, the depths of the ocean to Pluto, back to the beginning of the universe and through Olympic history.

Five years later, V.R. might not have taken off in the way many hoped it would , but it still has the potential to be a powerful tool for the classroom.

A Guide for Using NYT VR With Students

Getting started with v.r. in the classroom.

• Lesson 1: A Mission to Pluto
• Lesson 2: Meet Three Children Displaced by War and Persecution
• Lesson 3: Four Antarctic Expeditions
• Lesson 4: Time Travel Through Olympic History
• Lesson 5: Decode the Secret Language of Dolphins and Whales
• Lesson 6: Memorials and Justice
• Lesson 7: The World’s Biggest Physics Experiment
• Lesson 8: Journey to the Hottest Place on Earth

Why Virtual Reality?

Virtual reality is engaging, yes — its novelty can be an excellent hook for learning — but it can also be so much more than that. With The Times’s 360 videos, students are no longer mere spectators, reading about an event or watching it unfold, but participants in it. Virtual reality can create a visceral experience, evoke memories, and foster empathy and emotional connection in a way that is rare in other mediums.

It can also make abstract concepts concrete — taking students inside a giant microscope that smashes together subatomic particles, transporting them to iconic moments in history, or introducing them to people affected by the global refugee crisis.

And V.R. can take students to places they might otherwise never get the chance to go, whether that’s the Mississippi Delta, Antarctica or Pluto.

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Essays on Virtual Reality

Virtual Reality (VR) is an artificial environment created through the use of computer technology. It imitates real life experiences, including sight, sound and other sensory feedback such as touch and smell. Virtual reality has become increasingly popular in recent years due to its ability to provide immersive and engaging digital experiences. VR can be used for entertainment, educational purposes or even medical treatments.The most common type of virtual reality experience involves wearing a headset or goggles that display images on two screens placed just over your eyes. The images create a 3D effect that makes it seem like you are inside the virtual world instead of looking at a flat image on a screen. With new advancements in technology, companies are now able to develop more realistic environments with higher resolutions and improved graphics capabilities. This allows users to feel more immersed into their digital worlds than ever before.VR also has many practical applications outside of entertainment purposes as well such as training simulations for doctors or pilots, helping treat people with phobias, aiding in surgery preparation, providing education experiences and much more. Companies have also utilized VR technologies to promote products by creating interactive demonstrations which allow customers to explore various features without actually using the product itself. Overall, virtual reality offers an exciting way for people to interact with digital content while feeling fully immersed in the experience due to heightened graphics capabilities and increased realism compared to traditional gaming methods like consoles or PCs. As technology continues advancing further down this path, we can expect even more innovative ways for us all to enjoy our favorite hobbies from home.

Executive summary This paper seeks to address the innovative ways that can be used to prepare a job interview. It is a topic worth discussing since rehearsals improve one’s confidence as well as giving him an overview of what to expect. The approach was finding out the best innovative way that can help one practice […]

Introduction Virtual reality is a headset device which is one wears over the eyes the same way as a pair of glasses. This device normally blocks all the external light enabling the person using it to see an image clearly and on a very high-definition screen exactly in front of one’s eyes. Although this technology […]

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Virtual Reality: A Promising Technology for the Future Virtual reality offers an interactive environment which is reflected on a computer screen by a stereoscopic display. The increase in media coverage has caused the Virtual Reality to grow rapidly. Virtual Environment has drawn much attention from the researchers and engineers in the...

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Augmented reality game like Pokemon Go differs from an alternative reality game in the way that it involves the players. For instance, while other alternative reality games are built specifically to only use the virtual objects and the applications’ settings, Pokémon Go employs Google Maps to place objects in a...

Virtual Reality and the Gaming Industry Virtual reality is a technological invention that entails creating an artificial environment using software that appeals to individual’s senses making them experience the environment as if they were really there (Berg & Vance 2017, p. 3). In today's world, this technology has become cheap leading...

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Individuals are confronted with race issues on a daily basis, whether they are aware of it or not, and they typically interpret the world through a racial prism that colors their surroundings white, black, Hispanic, Asian minority, or other. The way an individual perceives or is regarded by others influences...

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A study to see if gender influences the amount of nausea felt when witnessing perspective-motion in a virtual reality setting. What will be your dependent measure and how will you measure it, and how will you operationalize your research question? The dependent measure, which should indicate the amount of nausea, would be...

Virtual Reality (VR) In my opinion, virtual reality is a cutting-edge technology that attempts to bring everything together for a quicker and more seamless transition of the business. Regardless of how pricey it may be, it eventually saves money.Complete Immersion Most users of VR, regardless of location, are thought to be completely...

The Distinction Between Virtual Friends and Actual Friends The scientist has had different opinions for many years, highlighting the distinction between virtual friends as well as actual friends. Based on common analysis and understanding of friendship and friendship, the two terms vary distinctly from the definitions involved (Cattan et al. 2011)....

This is an online forum that enables customers to share content, passions, careers, ideas and even modes of speech through networks and virtual communities. Various social media sites, such as Twitter and Facebook, have developed into stronger outlets for advertisement and marketing. Social networking networks have become critical and legitimate outlets...

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virtual reality (VR) , the use of computer modeling and simulation that enables a person to interact with an artificial three-dimensional (3-D) visual or other sensory environment . VR applications immerse the user in a computer-generated environment that simulates reality through the use of interactive devices, which send and receive information and are worn as goggles, headsets, gloves, or body suits. In a typical VR format, a user wearing a helmet with a stereoscopic screen views animated images of a simulated environment. The illusion of “being there” ( telepresence) is effected by motion sensors that pick up the user’s movements and adjust the view on the screen accordingly, usually in real time (the instant the user’s movement takes place). Thus, a user can tour a simulated suite of rooms, experiencing changing viewpoints and perspectives that are convincingly related to his own head turnings and steps. Wearing data gloves equipped with force-feedback devices that provide the sensation of touch, the user can even pick up and manipulate objects that he sees in the virtual environment.

The term virtual reality was coined in 1987 by Jaron Lanier, whose research and engineering contributed a number of products to the nascent VR industry. A common thread linking early VR research and technology development in the United States was the role of the federal government, particularly the Department of Defense , the National Science Foundation , and the National Aeronautics and Space Administration (NASA). Projects funded by these agencies and pursued at university-based research laboratories yielded an extensive pool of talented personnel in fields such as computer graphics , simulation, and networked environments and established links between academic, military, and commercial work. The history of this technological development, and the social context in which it took place, is the subject of this article.

Artists, performers, and entertainers have always been interested in techniques for creating imaginative worlds, setting narratives in fictional spaces, and deceiving the senses. Numerous precedents for the suspension of disbelief in an artificial world in artistic and entertainment media preceded virtual reality. Illusionary spaces created by paintings or views have been constructed for residences and public spaces since antiquity, culminating in the monumental panoramas of the 18th and 19th centuries. Panoramas blurred the visual boundaries between the two-dimensional images displaying the main scenes and the three-dimensional spaces from which these were viewed, creating an illusion of immersion in the events depicted. This image tradition stimulated the creation of a series of media—from futuristic theatre designs, stereopticons, and 3-D movies to IMAX movie theatres—over the course of the 20th century to achieve similar effects. For example, the Cinerama widescreen film format, originally called Vitarama when invented for the 1939 New York World’s Fair by Fred Waller and Ralph Walker, originated in Waller’s studies of vision and depth perception. Waller’s work led him to focus on the importance of peripheral vision for immersion in an artificial environment, and his goal was to devise a projection technology that could duplicate the entire human field of vision. The Vitarama process used multiple cameras and projectors and an arc-shaped screen to create the illusion of immersion in the space perceived by a viewer. Though Vitarama was not a commercial hit until the mid-1950s (as Cinerama), the Army Air Corps successfully used the system during World War II for anti-aircraft training under the name Waller Flexible Gunnery Trainer—an example of the link between entertainment technology and military simulation that would later advance the development of virtual reality.

Sensory stimulation was a promising method for creating virtual environments before the use of computers. After the release of a promotional film called This Is Cinerama (1952), the cinematographer Morton Heilig became fascinated with Cinerama and 3-D movies. Like Waller, he studied human sensory signals and illusions , hoping to realize a “cinema of the future.” By late 1960, Heilig had built an individual console with a variety of inputs—stereoscopic images, motion chair, audio, temperature changes, odours, and blown air—that he patented in 1962 as the Sensorama Simulator, designed to “stimulate the senses of an individual to simulate an actual experience realistically.” During the work on Sensorama, he also designed the Telesphere Mask, a head-mounted “stereoscopic 3-D TV display” that he patented in 1960. Although Heilig was unsuccessful in his efforts to market Sensorama, in the mid-1960s he extended the idea to a multiviewer theatre concept patented as the Experience Theater and a similar system called Thrillerama for the Walt Disney Company .

The seeds for virtual reality were planted in several computing fields during the 1950s and ’60s, especially in 3-D interactive computer graphics and vehicle/flight simulation. Beginning in the late 1940s, Project Whirlwind , funded by the U.S. Navy, and its successor project, the SAGE ( Semi-Automated Ground Environment ) early-warning radar system, funded by the U.S. Air Force, first utilized cathode-ray tube (CRT) displays and input devices such as light pens (originally called “light guns”). By the time the SAGE system became operational in 1957, air force operators were routinely using these devices to display aircraft positions and manipulate related data.

During the 1950s, the popular cultural image of the computer was that of a calculating machine , an automated electronic brain capable of manipulating data at previously unimaginable speeds. The advent of more affordable second-generation ( transistor ) and third-generation ( integrated circuit ) computers emancipated the machines from this narrow view, and in doing so it shifted attention to ways in which computing could augment human potential rather than simply substituting for it in specialized domains conducive to number crunching. In 1960 Joseph Licklider , a professor at the Massachusetts Institute of Technology (MIT) specializing in psychoacoustics, posited a “man-computer symbiosis” and applied psychological principles to human-computer interactions and interfaces. He argued that a partnership between computers and the human brain would surpass the capabilities of either alone. As founding director of the new Information Processing Techniques Office (IPTO) of the Defense Advanced Research Projects Agency (DARPA), Licklider was able to fund and encourage projects that aligned with his vision of human-computer interaction while also serving priorities for military systems, such as data visualization and command-and-control systems.

Another pioneer was electrical engineer and computer scientist Ivan Sutherland , who began his work in computer graphics at MIT’s Lincoln Laboratory (where Whirlwind and SAGE had been developed). In 1963 Sutherland completed Sketchpad , a system for drawing interactively on a CRT display with a light pen and control board. Sutherland paid careful attention to the structure of data representation, which made his system useful for the interactive manipulation of images. In 1964 he was put in charge of IPTO, and from 1968 to 1976 he led the computer graphics program at the University of Utah , one of DARPA’s premier research centres. In 1965 Sutherland outlined the characteristics of what he called the “ultimate display” and speculated on how computer imagery could construct plausible and richly articulated virtual worlds. His notion of such a world began with visual representation and sensory input, but it did not end there; he also called for multiple modes of sensory input. DARPA sponsored work during the 1960s on output and input devices aligned with this vision, such as the Sketchpad III system by Timothy Johnson, which presented 3-D views of objects; Larry Roberts’s Lincoln Wand, a system for drawing in three dimensions; and Douglas Engelbart ’s invention of a new input device, the computer mouse .

Within a few years, Sutherland contributed the technological artifact most often identified with virtual reality, the head-mounted 3-D computer display. In 1967 Bell Helicopter (now part of Textron Inc. ) carried out tests in which a helicopter pilot wore a head-mounted display (HMD) that showed video from a servo-controlled infrared camera mounted beneath the helicopter. The camera moved with the pilot’s head, both augmenting his night vision and providing a level of immersion sufficient for the pilot to equate his field of vision with the images from the camera. This kind of system would later be called “augmented reality” because it enhanced a human capacity (vision) in the real world. When Sutherland left DARPA for Harvard University in 1966, he began work on a tethered display for computer images ( see photograph ). This was an apparatus shaped to fit over the head, with goggles that displayed computer-generated graphical output. Because the display was too heavy to be borne comfortably, it was held in place by a suspension system. Two small CRT displays were mounted in the device, near the wearer’s ears, and mirrors reflected the images to his eyes, creating a stereo 3-D visual environment that could be viewed comfortably at a short distance. The HMD also tracked where the wearer was looking so that correct images would be generated for his field of vision. The viewer’s immersion in the displayed virtual space was intensified by the visual isolation of the HMD, yet other senses were not isolated to the same degree and the wearer could continue to walk around.

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Virtual Reality in Higher Education: Elevating the Transfer of Knowledge

Erin Brereton has written about technology, business and other topics for more than 50 magazines, newspapers and online publications. 

Students aren’t donning headsets to participate in virtual reality lessons on most college campuses yet, and you won’t find VR on EDUCAUSE’s list of the top 10 strategic technologies institutions are expected to implement this year.

But a number of institutions have embraced VR technology in the classroom — to dissect a simulated cadaver, or travel back in time and make other educational journeys that would be difficult or impossible in real life — according to D. Christopher Brooks, EDUCAUSE’s director of research. 

As the price point drops and devices improve, Brooks suspects VR use in higher education will expand.

“Our numbers show it’s very much still in the experimental phase,” he says. “We’re not seeing it in lecture halls, but it’s being used in specialized labs and other kinds of teaching venues . It’s becoming more common.”

MORE FROM EDTECH: Check out how universities are investing in VR to improve research programs.

Arizona State Uses VR in Higher Education in Online Biology Program

Arizona State University decided to adopt VR to allow remote students to participate in lab exercises in its recently launched online biological science degree program in the School of Life Sciences.

ASU used a grant to obtain 140 Mirage Solo headsets from Lenovo . Just over one third of students have elected to receive one, at no cost, since the program piloted their use in 2018. 

Alternately, students can view simulations on a computer or a Google Daydream device, says Philippos Savvides. He’s a learning technology manager with EdPlus , an ASU unit focused on scaling access to education through online programs and other initiatives.

“We’ve gotten very positive feedback,” Savvides says. “They get to be active and move around using the headset and controller , so there’s an active-learning element involved. There’s a wide body of literature that shows significantly higher learning outcomes on simulations versus other modes of learning.”

Consider Physical Space and Accessibility When Planning VR Programs

VR can pose logistical challenges, some of which can be mitigated with newer standalone headsets. Headsets that connect to a computer — the more common choice for many colleges — can be limited by cord length and the physical environment.

“You tend to need a pretty high-powered PC with servers to process all these polygons making up the environment as you’re experiencing it,” Brooks says. “When these things are tethered to machines, the amount of mobility you have is somewhat constrained.”

Even without a need for much space, traditional classrooms and lecture halls with fixed seating aren’t ideal for VR use, he says.

“It’s very difficult to have students really experience virtual reality in a meaningful way if they’re not able to move around or it’s crowded and noisy,” Brooks says. “That can disrupt the experience. Schools need to rethink what a virtual reality classroom might look like.”

Philippos Savvides Learning Technology Manager with EdPlus, Arizona State University

Device accessibility is another consideration. “That’s been overlooked somewhat,” Brooks says. “A lot of people wear corrective lenses. Designers may need to start thinking about how the devices accommodate glasses .”

For some disciplines and pedagogical objectives, VR experiences may not be readily available, says Dr. Matthew Bramlet, pediatric cardiologist and physician at OSF Children’s Hospital of Illinois, assistant professor of pediatrics at the University of Illinois College of Medicine at Peoria , and director of advanced imaging and modeling at Jump Simulation, a collaboration between the hospital and college.

“The problem a lot of institutions have getting into the VR game is the limited content that’s out there,” Bramlet says. “In medicine, there are some fantastic VR modules that are specific to how to put a central line in or hammer a nail into a bone . That solves .0001 percent of the curriculum.”

To address that, U of I’s medical college developed its own content. Approximately 40 faculty members have created more than 250 VR lectures. The college provides access to Enduvo , a VR authoring tool Bramlet helped create, and lab space, featuring ceiling-mounted workstations equipped with HTC VIVE headsets powered by a variety of Dell , HP and other computers.

The VR exercises that faculty devised for medical students may ask them, for example, to identify a specific artery on a 3D model.

“We didn’t want to write traditional questions,” Bramlet says. “We wanted [students to perform] more of a task.”

MORE FROM EDTECH: See these four ways colleges are embracing virtual reality.

VR Experiences Elevate the Transfer of Knowledge

Alice Butzlaff, an assistant professor with The Valley Foundation School of Nursing at San Jose State University , created original teaching exercises through a program sponsored by eCampus, a university resource that offers design and training assistance to help faculty integrate AR/VR technology, including workshops and demos of its HTC VIVE, Samsung Gear VR and other equipment. 

Most of Butzlaff’s students said the technology enhanced their learning experience.

“It uses your hearing and visualization senses,” she says. “ You can actually reach out and touch things — it was really entertaining for them .” 

The percentage of higher education institutions that have fully deployed VR, compared to 28 percent with some deployment and 32 percent that are testing it

While VR usage is still on the upswing, Bramlet sees potential for the technology to help instructors deliver crucial information in a more effective, efficient manner than in the past.

“ We go through a ton of production to create the best 2D video we can , but it’s so impersonal,” Bramlet says. “The 2D format was terrible for the transfer of knowledge — this is the missing link in that process. 

We’re able to achieve a lot of interaction that we couldn’t in other digital media formats. You teach to the individual.”

Reality Check

Keep these factors in mind when designing a campus VR lab. 

Connectivity: On-campus and online students may have different considerations in order to stream VR content smoothly, so plan accordingly to ensure everyone has high-quality access. 

Staff oversight: A program manager or faculty member can manage access to equipment, particularly if limited headsets are available.

Alternative options: Some users experience vertigo or “VR sickness,” says EDUCAUSE’s D. Christopher Brooks, so instructors should consider other ways they can participate in VR-based projects.

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Virtual Reality (Essay Sample)

Virtual reality is a computer technology that utilizes virtual reality headsets, sometimes in integration with actual spaces or multi projected surroundings to produce realistic sounds, images, and other sensations that trigger user’s actual presence in a virtual surrounding. A person utilizing the virtual reality tool is able to look around the fake universe and with high standard movement in it and socialize with virtual items. The virtual reality equipment is head mounted goggles fitted with a screen and placed in front of the eyes. Presentation may include sounds, audio through headphones, or speakers. This essay seeks to describe virtual reality and its significance in today’s life.

The exact beginning of virtual reality is argued partially because of how hard it has been to forge a meaning for the idea of an alternative being. Components of virtual reality arrived as early as in the 1860s. French inventive scriptwriter Antonin Artaud took the idea that fantasy was not different from reality, recommending that viewers at a play should exclude distrust and view the drama as reality. The initial source to the more present picture of virtual reality appeared from science fiction. The 1935 short narrative ‘Pygmalion’s spectacles’ by Stanley G. Weinbaums explains a goggle formed virtual reality setup with holographic data of imaginary adventures.

Virtual reality is important in modern life as it is used in many fields. One of the areas that utilize this cutting edge technology is video gaming. Many head mounted devices were released in 1990 for video gaming. Nintendo developed and released virtual boy and Virtual I-O developed and released iGlasses. Other companies that developed VR head sets are Cybermaxx which was behind Victormaxx and Forte Technologies which was behind the development

Of VFX1 Headgear. The best feature that the VR device has is the creation of fictional characters for playing games in the real world. The system has grown popular in modern online games such as the Vendetta Online by Guild Software Company.

Much has been expressed about virtual reality but the truth is that, it is widely used in many fields apart from video games. In cinema and entertainment, the virtual reality motion picture created for VR allows viewers to view a 360 degree surrounding in every section. Skybound and Fox Searchlight Pictures use VR cameras to make films and series that are responsive in VR. In social science and psychology, scientists and psychologists use virtual reality to research and recreate interactions in a contained environment. Research investigating emotions, perceptions, and physiological reaction within virtual reality demonstrate that controlled virtual surroundings can change how a person feels or reacts to stimuli. In clinical therapies and health care virtual reality helps in treating patients with anxiety disorders and phobias. Studies show that the Virtual Reality Exposure Therapy is combined with other behavioral therapy the symptoms of patients reduce.

In conclusion virtual reality is a computer technology that utilizes virtual reality headsets, sometimes in integration with actual spaces or multi projected surroundings. The virtual reality is designed to produce realistic sounds, images, and other sensations that trigger user’s actual presence in a virtual surrounding. A person utilizing the virtual reality tool is able to interact with the universe that is created. The exact beginning of virtual reality has been a debate and its components arrived as early as in the 1860s. Virtual reality is a cutting edge technology that is used in many fields today such as video gaming, health care and clinical therapies for patients, cinema and entertainment.

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How Virtual Reality Technology Has Changed Our Lives: An Overview of the Current and Potential Applications and Limitations

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No new data were created or analyzed in this study. Data sharing is not applicable to this article.

Despite virtual reality (VR) being initially marketed toward gaming, there are many potential and existing VR applications in various sectors and fields, including education, training, simulations, and even in exercise and healthcare. Unfortunately, there is still a lack of general understanding of the strengths and limitations of VR as a technology in various application domains. Therefore, the aim of this literature review is to contribute to the library of literature concerning VR technology, its applications in everyday use, and some of its existing drawbacks. Key VR applications were discussed in terms of how they are currently utilized or can be utilized in the future, spanning fields such as medicine, engineering, education, and entertainment. The main benefits of VR are expressed through the text, followed by a discussion of some of the main limitations of current VR technologies and how they can be mitigated or improved. Overall, this literature review shows how virtual reality technology has the potential to be a greatly beneficial tool in a multitude of applications and a wide variety of fields. VR as a technology is still in its early stages, but more people are becoming interested in it and are optimistic about seeing what kind of changes VR can make in their everyday lives. With how rapidly modern society has adapted to personal computers and smartphones, VR has the opportunity to become the next big technological turning point that will eventually become commonplace in most households.

1. Introduction

This literature review aims to contribute to the library of literature on the applications of virtual reality (VR), how they are currently used and can be used in the future, and some of the strengths and difficulties that come with using VR.

Virtual reality (VR) refers to a computer-generated, three-dimensional virtual environment that users can interact with, typically accessed via a computer that is capable of projecting 3D information via a display, which can be isolated screens or a wearable display, e.g., a head-mounted display (HMD), along with user identification sensors [ 1 ]. VR can mainly be divided into two categories: non-immersive, and immersive [ 2 ]. Non-immersive VR utilizes a combination of screens surrounding the user to present virtual information [ 3 ]. A typical example of this is driving or flight simulations in which the user sits in a chair with multiple screens around them, giving them the feeling of being in the cockpit or driver’s seat without being fully immersed. Immersive VR refers to using a wearable display, e.g., HMD, to track a user’s movement and present the VR information based on the position of users [ 4 ], which allows them to experience 360 degrees of the virtual environment. This immersive experience is what most people think of when it comes to VR and is one of the most marketable aspects of VR technology. In between immersive and non-immersive VR, there is also augmented reality (AR). AR makes use of computer-generated imagery that is overlayed on physical elements in the real world, which can be found in many applications, such as stores providing a virtual fitting application for people to “try on” clothes. Mixed reality (XR) represents the spectrum between the physical and digital worlds, combining AR and VR to allow users to both immerse themselves in a virtual world while also being somewhat grounded in reality.

The concept of VR was first introduced in the 1960s, with Morton’s creation of the Telesphere Mask and the Sensorama [ 5 ]. The original technologies served the purpose of immersing the user in the video display around them, making them feel like they are a part of the video. The Ultimate display was an idea developed by Ivan Sutherland [ 6 ], operating on a similar concept of allowing the user to feel immersed in a computer-generated environment using multiple input and output devices [ 7 , 8 ]. Following the creation of the Sensorama and the idea of the Ultimate display in the 1960s, the next large boom in VR technology development occurred in the early 2010s. During this period of time, VR was still considered a gimmick—it was expensive and was not considered a technology that would ever become popular with the general public. This, however, started to shift in 2012, when Palmer Luckey debuted his prototype for the first Oculus [ 9 ]. In 2014, Facebook acquired Oculus after seeing the interest it garnered, leading to a significant increase in the popularity of VR devices for home use. Since then, VR has grown to become more popular and accessible to the everyday consumer, with more VR headsets available on the market, such as the HTC Vive, Samsung VR, Oculus, Google Cardboard, and more.

Despite VR being initially marketed toward gaming, there are many potential and existing VR applications in various sectors and fields, including education, training, simulations, and even in exercise and healthcare. Unfortunately, there is still a lack of general understanding of the strengths and limitations of VR as a technology in various application domains. Some of the largest issues with current VR technology are hard to overcome and can span from technical to financial and health issues. Technological limitations regarding users feeling uncomfortable or ill while using a VR headset, the inaccessibility of this technology to most people due to the high price of the associated hardware, and the lack of technical standardization are all current issues that the tech industry is hoping to overcome with research and future improvements.

Overall, this literature review serves the purpose of covering how different types of VR applications can be utilized, as well as providing information on the advantages and drawbacks of using VR technology in various application domains.

In order to present a reliable literature review, an extensive search was performed using common journal search engines/websites, e.g., Google Scholar, JSTOR, MDPI, ResearchGate, PubMed, and Science Direct, which includes peer-reviewed studies and articles. Keywords and phrases used in searching for sources include a combination of “VR” or “virtual reality” with “Education”, “Simulation,” “Games”, “Virtual”, “Immersive”, “Non-immersive”, “Training”, “Application”, “Manufacturing”, “Industrial”, “Medical”, “Healthcare”, and “Entertainment”. The variety in keywords helped yield different results for VR not only as a technology but also in major use cases where it has already been utilized for different industries and fields. The gathered papers and articles were then reviewed to further select representative and up-to-date evidence.

Papers were selected with the goal of providing sufficient coverage of the topic by presenting an overarching summary rather than an exhaustive review of every type of application within VR. Having a large variety of papers does not guarantee that every particular use case of VR is covered, but it does provide a wide breadth of use cases of VR that are currently applied, as well as opportunity spaces for VR applications in the future. As shown in Figure 1 , 145 papers were initially collected, but only 77 were thoroughly reviewed to provide enough coverage without unnecessary advanced technical details. Five additional papers and articles were added after review to accommodate additional information, resulting in a total of 82 sources used for the final literature review.

General structure of the paper selection and literature review.

Included papers were those that clearly presented a specific VR application, those that showed clear negative or positive outcomes of VR usage, or papers that provided relevant background information on a specific VR technology. Exclusion criteria included disregarding papers that had an overt focus on VR hardware components, excluding studies that may have mentioned VR without it being the focus, and rejecting papers that became repetitive after utilizing other papers on similar topics. The following sections provide detailed reviews based on various VR applications and domains.

3. Reviews of VR Technology Applications

The technological applications of VR have advanced to a point where they can be applied to an extensive range of fields and industries outside of just gaming or entertainment. Many have started to take advantage of VR in performing tasks that are hard to practice due to limited resources or the inherent risks and dangers associated with said tasks that can sometimes lead to catastrophic consequences. The greatest strength of VR is that it opens up opportunities for people to practice these tasks in a safe capacity while also being immersed enough for it to feel realistic and transferable to the real world and depict almost any situation accurately [ 10 ]. This section covers some of the main categories of VR applications and provides examples of how these applications are applied or can be applied to different use cases across various fields.

One of the most widely used and largely applicable applications of VR is the simulation aspect, which can be uniquely created and customized to suit users’ needs. There are two main types of simulations: immersive and non-immersive. As mentioned above, non-immersive VR simulations usually include multiple screens and some type of platform or apparatus that mimics the activities or tasks in reality [ 3 ]. Immersive VR simulations differ in terms of using HMDs in place of screens and can either utilize a control platform or apparatus such as the ones used in non-immersive simulations [ 11 ] or can instead be fully contained within a virtual setup and require no external setups or platforms. Whether users opt for immersive or non-immersive VR simulations, there is no significant difference in the performance, and the results appear to be very similar in fulfilling the simulation’s purpose [ 12 ]. There is, however, a slight advantage to using immersive VR simulations with HMDs, as they are capable of fully immersing the user in the simulated environment and giving them a more thorough experience [ 13 ].

3.1. Industrial Simulation Applications

VR simulations have many applications that can span from training simulation to prototyping, designing, and testing tools and objects. Some commonly used VR simulations in the industrial domain include driving simulators, flight simulators for pilots, and combat simulators for military personnel, all of which provide training to users in highly dangerous circumstances without putting them at risk during the training process [ 14 ]. Among the many use cases, two typical simulation applications are further discussed in the following sections.

3.1.1. Driving Simulations

One major use of VR simulations is driving simulations for both driving training and within the automotive industry; VR provides the ability to create driving simulations in which users can be placed in risky driving scenarios without real danger [ 15 ]. Driving simulators can be useful in multiple capacities, such as observing driving behavior to collect data or training inexperienced drivers in a low-stress environment.

VR driving simulations can be used to train young or novice drivers and help them understand their mistakes or point out some bad driving habits they need to adjust. Within a simulation, drivers can be placed in a virtual vehicle within an environment resembling a cityscape, with their behaviors and actions observed and recorded to later analyze for any issues or mistakes or to see if the drivers made the correct decisions in a given scenario [ 16 ]. After conducting the simulation, drivers can be informed of their mistakes and receive feedback about how to improve their behaviors in an actual driving situation. These driving simulations can also be beneficial in training young drivers with neurodevelopmental disorders such as autism spectrum disorder (ASD) [ 17 ], who may otherwise have difficulties learning in an uncontrolled environment.

Another application of VR driving simulations is the ability to collect real-time data on how users react to different scenarios as drivers on the road in a simulated environment. This data can be used in multiple capacities, such as designing better safety features in a vehicle, providing a better user experience for drivers, developing training modules for drivers, and for use in autonomous vehicle (AV) research and development. AVs have been an emerging field of technology that will continue to develop and advance, with VR simulations continuously providing opportunities for safe and efficient data collection and user testing [ 18 ]. One common issue in the field is developing trust between users and autonomous vehicles and understanding how to mitigate the distrust most people have in this technology [ 19 ]. It is important to ensure users have a certain level of trust in an AV so as to ensure drivers take over when appropriate. Accordingly, putting users in a VR driving simulation in which they interact with an autonomous vehicle virtually can yield substantial amounts of data on how users behave within that environment while also ensuring that users feel safe in the process and can become accustomed to being in an AV [ 20 ].

3.1.2. Product Design and Prototyping

One application of VR that can be useful is the ability to look at 3D models in a virtual space in a way that is difficult to visualize via a screen. Prototypes or preliminary designs for products can be modeled and shown in a virtual environment for test and evaluation purposes [ 21 ]. One significant advantage of showing these models in VR is presenting a virtual prototype or part without spending a lot of time, money, effort, or material on building the prototype in real life. Through simulations, VR can also show how the product would react under different conditions. Simulations can be run in VR to show the effect of different interactions between the prototype and surrounding subjects [ 22 ]. This can help the prototype designers determine if any areas of the prototype need to be improved based on the simulated interaction results. The ability to see the product in a virtual environment can also provide the ability to make changes to VR design for a quick turnaround and faster results, which could increase the speed of prototyping, reduce prototype production waste, and increase the understanding of the functions of the prototype.

3.2. Education

Educational applications of VR have not been utilized much yet, but there are many promising examples and studies of how beneficial VR can be in an educational environment. Using VR can help increase student attention by keeping them engaged with what is happening inside the VR environment [ 23 , 24 ]. Most teenage students find it challenging to pay attention in class, especially when they feel that the discussed topics are not relevant to them. When students use exciting technologies such as VR, they are more interested and engaged with what they are learning while immersed in a virtual environment [ 25 , 26 ]. VR headsets are also useful in blocking out visual and auditory distractions, creating an opportunity for the student to focus on teaching materials better. Such VR approaches open up more opportunities for teachers to interact one-on-one with students and have more useful and beneficial teacher–student interactions [ 27 ].

VR also provides the opportunity for students to construct and practice their own knowledge by being able to engage in meaningful experiences. Students are able to immersively engage in educational activities and gain a better understanding of the topic at hand [ 28 ]. VR also has the capability of transporting students to different environments, allowing them to learn and explore various concepts safely and efficiently. This can be especially useful to demonstrate environments that are impossible to visit in reality, such as underwater or space [ 29 , 30 ].

Mixed reality can be considered an extended VR application, which can be applied to real learning environments, such as exploring laboratory experiments [ 31 ]. Students can wear an HMD that shows information and instructions about the laboratory they will experience and can interact with items in reality to recreate what is simulated to them in VR. Essentially, students are still fully aware of their surroundings while also having a better visual understanding and representation of their task, which can help reduce mistakes, allow students to be more independent, and keep students interested and engaged.

With the start of the COVID-19 pandemic, there has been a sudden increase in virtual learning, with many classes being held via online meeting platforms and others being fully asynchronous. VR offers a new, unique approach to asynchronous learning; VR can create a learning environment in which a student can participate in lectures and ask questions to virtual instructors with pre-generated answers [ 32 ]. It is particularly important for students to feel immersed in the virtual environment in order to keep them engaged [ 33 ]. Virtual environments can be created to look just like real-life classrooms where students can walk around and work with other students on assignments [ 34 ]. The issue with asynchronous classroom experiences is that not all of a student’s questions will necessarily be answered; information will be limited to what is currently updated within the virtual experience. Thus, VR-based virtual education does provide a better experience to students than watching videos online, but it cannot replace the experience of being in a classroom with teachers who can directly engage with students.

With VR technology further advancing, VR could also be used for live, synchronous classes where students can engage with classmates and teachers from the comfort of their homes in real time. This would have been especially beneficial when schools were closed due to the pandemic, but it can also provide a way for students to attend classes while experiencing health difficulties, traveling, or living in other countries, etc. Even though live classes have not yet really been held using VR, such applications can be developed in the future, especially with some of the current development being made in both asynchronous learning and social interaction.

3.3. Public Health

Another domain in which VR has been utilized is within public health and wellness. Due to the immersive nature of VR, it can be used to simulate experiences that can directly impact people’s health. Some examples include providing immersive training simulations to medical personnel, offering a new method of exercise or meditation, and presenting therapists with opportunities to better help and understand their patients.

3.3.1. Medical Training

VR simulations provide the opportunity for medical professionals to practice procedures before operating on a patient, which has proven to help provide patients with better outcomes more consistently and reduce the incidence of mistakes. Preparation and practice in VR help improve patient outcomes because medical personnel are better prepared for each patient’s unique circumstances before operating [ 35 , 36 ].

In terms of learning how to perform procedures, medical students can train in an interactive virtual environment that can be programmed with different scenarios, which allows a student to experience real-life scenarios with virtual patients [ 37 ]. The virtual environment can be programmed in a multitude of diverse ways so the student can be prepared and better accustomed to different types of scenarios they may face with future patients. The simulation can be programmed so that a video can be played, showing how to effectively use a tool or object when the user looks at it [ 38 ]. The simulation can also provide hints or step-by-step instructions to students so they know how to perform the surgery properly. All these practices are much more hands-on than reading a textbook and more realistic than practicing on mannequins with minimal risks to a real patient, which makes VR a perfect tool to assist student learning.

Medical students are not the only ones who can benefit from VR simulations; seasoned medical professionals and surgeons can also benefit from this technology. Patient-specific virtual reality simulations (PSVR) are a technology that allows doctors to practice actual upcoming operations in VR [ 39 ]. This technology allows surgeons to practice customized procedures to match their patients’ specific needs and circumstances. A patient’s medical history and physical attributes can be created in the simulation and programmed with the most likely outcomes. When a surgeon performs a task or action in the simulation, the appropriate or most likely reaction can be programmed to simulate what would occur in real life under the same circumstance. This provides an opportunity for surgeons to plan out their surgery beforehand in a virtual environment, allowing them to be better prepared and more confident in their plan for the surgery ahead [ 40 ].

3.3.2. Exergaming, Fitness and Sports

With the initial focus of VR being on gaming, developers saw an opportunity for the emergence of a genre of games called exergames, in which users participate in physical activities to achieve the goals of the game. “The core concept of exergaming rests on the idea of using vigorous body activity as the input for interacting with engaging digital game content with the hope of supplanting the sedentary activity that typifies traditional game interaction that relies on keyboards, gamepads, and joysticks” [ 41 ]. VR games tend to fall under the category of exergames by requiring the user to stand up and move around in order to interact with the environment. Games such as Beat Saber (Beat Games, Prague, Czech Republic) make the user move around frequently to fulfill the game’s requirements.

Using VR as a workout tool helps gamify exercise, which can greatly assist users in staying motivated and engaged by providing them with goals to achieve during their workout. A study performed by Segura-Orti on dialysis patients shows that patients that used VR exercises instead of conventional physical activities had an increased level of physical activity compared to those who worked out using conventional methods [ 42 , 43 ]. This is probably due to the more enjoyable experience of getting exercise in game form that real life has failed to achieve with exercise apps and challenges. Some current examples include the implementation of treadmills and stationary bicycles with VR applications that allow users to physically run/cycle in place while virtually traveling through a virtual environment. These types of immersive experiences can make users’ workouts more enjoyable and can help encourage those new to fitness to start exercising from home in a new and exciting fashion.

VR technology is also being utilized in sports, where it is used to train athletes to improve their skills and can help provide them with physical therapy and rehabilitation. In terms of athletic training, VR presents a great method of perceptual-cognitive skills training [ 44 ], where users are able to experience and learn from video-based playback in an immersive environment rather than on a screen. This can be especially useful in customizing training for players in large team sports, such as football, basketball, or soccer [ 45 ]. VR allows individuals to repeatedly practice skills with lower risks of harm, which helps reduce injury. When injuries do occur in the real world, VR can be used in the rehabilitation process by allowing athletes to train from anywhere and at any time, even in the absence of a trainer or facility.

3.3.3. Therapy and Meditation

Another use of VR is in mental health therapy and meditation. The immersive nature of VR provides the flexibility to create various types of environments or experiences. Accordingly, VR can be used to experience situations that are hard to come by in real life, or that can be dangerous to go through in real life. For example, for those who suffer from post-traumatic stress disorder (PTSD), VR can be a way to experience situations that can trigger traumatic events within a safe, controlled capacity. Specific scenarios can be recreated in a virtual environment, and the patient can experience them in the presence of a therapist in order to receive help dealing with their trauma [ 46 ]. This type of therapy is similar to exposure therapy, in which patients confront what triggers them in order to slowly heal from their trauma [ 47 ].

For people who have certain disorders that may be hard to explain with words, VR can be a safe way to put people in scenarios that may trigger their disorders and observe their behaviors. Allowing a therapist to observe the situation can give them a better insight into why their patient is reacting in a certain way, which will allow them to better treat their patient [ 48 ].

Another application of VR is to use the immersive nature of the technology for meditation purposes. With the ability to experience a calm virtual environment that fully blocks distractions, VR presents a unique form of meditation that may be otherwise difficult to achieve at home. Studies on the use of VR in meditation have shown a slight increase in positive effects and a state of mindfulness in users after the meditation experience [ 49 ]. One study showed that VR meditation was more successful in reducing pre-exam anxiety in college students than watching a meditation video, where 71% of those using VR reported lower anxiety levels compared to 47% of the control group [ 50 ]. VR mediation has been shown to be useful in calming healthcare workers, especially during the COVID-19 pandemic. Virtual reality plus neurofeedback (VR + NF) meditation was shown to decrease the user’s anger, tension, depression, vigor, fatigue, and confusion [ 51 ]. Navarro-Haro et al. experienced an immersive VR mediation simulation and reported an increase in mindfulness and a reduction in negative emotional stress [ 52 ]. They were also less sad and less angry after the simulation. Mediation experts acknowledge that meditation with VR can be an immensely helpful and unique experience that is not yet fully utilized, and studies such as the one discussed here show promising results for this use of VR.

3.4. Social Interaction

VR provides the ability to transport users to a virtual environment in which they can interact with other users. This provides an opportunity to create social connections that may otherwise be hard to create or maintain. Social interaction via VR can be especially helpful for those with autism, as it provides a way for them to practice their communication skills. Users are able to participate in virtual cognition training to better improve their social skills, such as emotion recognition, social attribution, and analogical reasoning [ 53 ]. There are even programs in which young adults with high-functioning autism can participate that are designed with the purpose of increasing their social skills. These programs train users to better recognize facial expressions, body language, and emotions from a person’s voice [ 54 ]. These programs have lasting effects on the users, as they gain the ability to recognize other people’s emotions within the training that they can carry forward in their lives.

Social virtual reality also provides a new way for people to connect over long distances. Virtual spaces can be created in a VR environment and allow users to interact with each other in a realistic setting; users can have realistic avatars and talk to each other as if they were face-to-face [ 55 ]. This method of communication can be as effective as talking to another person in real life as long as the users feel immersed in the environment. When the users are immersed in the virtual environment, they have a better sense of presence, and their responses are more genuine [ 56 ]. This was especially popular during the COVID-19 pandemic when social distancing and travel restrictions made it much harder for people to see and speak with their loved ones [ 57 ]. Being able to attend events and experience activities with others via VR has provided a substitute for real-life interactions that is more realistic than merely speaking over the phone or via video chat [ 58 ].

3.5. Entertainment

The most prominent application of VR among the general public is within the sphere of entertainment, with VR offering new ways for users to experience several types of media in an immersive capacity.

One such form of media consumption within VR is watching movies, shows, or videos. VR offers new ways for users to experience visual media due to its ability to immerse users in a virtual world. VR displays are able to play 360° videos and allow the users to move around in the virtual environment, which provides the user with a more immersive experience and allows them to interact with the world as they see fit [ 59 ]. Users now have more control over what they want to pay attention to in a video and can experience videos in a whole new way.

Another application is virtual travel and tourism. Virtual tourism allows users to experience immersive tourism in simulated environments based on real landscapes or locations. This can make travel attainable to many people that would otherwise not be able to afford the time or money needed to physically visit faraway destinations. Examples of VR tourism include virtual museum visits, navigating areas using applications such as Google Street View, and virtual tours of popular destinations such as the Grand Canyon or the Great Wall of China. The concept of virtually visiting other countries or worlds has existed since the 90s [ 60 ], but there was a boost in interest recently due to travel constraints during the COVID-19 pandemic [ 61 ], with more people seeking travel experiences from the confines of their homes.

Live music is another form of entertainment that seems to be gaining traction as another large application of VR. Virtual reality has the ability to change the way people experience concerts, offering users the ability to attend and enjoy concerts from anywhere in the world. Prerecorded concerts are already available as a VR experience, with videos of the concerts filmed in 360 using omnidirectional cameras, allowing users to move their heads around and feel like they are physically present at the concert [ 62 ]. This can be an opportunity for users who do not have the ability to travel or could not get tickets to still enjoy the show. This will also allow users to see parts of the concert they could not see even if they were there due to cameras either being positioned on stage or close to the stage. The livestreaming of concerts in VR is still not technologically applicable, but it seems like the music industry is aiming to make it a reality at some point in the future with further VR development. As part of the most significant applications of VR, gaming has gained huge popularity recently, with headsets becoming more accessible and game developers investing more in the VR landscape. Many users have purchased VR headsets to play popular games such as Beat Saber , Super-Hot , and Job Simulator (Menlo Park, Prague, Czech Republic), some of the top-selling VR games. Besides designated VR games, many other games that were not initially made for VR are also being developed to include this capability and expand the options gamers have concerning their in-game experience. The rise of VR gaming popularity in recent years owes to the immersive capabilities of HMDs to immerse the users in the game environment, blocking out all external distractions [ 63 ] and giving the users a better sense of presence [ 64 ]. Players can experience the game from their point of view, which allows users to experience games in a whole new way [ 65 ].

4. Limitations and Side Effects of VR

Despite VR being a powerful and versatile tool, current VR technology has some evident limitations and drawbacks. These limitations include technological limits on what VR can do, how accessible VR is to the general public, and some of the side effects of using VR devices.

4.1. Technological Limitations

As a technology still in the earlier stages of development on a grand scale, VR has made significant leaps in evolution. Still, more substantial progress must occur before VR can be fully utilized in all possible applications and purposes.

Right now, the standardization of VR technology and presentation is still limited [ 66 ]; every developer may have their own interface specifications and functionality associated with their technology, and applications are not easily transferable between devices. The only standardization that can be observed as of now tends to be with popular games that are developed to be used across different VR platforms. It is also hard to troubleshoot bugs and receive proper support for any issues due to the lack of standardization. Hopefully, with time and progress in VR development, the technology can become more streamlined and provide better usability for users and transferability between devices. There are currently efforts to standardize VR, but these efforts are new, and the process is still in its infancy [ 67 ].

Other issues include hardware and software requirements for professional VR development, as most VR development software tends to take up a lot of data space on computers and have high-power consumption [ 68 ]. VR headsets also tend to be very heavy and can cause physical strain on users, causing headaches and pain, especially around the neck and shoulders [ 69 ]. As of now, it is not yet known what kind of detrimental effects VR use will have on users’ eyesight, but it is known that it can cause strain, especially with prolonged usage [ 70 ].

Another common issue is the lag between the user’s movements and the visual display within a VR headset [ 71 ]. A lot of the time, the headset’s tracking does not keep up properly with the user’s movements, which not only decreases their immersion but can also cause dizziness or “cybersickness,” which is explained in more detail below [ 71 , 72 ].

Cybersickness

One of the crucial issues with VR usage is VR-induced motion sickness, or “cybersickness” [ 73 , 74 ]. Cybersickness is a phenomenon where users will feel symptoms similar to motion sickness (i.e., nausea, dizziness, lightheadedness) as a result of using a VR device [ 71 ]. It is not yet known exactly why this occurs, but there are a few theories to explain this phenomenon. The most likely theory is known as the “sensory conflict theory,” which states that the excessive mismatch between the motion a user perceives visually and the lack of the corresponding movement in their body causes a conflict [ 71 , 72 , 75 ]. This happens when there is a disparity between the user’s visual system and vestibular system, which is the sensory system responsible for providing the brain with information about motion, head position, and spatial orientation [ 76 ]. Another explanation for cybersickness is the “ecological hypothesis”, which states that when people are not able to perceive or react to new dynamic situations, postural instability occurs [ 77 ].

Cybersickness does not always come with virtual experiences, but the issue can be exacerbated by several factors. Some individual factors include prolonged VR exposure; the user’s predisposition to motion sickness, fatigue, or nausea; and how adapted a user is to VR applications [ 71 , 78 ]. Cybersickness symptoms also seem to be less frequent when users are sitting instead of standing. Symptoms tend to worsen when a user is experiencing a high-speed simulation or game. Being a passive participant makes users more susceptible to symptoms than when they are in control of the simulation [ 71 , 79 , 80 ].

There are also some technical factors that can increase the likelihood of cybersickness occurring. These issues include noticeable lags (delays in the visual display can cause symptoms), position tracking errors (better head tracking reduces symptoms), and flicker in the visual display [ 71 , 72 ].

Cybersickness is one of the most uncomfortable issues that comes with VR usage, and if users continue to experience these uncomfortable symptoms, this can present a huge hindrance to the widespread development and utilization of VR applications [ 72 , 77 ].

4.2. Accessibility

As VR technology evolves, it is becoming more accessible, especially compared to its earlier stages. The cost of VR headsets on the market is still higher than most people can afford, but their current pricing is on par with most gaming consoles. Headsets such as Oculus Quest 2 cost about $300 for the base model and can be fully operated without the need for a computer, making it one of the more accessible headsets on the market. Most other headsets require using a computer that is “VR-ready”, meaning a high-end computer with a powerful graphics card that can manage VR applications. VR-ready computers tend to be more expensive than most computers, making this type of VR headset more expensive overall and out of reach for most people. This makes cost one of the larger barriers for people to get into VR as regular consumers, which is a hindrance to the growth of VR as a household technology.

VR as a field also includes augmented reality (AR) and mixed reality (XR), which are less immersive forms of virtual experiences where users still operate in the real world with a virtual overlay. AR and XR applications are more accessible to people due to their development for use on mobile devices, which are much more common with most people owning or having access to one. A common example of this type of application is AR games such as the popular Pokémon Go , which combines using a smartphone with a physical exploration of the real world [ 81 ] in search of “Pokémon” around them that can only be observed via their phones. Distances are tracked based on a user’s steps, and users can connect fitness apps to the game in order to increase rewards gained from crossing long distances. These types of games and applications can encourage people to be more physically active by gamifying the walking experience [ 82 ]. Similar smartphone games and applications can be a more accessible entry point for people interested in VR but who lack the funds to invest in an immersive headset and computer setup.

5. Conclusions

This literature review has shown how virtual reality technology has the potential to be a greatly beneficial tool in a multitude of applications and a wide variety of fields. Current applications span different domains such as engineering, education, medicine, and entertainment. With VR technology gaining popularity and traction, more VR applications can be further utilized in the future, both in improving current use cases as well as expanding to more domains. The hope is that with more VR technological breakthroughs and development, the current limitations and issues can be overcome, making long-term VR usage more realistic and accessible to more people.

Overall, VR as a technology is still in its early stages, but more people are becoming interested in it and are optimistic about seeing what kind of changes VR can make in their everyday lives. However, more and more application scenarios are under development by experts from different fields, which allows for more specific applications and development. With how rapidly modern society has adapted to personal computers and smartphones, VR has the opportunity to become the next big technological turning point that will eventually become commonplace in most households.

Funding Statement

This research received no external funding.

Author Contributions

Conceptualization, A.H. and B.J. methodology, A.H. and B.J. validation, B.J.; formal analysis, A.H.; investigation, A.H.; resources, A.H.; data curation, A.H.; writing—original draft preparation, A.H.; writing—review and editing, B.J.; visualization, A.H.; supervision, B.J. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Learn to combine creativity, logic, and design in our Virtual Reality BFA degree program – the first of its kind in the world.

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Design a better world with our immersive reality degree.

In our Virtual Reality program, students are pioneering the revolutionary medium of VR and expanding use of the metaverse. Learn to create an immersive reality that can inform, educate, entertain, and change the way we think about industries including healthcare, architecture, education, media, and more. Whether you create a safer work environment, champion social justice and reform, or help people recover from trauma, the virtual reality degree will allow you to be a catalyst for positive change. Virtual Reality Development graduates will join a multibillion-dollar, rapidly growing industry. Make your impact on the world by reimagining and redefining the ways we intersect immersive reality, design, technology, critical thinking, and creativity.

Virtual Reality Development at Ringling College

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Chrono escape, broken rock, real project proof.

Moffitt Cancer Center and Ringling College Bring VR to Cancer Patients

Ringling VR students and the acclaimed Moffitt Cancer Center in Tampa teamed up in 2019 to develop creative content for digital healthcare technologies, including virtual reality, animations for patient education, and training videos for physicians. Patients receiving radiation treatments, for example, are now able to immerse themselves in VR and experience what the treatments will be like before they happen. Check out our Blog to learn more about this exciting intersection of creativity, technology, and design!

Ringling Students launch Wet Dog Corp. with Flight School at SXSW

Wet Dog Corp.  is a simulator-style game set within a megacorporation that pays you to wash dogs. It’s a simple task… until it’s not! VR students mentored by the award-winning team at Flight School created the game while learning the essentials of pre-production, asset creation, and game design. Ringling students in other majors, such as the Business of Art and Design, also collaborated on the project. 

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Virtual Reality Development graduates will find opportunities across many different industries. Here are a few examples of employers that are available for our grads:

EMPLOYERS General Motors Baobab Studios STRIVR ILMxLAB Kinetic Vision AECOM Epic Games Meta Funomena Immersive Health Group 3D Forensic Mote Marine Labs Vu Studios Halon Entertainment WIN Reality, Inc. Microsoft

INDUSTRIES Art and Design Architecture Automotive Education + Training Entertainment Fitness Gaming Healthcare Interior Design Marketing Military + Law Enforcement Real Estate Retail Sports Tourism and Travel Wellness

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INDEX  – Industry Experience at Ringling College – is our promise to provide every student the opportunity to have hands-on industry experience before graduation by offering real-world projects with real-world clients. This experiential education initiative allows students to learn how to turn passion into profession. INDEX opportunities are abundant and available through experiential learning in the classroom, the Design Center, Studio Labs, ART Network, the Makerspace, as client competitions and immersive experiences, volunteerism, internships, and elective courses.

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Work with our Career Services Center to prepare and guide you to finding an internship focused on your area of interest – we are here to help! With networks around the region and the country, we help you gain exposure to professional best practices and practical application of your technical skills. We are constantly connecting with industry professionals to find new, exciting opportunities to put your skills to work and get a taste of real-world work demands.

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An Updated Guide to Virtual College Tours

Where to start.

Without the option to visit colleges in-person, virtual tours and online content can provide a bridge and help you gain a sense of a school from the comfort of your home. While a virtual visit may not be what you hoped for, adjusting your mindset and remaining open and curious can go a long way toward making the process fun and informative. 

Even before Covid-19, many schools created virtual tours as a way to engage international and out-of-state students. School to school, the virtual offerings vary widely – some colleges have entire real-time tours posted on Youtube and 360-degree virtual tours , while others have short videos paired with image galleries and written content. 

Because navigating university websites can be frustrating, we suggest that if you know what school you want to start with, skip straight to a quick “[College Name] Virtual Tour” Google search.

You can also browse colleges that offer tours on websites, such as YouVisit , CampusTours , and CampusReel . (On CampusReel, students upload videos, tours of dorms, and more to share, but students or parents must register to join.)

Prepare to be a little overwhelmed

Virtual tours offer a flood of information in the form of hundreds of videos, articles, images, and aerial shots of sunny campus quads. There is a lot of information spread across sprawling pages. 

We recommend spacing out your virtual tours the same way you would in-person tours to give yourself time and space to judge each school on its own merits and to avoid missing out on key details because of fatigue. 

One of the surprising benefits of the virtual tour? It’s okay to stop! Give a virtual tour an honest try – but one of the advantages of this type of engagement is that you don’t have to stick it out to the end if you can tell early on that the school is not a good fit for you. 

Taking notes for research 

Just like for a “ real ” tour, you should keep a notebook handy to jot down details that stick out to you or any resources that pique your interest.

Unlike a real tour, don’t forget you can hit the pause button, go back to hear a detail again, skip over general descriptions of majors or programs that don’t apply to you, and make browser bookmarks of anything that excites you. 

Hopefully, you start every virtual tour with an open mind, but it’s still a good idea to start with a sense of what you hope to gain. Keep a running list of any specific degrees, programs, or opportunities mentioned by the tour guides that interest you so you can follow up with research.

It’s also a good idea to find out if the school you are touring will require you to write a Why College Essay should you decide to apply – if so, taking detailed notes now could help you write Why College Essays in the future.

Before the tour starts, create a list of headings in your notebook. The headings may include the names of majors you’re interested in exploring, a heading for campus life, another heading for school values, and a heading for special resources and opportunities. 

Lastly, leave a big space under the heading of RESEARCH where you can note anything you want to find out more about later. 

Questions to consider for further research:

• What special resources, like honors programs, are highlighted in the tour? 
• What do they say about research and undergraduate involvement? 
• Do they discuss internships or study abroad? 
• What students have access to resources like makerspaces and special collections? 
• What have alumni done with this major or degree program?
• What are the mentorship opportunities? What professors would you be excited to learn from and work with?
• How easy is it to study across disciplines?
• What career resources, student support services, and advising does the school offer?

Navigating buildings and tour stops  

In the world of virtual tours, just as in real-world tours, “stops” at specific locations or buildings on campus are what provide the tour guide the opportunity to discuss majors, programs, and resources. 

Some colleges are great about organizing tours by the majors and programs themselves, but for other schools, you have to look up what building houses your particular majors of interest, then navigate to that building/tour stop to hear about the majors and programs within it.

Again, enjoy the process of exploring and stay curious, but also feel free to skip any buildings/tour stops that have nothing to do with what draws you to that particular campus. 

Pay attention to the details

Apart from the descriptions of parts of campus, what do you get to learn about your tour guides in the virtual tours? 

Most schools will require guides to introduce themselves by sharing their names, where they are from, and their majors. Listen carefully: do any of the guides have surprising major combinations, like Chinese and art history, or math and sociology? Do the students mention they take part in any special degree or Honors programs within the college? 

These details can offer clues about aspects of the school that the school wants to highlight, like how easy it is to pursue interdisciplinary study.

Listen for values

To learn more about a school’s values, listen to the aspects of the curriculum and campus that the videos and tour guides emphasize. Is there a lot of talk about working in teams or groups, a focus on a diverse student body, or an emphasis on career resources? 

If a certain value is what draws you to a particular school, seek out specific examples of how the school engages with that value beyond its marketing materials. If service is important to you, for example, then do some research: how does the college actually demonstrate its commitment to service? Research the types of service opportunities offered and look to see whether the school integrates service initiatives into its academic offerings.   

Go beyond the virtual tour

It is possible to have a more authentic virtual experience of a college culture beyond the typical YouVisit 360 degree tours (though these can be pretty cool if you use a virtual reality headset!). 

Some colleges are finding creative ways to give you a glimpse of their campus. Villanova’s aerial campus tour or the current student blog posts under “Wish you were here” at William and Mary present an interesting new take on virtual tours. 

You can even take advantage of a 24-hour live stream through a campus webcam lik e Arizona State University if you felt the urge to check-in on your dream college at any time of the day or  night. 

YouTube also offers a multitude of options – but be sure to take any unofficial content or student reviews on YouTube with an extra grain of salt. You can also check out the college’s Campus Events Calendar, its Admissions Blog, or explore the campus and surrounding area with Google Maps.

Finally, we recommend that after you view specific tours on university websites, you have a little fun watching informal tours on youtube like The Campus Crawl by Hafu (he has “Campus Crawls” for such schools at Stanford, University of Washington, NYU, UCLA, Berkeley, MIT and Harvard).

Connect with people when you can

Just because you can’t visit in person doesn’t mean there aren’t people at that school who would be willing to connect with you.

Don’t forget that in addition to live tours and webcams, some campuses are encouraging prospective students to attend virtual information sessions and events. Tulane offers both of these and the opportunity to set up a virtual interview with an admissions officer. 

Some schools are offering online chats with admissions officers and virtual Zoom information sessions. Certain schools are even offering the opportunity to sit in on class lectures! 

If you have a specific question about an academic course, consider emailing the professor who teaches it. Or, if you’re excited about a major or program, reach out to the department chair or advisor. Make sure to ask thoughtful questions – questions that can’t be answered with a simple Google search! – and allow extra time for a response during this still-hectic period of adjustment for everyone. If you don’t hear back after a week or so, you can send a polite follow-up note. 

Reach out to your family and friends – could you get connected with any alumni who could provide valuable insights into the school? LinkedIn and alumni networks can also be useful tools for creating connections.

If you find an alum willing to chat, utilize him or her as a resource! Ask any questions you may have about how accessible their professors are, how they joined and engaged in the campus community, and whether they have school-specific tips or insights they wish they’d known while they were applying. 

A final thought

This is your process, so focus on finding ways to engage that keep you interested. Consider looking up the work of professors and alumni. Search for lectures that are available online. Read the school’s Twitter feed. Schedule a Zoom meeting to do a virtual tour with your friends who are also excited about that school – and then compare and share notes! 

Virtual tours offer a taste of what a college has to offer, but just like in-person tours, ultimately what you gain – the depth and range of insights you glean – is up to you. 

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Create immersive experiences in Ringling College of Art and Design’s Virtual Reality Development BFA program – the first of its kind in Florida. Combining creativity, logic, and design, this medium will change the way we think about healthcare, architecture, education, entertainment, and so much more. Apply now!

Top 50 Augmented/Virtual Reality (AR/VR) Colleges in the U.S. – 2022 Rankings

What are the top AR/VR schools and colleges in the US for 2022?

Our 2022 rankings -our second annual- of the Top 50 AR/VR School Programs in the US. For an explanation of ranking criteria,  click here .

Massachusetts Institute of Technology (MIT) was incorporated on April 10, 1861, just two days before the start of the Civil War. Serving 12,000 students, MIT offers more than 100 programs across seven colleges and schools including Schwarzman College of Computing, Sloan School of Management, and the Schools of Architecture and Planning; Engineering; Humanities, Arts, and Social Sciences; and Science. MIT also houses dozens of departments, centers, and labs.

For individuals interested in AR/VR, the academic units, departments, centers, and labs at MIT provide numerous programs designed to support AR/VR education, projects, innovation, and research. For a foundational understanding of AR/VR, MIT has an 8-week Online Certificate Program known as MIT xPro. Examples of topics covered include Introduction to Technologies of Virtuality, Producing VR and AR Experiences I: Design Overview, Game Development, Producing VR and AR Experiences II: Design Processes, and XR Apps Development.

The Schwarzman College of Computing at MIT houses the Center for Computational Science and Engineering (CCSE) and the Department of Electrical Engineering and Computer Science (EECS). The CCSE offers an MS degree known as the Computational Science and Engineering SM Program (CSE SM).

This interdisciplinary provides the opportunity to choose electives that focus on particular applications. Hands on projects and access to MITs many centers and labs are major components of the CSE SM program. Course examples for the program include Atomistic Modeling & Simulations of Materials & Structures, Computational Cognitive Science, Optimization for Machine Learning, Architecting & Engineering Software Systems, and Advances in Computer Vision.

The CCSE also has a CSE PhD program, provided jointly with eight participating departments. Students in the program have the opportunity to focus in a computation-related field of their choice through coursework and the doctoral thesis.

The EECS Department at MIT is composed of three overlapping sub-units including artificial intelligence (AI) and decision-making (AI+D), electrical engineering (EE), and computer science (CS). The curriculum is a joint venture between the Schwarzman College of Computing and the School of Engineering. AR/VR related programs include a BS in Computation and Cognition (also provide in collaboration with the Department of Brain and Cognitive Sciences), a Minor in Computer Science (72 units), and PhD’s in Computer Science, and CS and Engineering. The PhD degree is awarded interchangeably with the Doctor of Science (ScD).

The largest undergraduate program at MIT, EECS offers intensive hands-on coursework and opportunities to engage in independent study or research for academic credit. Students in the BS program will take courses such as Perception, Robotics: Science and Systems, Advances in Computer Vision, Machine-Motivated Human Vision, AI, and Digital Systems Laboratory.

MIT labs and centers include the MIT Center for Advanced Virtuality, MIT Media Lab, and MIT.nano Immersion Lab.

The MIT Center for Advanced Virtuality brings together experts, students, and resources in a studio/laboratory environment to support research and creative projects. The Center focuses on innovation across technologies and platforms such as virtuality (XR, VR, AR, MR, etc.), videogames, social media, and others.

Founded in 1985, the MIT Media Lab is an interdisciplinary research organization that allows students, faculty, and researchers to work together on hundreds of projects across disciplines such as social robotics, physical and cognitive prostheses, new models and tools for learning, community bioengineering, models for sustainable cities, and more. The Lab also houses the graduate degree program in Media Arts and Sciences (MAS).

The MIT.nano Immersion Lab highlights activities such as developing new software and hardware concepts for immersive experiences, prototyping advanced tools for augmented and virtual reality (AR/VR), and visualizing data. The Immersion Lab connects engineers and scientists with musicians, artists, and performers performers through creative projects across multiple disciplines.

The Lab also produces the monthly seminar series IMMERSED, which consists of lectures, demonstrations, and tutorials that explore immersive technology and how it shapes advances across art, science, and engineering.

Graduates of the Certificate, Computer Science, and Engineering Programs at MIT are prepared to pursue positions in AR/VR, AI, Information and Technology, and many others. Some of the top employers of MIT graduates include Amazon, Apple, Aurora Flight Sciences, Boeing, Facebook, Google, IBM, Microsoft, and the U.S. Air Force.

Stanford University was established in 1885 by former California Governor and railroad magnate Leland Stanford, and his wife, Jane. The school opened its doors on October 1, 1891 with 555 students. Today, Stanford is home to nearly 17,000 students served by 2,288 faculty members. The school provides more than 69 undergraduate majors and nearly 200 programs leading to 14 degrees at the graduate level.

Programs at Stanford are provided across seven schools, supplemented by dozens of labs, centers, and institutes. Schools include Business; Humanities and Sciences; Sustainability; Education; Engineering; Law; and Medicine.

The School of Engineering at Stanford University houses the Computer Science (CS) Department (est. 1965). Stanford Engineering provides 16 defined undergraduate majors, and the option to design your own major. Graduate programs are offered in all engineering departments, including CS.

All CS students have access to VR/AR courses such as How to Make VR: Introduction to Virtual Reality Design and Development, Coding for Social Good (VR component), Interactive Simulation for Robot Learning, Computer Graphics: Animation and Simulation, Character Animation: Modeling, Simulation, and Control of Human Motion, Topics in Computer Graphics: Agile Hardware Design, and Physically Based Animation and Sound.  Graduate CS programs feature nine predefined specialization options. Examples include AI, Human-Computer Interaction (HCI), Real-World Computing, and Systems.

In addition to offering a variety of specializations and heavy AR/VR coursework, the CS Department houses research groups in the areas of AI, Computer Graphics/HCI, Robotics, Foundations of Computer Science, Scientific Computing, and many others. CS students interested in AR/VR have opportunities to collaborate on projects and enhance their skills through two centers and labs as well. Options include the Center for Computer Research in Music and Acoustics (CCRMA) Virtual + Augmented Reality Design Lab and the Virtual Human Interaction Lab (VHIL).

The CCRMA Virtual + Augmented Reality Design Lab conducts VR, AR, and XR research for music. The lab also supports collaborations with Computer Science, Art and Art History, and Communication at Stanford, as well as research projects within the CCRMA community.

Founded in 2003, the VHIL studies the psychological and behavioral effects of AR/VR. Just a few of the lab’s current projects include Psychology of Augmented Reality, Virtual Becomes Reality – Immersion and Presence, Medical Virtual Reality, Integrating VR into Classrooms and Curricula, Telepresence, and Design Thinking.

Stanford School of Engineering graduates are prepared for positions at a wide range of top companies and organizations. Stanford graduates are routinely recruited by Walt Disney Parks and Resorts, Amazon, Google, Walt Disney World, Apple, Meta, LinkedIn, Snapchat, Microsoft, Oracle, the US Army, the US Navy, and Tesla, among others. 

University of Southern California (USC) is one of the oldest private research universities in the state. The school opened its doors in 1880 with just 53 students. Today, University of Southern California serves 49,500 students across 22 schools and units. One of USC’s most recognized schools is the School of Cinematic Arts. Founded in collaboration with the Academy of Motion Picture Arts and Sciences in 1929, the USC School of Cinematic Arts is home to the Interactive Media and Games Division, which houses three programs for individuals interested in AR/VR: the Immersive Media Minor, Interactive Entertainment BA, and Interactive Media MFA.

The interdisciplinary Immersive Media Minor is open to all undergraduate students at USC. The program explores virtual reality and how to create content effectively. Students have the opportunity choose elective courses within the same area to fit their goals or they can enhance the curriculum by choosing elective courses from two separate areas. BA students may also study AR/VR through the USC Institute for Creative Technologies (USC ICT), which houses the Mixed Reality Lab (MxR) and the ICT Virtual Humans Group.

The MxR Lab works with the Interactive Media and Games Division in areas such as Human-Computer Interaction (HCI) and immersive systems for education and training simulations using AR/VR.

The ICT Virtual Humans Group conducts research in areas such as Integrated Virtual Humans, Character Animation and Simulation, MultiModal Communication, Natural Language Processing, Cognitive Architecture, and Emotion.

Elective examples for the Interactive Entertainment BA Program include Storytelling for Virtual and Augmented Reality, Alternative Control Workshop, Video Game Programming, Visual Effects, Computer Graphics, Interactive Entertainment, Science, and Healthcare, and Audio Expression. Examples of required courses include Creative Production in Virtual Reality, Experiments in Immersive Design, C++ Programming, and 3D Computer Animation.

The Interactive Entertainment BA Program at USC School of Cinematic Arts explores AAA (triple-A) game development processes and experimental and indie genres from virtual and alternate realities to meaningful and expressive games. Course examples include Reality Starts Here, Producing Interactive Projects, Interface Design for Games, Alternative Control Workshop, Experimental Game Topics, Programming in Python, Interactive Entertainment, and Game Design Workshop.

The Interactive Media MFA is a competitive program that admits just 15 students in the Fall semester only. Program features include the opportunity to take twelve 500-level elective units, access to state-of-the-art computer and digital production facilities, and a mandatory internship or summer job in a professional environment.

MFA students will take courses such as Experiments in Interactivity I & II, Foundations of Artificial Intelligence (AI), Interactive Design Production, Motion Capture Fundamentals, and Tangible and Spatial Computing. To enhance this coursework, like undergraduate students, MFA students can study AR/VR through USC ICT.

USC recently launched the USC Working Group on Scholarly VR, AR, and 3D Modeling. The Group is sponsored by the Humanities in a Digital World Program at USC Dana and David Dornsife College of Letters, Arts and Sciences (the largest and oldest of the USC schools), and the Ahmanson Lab at the USC Sidney Harman Academy for Polymathic Study. Students in all programs benefit from participation in the Groups workshops, lectures, projects, and discussions. Past workshops have explored Mobile Augmented Reality, Immersive 3D Setting Design, and utilizing AR toolkits and platforms such as Niantic (Pokémon Go), Snap (Snapchat lenses), and others.

Graduates of the programs at University of Southern California have been hired at companies and organizations such as Aerojet Rocketdyne, Walt Disney Company, Amazon, Sony, Microsoft, Lockheed Martin, Google, Branded Entertainment Network,  Discovery+, Gilead Sciences, VIZIO, Yahoo, DreamWorks Animation, Vayu Technology, the US Army, Disneyland Parks, Disneyland Resorts, United States Navy, META, United Airlines, Department of Homeland Security, Customs and Border Protection, Tesla, Boeing, Oracle, FORD, AT&T, and the Federal Aviation Administration.

University of Washington (UW) is one of the oldest universities on the West Coast. Founded in 1861, UW is also the largest university the state. Serving more than 54,000 students, University of Washington has three campuses in Seattle, Bothell, and Tacoma and it houses 18 colleges and schools.

The College of Arts and Sciences is home of the Paul G. Allen School of Computer Science & Engineering, which introduced the world’s first augmented reality capstone course in 2016. The school also houses several computer science programs for students interested in AR/VR. Options include the BS in Computer Science (CS), a Combined BS/MS in CS also known as the Fifth Year Master’s Program, a Professional Master’s (PMP) in CS, and a PhD in CS. The BS/MS enables current and recent Allen School undergraduate majors to earn both degrees in approximately five years.

All programs benefit from the Allen School’s research and innovation in AR/VR, Artificial Intelligence (AI), Human-Computer Interaction (HCI) & Accessible Technology, Machine Learning, Robotics, Computer Graphics, Vision, Animation & Game Science, and Ubiquitous Computing.

Course examples for the program include Advanced Topics in HCI (Graphics & Virtual Reality), Artificial Intelligence (AI) I & II, AI-based Mobile Robotics, Computer Systems Architecture, Computational Fabrication, Interaction Programming, Advanced Topics in Digital Animation, Computational Complexity, Interactive Learning, and Neural Control of Movement: A Computational Perspective.

Students in all programs have the opportunity to work with an interdisciplinary team of faculty and peers in the UW Reality Lab . Launched in 2018 and housed in the Allen School, the Lab includes the Reality Studio, Reality Lab Incubator, and classes. In addition to advancing AR/VR research, Lab participants will work on projects in 3D computer vision and perception, object recognition, graphics, game science and education, distributed computing, stream processing, databases and computer architecture, and privacy and security.

Graduates of the Paul G. Allen School of Computer Science & Engineering at University of Washington go on to establish careers at some of the world’s top companies, studios, and organizations. Examples include Google, Pixar Animation Studios, Microsoft, Amazon, Epic Software, Adobe, Disney, HBO, Dell, Apple, Hulu, Microsoft, Oracle, Riot Games, Samsung, and Unity Technologies.

With more than 53,500 students and 19,000 employees, New York University (NYU) is the nation’s largest private university and one of the state’s largest employers. The school has degree-granting campuses in New York, Abu Dhabi, and Shanghai, more than 11 global academic centers and research programs in 25+ countries, and over 19,000 employees, making it one of the largest employers in New York City.

Founded in 1831, NYU houses dozens of colleges, centers, institutes and schools. The Tandon School of Engineering (a Polytechnic Institute) is home to the Integrated Design & Media (IDM) Program. Pathways for this research-active program lead to a BS or MS degree. IDM Minor and Accelerated BS/MS Programs are also available, as well as a Professional Certificate in AR/VR Development and 3D Graphics that can be completed in seven months (28 weeks), online.

The Professional Certificate Program is divided into five sections that explore XR, Unity development and 3D math, high definition XR, and construction of virtual environments. Each week, students will explore a new topic. Examples include XR Design Principles, Raycasting and Quaternions, Lighting Virtual Worlds, AR Development including Image Tracking, Object Tracking, and Surface Tracking, Creating a Realistic Visualization, and VR Prototyping in Unity, among others. The program culminates with a capstone project. Students will leave the program with a portfolio of their best work.

Students in the IDM Program will complete the Tandon Engineering core, media studies courses taken in the Department of Media, Culture, and Communication (MCC), and additional courses in math, science, humanities, and social sciences. Courses, which focus on the four areas of Image, Sound, Narrative and Interactivity, are combined with upper-level electives ranging from augmented reality and motion capture to user experience design.

Other program features include internship opportunities with companies such as Apple, Google, and Sony Music, study abroad at NYU Shanghai’s Interactive Media Arts (IMA) Program, and direction by instructors who are engaged a range of projects from using motion capture technology to reimagine theatrical performance to developing novel uses of virtual/augmented reality for health and wellness. Students in all programs may participate in the Future Reality Lab and NYC Media Lab.

In the Future Reality Lab , participants collaborate in the manipulation of objects (real and virtual), in a shared mixed reality. NYC Media Lab (research and development) is a consortium colleges and universities including NYU, Columbia University, The New School, CUNY, School of Visual Arts, Manhattan College, and Pratt Institute.

Graduates of the NYU IDM Program have been hired at American Express, Apple, Instagram, HTC China, Major League Gaming, the New York Stock Exchange, and Verizon, among others.

Georgia Institute of Technology (Georgia Tech) launched in October 1888 as the Georgia School of Technology. When it opened, the school had just 84 students. Today, Georgia Tech serves nearly 40,000 students from 50 states and 149 countries. The school also has three campuses—the main campus in Atlanta, Georgia Tech-Lorraine in Metz, France, and Georgia Tech-Shenzhen in China.

Majors and degrees at Georgia Tech are offered through the Colleges of Design, Computing, Engineering, and Sciences, the Scheller College of Business, and the Ivan Allen College of Liberal Arts.

A number of programs for students interested in AR/VR are housed in the Ivan College of Liberal Arts, the School of Literature, Media, and Communication, the College of Computing, and in the Schools of Computer Science, Interactive Computing, and Computational Science & Engineering. The Computer Science programs at Georgia Tech provide opportunities for students to select from research areas such Virtual & Augmented Environments, Ubicomp & Wearable Computing, AI and Machine Learning, Robotics and Perception, and Geometry, Graphics, and Animation.

Students in all Georgia Tech programs have access to the school’s GVU Center , which supports Artificial Intelligence (AI), AR/VR, Human-Computer Interaction (HCI), Robotics, Wearable Computing and other research. Within the GVU Center is the Augmented Environments Lab , which focuses on building interactive computing environments that directly augment the users senses with computer-generated material.

Also located in the GVU Center is the Prototyping eNarrative Lab . Also known as PeN Lab , the Lab focuses on emerging platforms such as AR/VR, experimental television, and the intersection of storytelling with simulation and game design.

Examples of Lab projects include The Lights of St. Etienne: An AR/MR (Mixed-Reality) Experience in the Cathedral in Metz, France, Bringing Interactivity to Static Data Visualizations through Augmented Reality, Escape Room VR, WebXR: Experiences in AR and VR for the Web, Pipping: Exploring Passive Haptics in Virtual Reality, and Interaction Techniques for Children's AR Education, Invisible Cities: Multi-User AR Public Monuments.

Specific degree programs for students interested in AR/VR include the BS in Computational Media, MS and PhD degrees in Computer Science, and Minors in Computing & Devices, Computing & Intelligence, and Computing & People.

With 300 students, the BS in Computational Media is one of Georgia Tech’s fastest growing programs. Students have opportunities to focus in Interaction, Games, Narrative, and more. Course examples include Constructing the Moving Image, Interaction Design, Computer Animation, and Experimental Media. Sample careers include Virtual and Augmented Reality, Special Effects Creation, Interactive Game Design and Simulation, Robotics, and Animation.

Georgia Tech graduates work in leadership positions in areas such as consulting, engineering, financial services, healthcare, law, manufacturing, retailing, transportation, and humanitarian logistics, among others. Georgia Tech alumni have been hired by companies such as Apple, Disney, Tesla, Boeing, IBM, Intel, Cisco Systems, Google, Delta Airlines, and Microsoft.

University of California, Berkeley (UC Berkeley) sends more graduates to Silicon Valley than just about any other school in the U.S. Chartered in 1868 and named after 18th-century philosopher George Berkely, UC Berkeley serves more than 45,000 students enrolled in more than 350 degree programs across 15 colleges and schools, and dozens of academic departments.

The Electrical Engineering & Computer Sciences (EECS) Department at UC Berkeley manages two undergraduate degrees through two different colleges: the BS in EECS in the College of Engineering (CoE), and the BA in Computer Science (CS) in the College of Letters & Science (L&S).

Both programs have the same technical requirements, with differing breadth requirements and admissions processes. Course examples for both programs include The Structure and Interpretation of Computer Programs, Designing Information Devices and Systems, Machine Structures, and Data Structures and Programming Methodology.

All EECS and CS students have access to the XR Lab@Berkeley —a Virtual, Augmented, and Mixed Reality Laboratory (VR/AR/MR)—the student-run Extended Reality@Berkeley (est. 2015), and the FHL Vive Center for Enhanced Reality , which sponsors research and applications in AR/VR and AI.

Collectively, the Labs and Centers at UC Berkeley train new engineers in all areas of AR/VR, they advance the field of AR/VR through development plans, actions, and state-of-art research, and they bring attention to technology’s possibilities for humankind.

Graduates of the EECS and CS Programs at UC Berkeley work in a variety of fields such as Computer Systems Design, Computer Vision and Robotics, AI and Machine Learning, Software Development, Defense, Production, Design, Entertainment, Healthcare, Engineering, and Aerospace, among others. Some of the top hiring companies for UC Berkeley graduates include Google, Apple, Meta, and Tesla.

Rochester Institute of Technology (RIT) delivered its first fully online program years before any other post-secondary institution entered the online arena. RIT was also the first university to offer an undergraduate degree in software engineering, and in 2008, RIT launched the world’s first doctoral program focusing on sustainable production systems.

Founded in 1829, Rochester Institute of Technology serves nearly 19,000 students at its main campus in Rochester, New York, and around 1,700 at international campuses in China, Croatia, Dubai, and Kosovo. Programs at RIT are housed in 11 colleges and schools, including the Golisano College of Computing and Information—home of the School of Interactive Games and Media and the Department of Computing and Information Sciences.

The School of Interactive Games and Media has a New Media Interactive Development BS Program and the Department of Computing and Information Sciences houses the Computing and Information Sciences PhD. Coursework for the BS Program focuses on adapting digital technologies for AR/VR, touch interfaces, the internet, wearable devices, social software, and other new and emerging devices, systems, and experiences.

Other program features include the New Media Design Capstone (I & II), which provides the opportunity to work on a project for a corporate client, collaboration with students in RITs New Media Design major, and required participation in the cooperative education (co-op) program, which provides full-time, paid career experience working in the industry.

The Computing and Information Sciences PhD explores infrastructure, interaction, informatics, and interaction between computing and non-computing disciplines in the arts, science, engineering, medicine, business, and humanities. Research areas for the PhD include but are not limited to AI and Machine Learning, Computer Vision and Pattern Recognition, Human-Computer Interaction (HCI, Game Design, Graphics and Visualization, and Programming Languages.

Students in both the BS and PhD programs have access to RIT’s VR/AR Lab and Frameless Labs . Located at the RIT MAGIC Center, the AR/VR Lab is designed for the exploration of and experimentation with AR/VR platforms, technologies, and hardware.  Also located at the MAGIC Center, Frameless Labs provides a space for the extended reality (XR) community to collaborate. The goal is to raise awareness about research, innovation, and artistic creation in the fields of AR and VR.

Current projects and experiences include Development and Assessment of Virtual Reality Paradigms for Gaze Contingent Visual Rehabilitation, Color and Material Appearance in AR, Mixed Reality Theatre (funded by Epic Games), Digital Docents: Historical NY Stories in Virtual and Augmented Reality, and the VR Cary Collection.

Rochester Institute of Technology graduates are prepared for careers in a wide variety of industries from entertainment to aerospace. AR/VR Developer, Interactive Developer, UX Engineer, Technical Lead, Application Developer, and Digital technician are just a few potential job titles.

Founded in 1876, Texas A&M University at College Station (TAMU or Texas A&M) is the state's first public institution of higher learning. This research-intensive, flagship university consists of 17 academic colleges and schools, two branch campuses, the Health Science Center, Quatar campus, and 72,982 students.

The new School of Performance, Visualization and Fine Arts at TAMU (TAMU PVFA) houses the Visualization Program. Available pathways for students interested in AR/VR include BS, MS, and MFA degrees in Visualization, and a Minor in Game Design and Development. Students in all programs have access to HCI@VIZ , which is housed in the Department of Visualization in the College of Architecture, and the MAESTRO Lab, located in the Department of Aerospace Engineering in the College of Engineering. The recently launched TAMUVR (Texas A&M University Virtual and Augmented Reality) is also accessible to all students.  

HCI@VIZ is lab that conducts research in Human-Computer Interaction (HCI), Human-Centered Computing, and Interactive Systems. The Lab consists of five research groups: TEILab, The StoryLab, McNamara Lab, INDIE Lab, and the Soft Interaction Lab. Depending on the group, topics covered include AR/VR, Child-Computer Interaction, Data Visualization, Embodied Interaction, Interactive Storytelling, Soft Materials Interaction, and many others. AR/VR students may be drawn to the INDIE Lab and the Soft Interaction Lab, among others.

The INDIE Lab (Interactive Data and Immersive Environments) engages in human-centered research of interactive visualizations. The group actively collaborates with multiple departments and faculty across the university. Research areas include Virtual Reality, 3D Interaction, Visual Analytics, Information Visualization, and Educational Games.

The Soft Interaction Lab fosters experimentation with physical and virtual experiences, organic materials, and interaction technology.

MAESTRO Lab houses the MAESTRO VR Studio —an Immersive Mechanics Visualization Lab dedicated Immersive and Intuitive Data Environments projects. Focus areas include AR/VR and 3D Displays.

TAMUVR is an organization that focuses on AR/VR development, research activities, educational opportunities, discussion, and practical experience.

Graduates of the Visualization Programs at Texas A&M University are prepared for a range of careers from AR/VR and UI/UX Development to Environment Modeling and Game Asset Development.

University of North Carolina at Chapel Hill (UNC-Chapel Hill) was established 1789, making it the only public university in the U.S. to award degrees in 18th century. The school offers 74 bachelors, 104 masters, 65 doctorate, and seven professional degree programs across 14 schools. A member of the UNC System of 16 universities, UNC-Chapel Hill serves more than 31,500 students.

For individuals interested in a career in AR/VR, UNC-Chapel Hill has a variety of programs, organizations, and labs to support their goals. All students may participate in the Carolina Augmented and Virtual Reality Club (CARVR), where they have the opportunity to work on XR projects and work with real clients. Students may also participate in the UNC Augmented and Virtual Reality Interest Group, which consists of more than 250 people from across campus. The Group focuses on training, research, learning and more through the use of immersive technologies. Soon, the Group will launch two additional groups that focus on AR/VR—a Faculty Group and Student Group.

In addition to these organizations, students interested in AR/VR at UNC-Chapel Hill have access to the Graphics, Imaging, and Robotics Lab and the Graphics and 3D Vision Laboratory. The Graphics, Imaging, and Robotics Lab is a 3,500 sq. ft. space located in J. Carlyle Sitterson Hall. Most of the Lab is dedicated to work in effective virtual environments. The remaining area, which houses a variety of robots, focuses on robotics research.

Housed in the Frederick P. Brooks Jr. Computer Science Building and Sitterson Hall, the new Graphics and 3D Vision Laboratory is situated in a noise-controlled, 2,500 sq. ft. space divided into three research zones by floor-to-ceiling blackout curtains for light and sound suppression. Zones include Projective Display Research, Computer Vision and Optical Tracking Research, and Physical Simulation and Audio Synthesis Research with a focus on GPU processing. The space has 11-foot ceilings and a Unistrut mounting grid.

Across facilities and labs, projects and groups have included the Ultrasound/Medical Augmented Reality Group, Effective Virtual Environments Project, Geometric Algorithms for Modeling, Motion, and Animation Group (GAMMA) Project, and the Walkthrough Group (simulated walkthroughs of architectural models).

Specific program options for AR/VR students are housed in the College of Arts and Sciences, Department of Computer Science. Established in 1964, the Department was one of the first independent computer science departments in the U.S. Pathways include BS and MS degrees in Computer Science with a Computer Graphics or Human-Computer Interaction (HCI) Research Area. Computer Graphics sub-areas include Animation & Simulation, Virtual Environments, and Visualization. HCI offers a Virtual Environments subarea. A PhD in Computer Science is also available.

Course examples across programs include 2D Computer Graphics, Connecting Language to Vision and Robotics, Digital Culture, Digital Logic and Computer Design, Human Robot Interaction, Machine Learning, Models of Languages & Computation, Scientific Programming, and Software Engineering Laboratory.

Graduates of the Computer Science Programs at UNC-Chapel Hill hold a variety of positions in companies ranging from small start-up operations to government laboratories and large research and development corporations.

University of Maryland (UMD) is the state’s flagship university and one of the original land-grant institutions in America. Established in 1856 and serving 40,700 students, UMD is also one of the largest universities in the U.S.

University of Maryland houses more than 300 academic programs across 12 colleges and schools. Programs for students interested in AR/VR are housed in the College of Arts and Humanities (ARHU) and the College of Computer, Mathematical, and Natural Sciences (CMNS). Options include a BA or BS in Immersive Media Design and BS, MS, BS/MS, and PhD degrees in Computer Science with an AR/VR focus.

Immersive Media Design (IMD) students learn to create, code, and collaborate using the most current digital technologies and tools. Students have the opportunity to focus in Art or Computer Science to graduate with a BA from the College of ARHU or a BS from the College of CMNS.

Housed in the Brendan Iribe Center for Computer Science and Engineering, the College of CMNS-Department of Computer Science serves more than 3,400 students with interests ranging from algorithms and design to VR to Robotics. Department features include research opportunities, internships, participation in the honors program, and study abroad experiences.

Students in all programs have access to the UMD Graphics and Visual Informatics Laboratory (GVIL), and the Mixed/Augmented/Virtual Reality Innovation Center (MAVRIC).

Established in 2000 by the Department of Computer Science, the GVIL explores computer graphics, scientific visualization, and virtual environments through research and education.

Current projects include applications for next-generation AR/VR, including immersive education, augmented navigation, virtual manufacturing, and medical training.

MAVRIC was created to support the future of XR, foster XR talent, and connect developers, entrepreneurs, innovators, and researchers through workshops, events, and programs.

UMD also houses the Maryland Blended Reality Center (MBRC)— a multidisciplinary partnership initially funded by the University of Maryland Strategic Partnership: MPowering the State. Launched in 2017, The Center also partners with the federal government, industry leaders, and other academic institutions to explore and develop AR/VR, MR, and other visual computing tools and applications  based in immersive technologies.

Graduates of the Computer Science, Immersive Media Design, and other programs have established careers in the tech industry, federal laboratories, medicine, teaching, and law. Notable alumni include Sergey Brin, Co-founder of Google; Gary Flake, a Microsoft Distinguished Engineer and founder of Yahoo! Research Labs; Brendan Iribe, Oculus Co-Founder; and Naresh Gupta, Senior Vice President of Adobe’s Print and Publishing Business Unit.

Although the University of California, San Diego (UCSD) wasn’t established until 1961, the campus dates back to the late 1800s when the site was chosen as the location for a marine field station for zoologists at the UC Berkeley campus. The facility, which became a part of the University of California in 1912, was eventually named Scripps Institution of Oceanography. Today, UCSD is one of the nine campuses of the UC System and it supports a community of close to 35,000 students.

UCSD houses seven colleges, including Jacobs School of Engineering—home to the Computer Science & Engineering (CSE) Department. Students who would like to study AR/VR can do so through the BS, MS, BS/MS, and PhD Programs in Computer Science (CS). Required electives allow students to craft a focus area to suit their goals. Undergraduates may choose seven electives worth four units each. Graduate students may choose 16 units of electives and research as well 12 units in a Depth Area such as Graphics and Vision, Human-Computer Interaction (HCI), Robotics, AI, or Programming Languages, Compilers, And Software Engineering.

The MS Program also allows students to choose from three pathways: MS Plan I: Thesis; MS Plan II: Comprehensive Exam, Standard Option; and MS Plan II: Comprehensive Exam, Interdisciplinary Option. The Interdisciplinary Option provides additional opportunities to focus on a customized or available area of interest. 

CSE Department focus areas include AI, HCI, Robotics, Programming Systems, Software Engineering, and Visual Computing (Computer Graphics and Computer Vision), among others.

A CS Minor is also available as well as a Virtual Reality App Development Certificate Program that can supplement any program or it can be taken alone. Courses for the Certificate Program include How Virtual Reality Works, Computer Graphics, and Creating Virtual Reality Apps.

All CS students have access to the CSE Virtual Reality Lab (VR Lab ). Launched in 2017, the Lab allows is designed for students interested in developing content for virtual environments. The Lab features workshops, research opportunities in the field of AR/VR, projects, and networking opportunities. The VR Lab also houses the 300+ member VR Club at UCSD. 

Graduates of the CS and Certificate Programs at University of California, San Diego are prepared to pursue positions such as AR/VR Maintenance and Support, Graphics Engineer, XR Gameplay and Tools Engineer, VR Developer, VR Technician, Software Developer, and Design/Graphics Engineer, among others.

Serving just over 70,400 students, University of Central Florida (UCF) is the largest university by enrollment in Florida. Students at UCF have access to 240 bachelor’s degrees, 214 master’s degrees, and 81 doctorate degrees across 13 colleges. The College of Engineering and Computer Science houses the Department of Computer Science, which has several pathways to study AR/VR. Options include a BS in Computer Science (CS), an Accelerated BS/MS in CS, and MS and PhD degrees in Modeling and Simulation.

The Department of Computer Science at University of Central Florida also houses several labs that allow students to create, collaborate, and conduct research related to AR/VR.

The Synthetic Reality Lab known as SREAL is part of several larger UCF entities, most notably the Institute for Simulation & Training (IST), which houses it. SREAL (pronounced Surreal) is a center for researchers, software developers, artists (modelers/animators), interactors (digital puppeteers), PhD students, and affiliated faculty members. With 7,000 square feet of experimental and office space, SREAL houses areas for the development of AR/VR, mixed reality experiences, the delivery of interactive training using digital avatar technology, human surrogate and robotics research, and developing cultural heritage and STEM experiences.

The Interactive Systems and User Experience Lab focuses on the development of innovative applications, tools, and techniques that enhance the overall experience between humans and machines.

The Computer Science BS at UCF consists of courses such as Advanced AI, AI for Game Programming, Algorithms for Machine Learning, Computer Architecture, Computer Graphics, Game Programming, Robot Vision, and Software Engineering. Graduates of the program are prepared for careers in AR/VR, Computer Architecture, Computer Gaming, Computer Vision, Evolutionary Computing, Media Convergence, Robotics, and many others.

The Computer Science MS at UCF allows students to specialize in a research area. This includes options such as VR, Human-Computer Interaction (HCI), Artificial Intelligence (AI), Mixed and Virtual Reality Mobile Computing, Machine Learning, and Modeling and Simulation. Pairing (combining two research areas) is also an option. In addition to the specialization, CS MS students will study and master programming systems and languages, computer architecture, and computer science theory.

In addition to AR/VR, graduates of the Computer Science MS Program at University of Central Florida work in Computer Science, Aerospace, Computer Systems, Software Development, Defense, Cyber/Information Security, and Software Engineering, among others. UCF CS alumni are routinely recruited by Lockheed Martin, Amazon, Siemens, NASA, IBM, Google, Apple, Cisco, IBM, YouTube, Intel, Oracle, and Accenture, among other top companies and organizations.

The University of Michigan (UM) serves more than 40,000 students enrolled in hundreds of programs housed across 19 schools, colleges, and divisions. Founded in 1817 as one of the first public universities in the nation, UM is home to one of the world’s largest and oldest programs in Computation. The area, which consist of several departments and divisions, serves nearly 11,000 students, and provides access to degree and certificate programs, coursework, studios, and initiatives that explore extended reality (XR/AR/VR).

Pathways for AR/VR students include BS and MS degrees in Computer Science and a Minor. A Graduate Certificate in Extended Reality (XR) is also available in the School of Information. The Computer Science degrees are offered in two colleges—the College of Engineering and the College of Literature, Science, and the Arts (LSA). Programs are administered by the Computer Science and Engineering (CSE) Division of the Electrical Engineering and Computer Science (EECS) Department.

Course features across programs include Interactive Computer Graphics, Artificial Intelligence (AI), Programming Languages, Human-Centered Software Design & Development, Computer Game Design and Development, Autonomous Robotics, and Machine Learning.

To enhance the MS degree, graduate students may add the Graduate Certificate in XR. Open to all graduate students regardless of degree program, the XR program requires 12 credit hours of study. Students will learn about the design, construction, and evaluation of XR experiences. Pre-approved previous, current, and future courses include AR/VR for Sustainability, Augmented Tectonics, Developing AR/VR Experiences, Educational Applications for Augmented and Virtual Reality, Immersive Media, Sci-Fi Prototyping, and Virtual Engagement in Digital Technologies.

Students in all programs have access to the XR Initiative - Center for Academic Innovation and the studios of the James and Anne Duderstadt Center (DC). Founded in 2019, the XR Initiative works with all 19 schools, colleges, and divisions to develop new XR related educational technology designed to enhance the learning experience for students. The Initiative also focuses on making XR technology more accessible on campus and encouraging its use in higher education.

Past XR Initiative projects include Cross-platform XR Tools for Supporting Student Creativity in Immersive Audio Design, Comparison of Student Learning of Head and Neck Anatomy and Diagnosis of Pathology Using XR, and XR Studio.

The DC houses the Fabrication Studio, the DC Visualization Studio, M.I.D.E.N (Michigan Immersive Digital Experience Nexus), and VizHubs. All studios are equipped with state-of-the art equipment and individual workstations, advanced software, collaborative workstations, the Vicon Motion Capture System, Leap Motion System for hand tracking in VR environments, and the Perception Neuron Full Body Tracking Suit, and more.

Graduates of the Computer Science and XR Programs at University of Michigan are prepared for careers in AR/VR, Simulation Engineering, Applications Development, Digital Arts and Entertainment, and Software Engineering, among others.

Drexel University began as Drexel Institute of Art, Science, and Industry in 1891. The school is one of the top 10 private employer’s in Philadelphia and since 1919, Drexel has been a cooperative (co-op) educational institution, meaning all undergraduates work six months at a job in their chosen field as part of their education. The co-op program covers more than 75 disciplines, making it one of the nation’s most comprehensive co-op programs.

Serving more than 23,700 students, Drexel University houses more than 100 undergraduate degree programs and over than 120 graduate and professional programs across 12 colleges and schools. One of the school’s top colleges is the Antoinette Westphal College of Media Arts & Design, which offers predominantly studio-based programs in Media, Design, and the Performing Arts. The College houses its own record label—MAD Dragon Records, lifestyle magazine D&M, and a student-run Graphic Design firm.

Westphal College of Media Arts & Design houses Drexel’s Digital Media & Virtual Production BS—one of the first accredited programs of its kind. The College is also home to the Virtual Reality (VR) & Immersive Media Minor, which covers the principles, tolls, and techniques used in AR/VR design and other types of immersive media. Students in this 24 credit hour program also have the opportunity to customize the curriculum to support their goals. Course examples for the program include Augmented Reality, Virtual Reality, Computer Graphics, Animation and Visual Effects, and Game Design.

Officially launched in 2018 as Virtual Reality & Immersive Media (VRIM), the Digital Media & Virtual Production BS Program explores storytelling, animation, design, 3D modeling, virtual production, and use of interactive game engines. Students will have the opportunity to master the latest hardware and software for AR/VR, immersive projection, motion capture, and other technologies fueling the growth of the immersive media industry,

Course features for the BS Program include Augmented Reality, Immersive Projection, 360° Video Production, Virtual Production, 3D Modeling, Texturing, & Lighting, Computer Animation, Interactive Design, 3D Tracking, Computer Programming, and Visual Effects. All students will participate in the co-op program where they will have opportunities to work for companies such as YouTube VR, History Making Productions, Franklin Institute Science Museum, Night Kitchen, and Toll Brothers.

In addition to the BS Program, Westphal houses two labs: Animation Capture & Effects (ACE-Lab) and the Immersive Research Lab (IRL).

The ACE-Lab houses Westphal’s Digital Animation, Visual Effects, and Immersive Media Programs as well as VR, AR, and other interactive experiences. The Lab includes the latest industry-standard software and hardware technologies for VR, AR, Motion Capture, Projection and other technologies. Within the Lab, students have access to funded grant research opportunities. They also have the opportunity to participate in industry-sponsored projects, and independent, and student-generated projects.

Launched in 2018, the IRL allows students to develop AR/VR and immersive media technologies. The 550-square-foot, glass-enclosed lab features equipment such as HP-ZVR Backpack Workstations, virtual and augmented reality devices from Oculus Go, HTC VIVE and Microsoft HoloLens headsets, Leap Motion hand-tracking and iClone Facial motion capture systems, and a full motion capture studio equipped with OptiTrak and Vicon motion capture devices. Other technologies include 360-degree virtual reality cameras, a custom virtual reality cycle platform, and an x-wing fighter cockpit platform.

Drexel Westphal graduates work in Education, Entertainment, the Sciences, Historical Recreation, and many other areas. Alumni have been hired at Digital Domain, Disney, DreamWorks, Moving Picture Company, and Pixar. Graduates also work at major video game development companies as Animation Software Developers and in other positions involving the use of AR/VR, Animation, and Visual Effects skills.

University of Illinois at Urbana Champaign (UIUC) serves more than 47,000 students from all 50 states and 100+ countries. Founded in 1867, the school is one of the original 37 public land-grant institutions created after President Abraham Lincoln signed the Morrill Act in 1862.

UIUC offers more than 150 undergraduate programs and over 100 graduate and professional programs in 16 colleges, schools, and academic units. Grainger College of Engineering’s Thomas M. Siebel Center for Computer Science, houses a Computer Science (CS) program suited for students interested in careers in AR/VR. Options include a BS, MS, and 12 credit hour Minor in Computer Science (CS).

Students in the BS in CS have the opportunity to take up to 18 credit hours of technical electives and six hours of CS advanced electives. This allows students focus in an area of interest. The Media, Intelligence and Big Data, and Human and Social Impact areas include course options such as Virtual Reality, AI for Computer Games, Applied Machine Learning, Mobile Interactive Design, Audio Computing Lab, to name a few.

The MS in CS is a research-oriented degree that requires 28 credit hours of coursework and four credit hours of thesis. The program consists of 10 core areas, including Interactive Computing, Artificial Intelligence (AI), Scientific Computing, and Programming Languages, among others.

In addition to choosing a focus area (BS) or core area courses (MS) that suit their interests, students have access to the VR@Illinois Lab (VR LAB).

Supported by the Center for Innovation in Teaching & Learning (CITL) and University Library’s IDEA Lab and Media Commons, the VR Lab is a collaborative initiative that supports AR/VR and extended reality research, exploration, and teaching at UIUC.

The Lab houses studio spaces for VR creation and exploration, mobile virtual reality classrooms, loanable headsets and cameras for viewing and capturing 360 media, and the VR Club, which hosts weekly club meetings. Lab experts provide consultations on implementing VR in the classroom and assistance with VR research projects.

Adjacent to the VR Lab is the Innovation Studio —an active, experimental and emerging technology studio with VR headsets, a video wall, gaming computers, and a range of innovative technologies.

Graduates of the Computer Science and other related programs at University of Illinois at Urbana-Champaign are routinely hired by some of the world’s top companies. Examples include Amazon, Google, Microsoft Corp., Deloitte, Ernst & Young and JPMorgan Chase & Co. Other employers include Apple Inc., Tesla, Meta, IBM, Caterpillar, and ADM.

Cornell University was founded in 1865 by Ezra Cornell and Andrew Dickson White. The school opened in 1868 in the first building constructed on the campus—Morrill Hall. Today, the campus includes 608 buildings on more than 2,000 acres. Cornell also has campuses across the State of New York and in DC, Doha, Qatar, and Rome, Italy. Roughly 10,500 faculty, staff, and other professionals serve more than 25,500 students enrolled in more than 300 majors, minors, and graduate fields of study across 16 colleges and schools.

The Ann S. Bowers College of Computing and Information Science (CIS) is home to the Computer Science Department, which serves 1,340 students enrolled in a variety of BS, MS, and PhD Programs in Computer Science (CS). A CS Minor is also available. Course examples across programs include  Virtual and Augmented Reality, Topics in Mixed Reality, Developing and Designing Interactive Devices, Interactive Computer Graphics, Python, Computer Vision, Advanced Artificial Intelligence (AI), Applied Machine Learning, Robotics Seminar, Great Works in Programming Languages, and Visual Imaging in the Electronic Age. Students in all programs have access to the Virtual Embodiment Lab (VEL) and the XR Collaboratory (XRC) at Cornell Tech.

Established in 2016, VEL explores virtual reality and how it affects the people who use it. A number of devices are utilized to research virtual reality including full virtual reality systems that allow a user to pick up objects and interact with others, and 360 degree videos.

The mission of XRC at Cornell Tech is to advance education and research AR/VR and Mixed Reality through collaborations, research, and hands-on mentoring. XRC partners include Meta, Verizon Media, and Magic Leap.

In addition to Computer Science, graduates of the CS and other programs at Cornell University have found success in fields such as Engineering, Fine Arts, Technology, Medicine, Mathematics, Entertainment, the Military, and Communications, among others. Alumni work at Amazon, NBC, Microsoft, CBS, Lockheed Martin, ABC, the U.S. Navy, and IBM, among others.

Savannah College of Art and Design (SCAD) is home to the SCAD Digital Media Center. Launched in Fall 2009, the Center houses majors within the School of Digital Media and the School of Entertainment Arts. The School of Digital Media is home to an Immersive Reality Program that leads to a BFA. Launched in 2018, the 180 credit hour program allows students to explore related fields such as User Experience (UX) Design, Visual Effects, Film and Television, and Interactive Design, among others. Students may add an additional major or minor in any of these areas.

Program features include access to panels and presentations by top companies in gaming such as EA Sports, Ubisoft, and Cartoon Network, collaboration with students and faculty across disciplines, and study abroad opportunities at SCAD Lacoste, France. Students also have access to Montgomery Hall, which houses AR/VR resources, more than 800 computers networked to decrease render times, a green screen, and a motion media lab. In The Shed at SCAD, immersive reality labs and classrooms house the latest technology for creating innovative visual experiences.

Course examples for the Immersive Reality BFA Program include Augmented Reality Lab, Immersive Revolution: Augmented to Virtual Reality, Virtual Reality for Motion Media, Immersive Innovation Lab, Visual Effects for Immersive Environments, Integration of Immersive Realities, Visual Storytelling: Virtual Reality to Interactive, Immersive Innovation Lab, Advanced Application Scripting, and Game Engine Applications for Immersive Computing. Fifteen credit hours of additional electives allow students to enhance the degree.

Soon, students in all programs will have access to the expanded Savannah Film Studios. Once completed, the expanded Savannah Film Studios will be the largest and most comprehensive university film studio complex in the nation. Launching in three phases between 2021 and 2023, the 10.9-acre facility will include a next-generation XR stage for virtual productions, new soundstages, and a Hollywood-caliber film backlot, among other features.

The existing Savannah Film Studios building is a 22,000-square-foot facility, which opened in 2014. The current Studios house three soundstages, green rooms, lighting grids, postproduction suites, a multi-purpose recording booth for ADR and Foley recordings, screening rooms, and production offices for SCAD’s film and television program.

Founded in 1978 and serving more than 15,000 students, SCAD has one of the nation’s highest employment rates. In a recent study, 99% of SCAD graduates were employed, pursuing further education, or both within 10 months of graduation. Graduates work in Georgia’s entertainment industry and many other industries across the U.S. Some of the school’s top employer’s include Microsoft, Adobe, Spotify, Deloitte, Delta Air Lines, and Starbucks.

Founded by Benjamin Franklin in 1740, University of Pennsylvania (UPenn) is one of the nation’s oldest universities. Notable alumni include Elon Musk, Warren Buffett, John Legend, Tory Burch, and Noam Chomsky. UPenn serves around 28,000 students enrolled in 90 majors at the undergraduate level and more than 100 at the graduate level. Among the school’s undergraduate programs is a Bachelor’s in Engineering and Science (BSE) in Digital Media (DMD) and a the eight-course DMD Minor.

Created in 1998, the interdisciplinary BSE in DMD in the School of Engineering and Applied Science combines coursework in Computer Graphics, within the Computer & Information Science Department, Fine Arts courses from Penn's School of Design, and Communication Theory courses from the Annenberg School of Communication.

The BSE in DMD is designed for students interested in the math, design, and computer programming needed to produce virtual reality environments,  interactive technologies, computer graphics, games, and animations. Course examples include Interactive Computer Graphics, Automata, Computability, and Complexity, Computer Programming, Advanced Rendering, Mechanics Lab, Art of the Web: Interactive Concepts for Art & Design, Programming Languages and Techniques, Software Design, Advanced Computer Graphics, and Computer Animation. 

Students in the DMD Minor Program will complete a Senior Capstone, in lieu of the Senior Design Course. The Capstone Project takes one semester to complete.

Graduates of the DMD Programs at University of Pennsylvania have been hired at some of the world’s top companies and studios such as Walt Disney Animation Studios, Google, Electronic Arts (EA), DreamWorks Animation, Pixar, and Microsoft.

University of Utah (U of U or The U) is Utah’s public flagship institution. This top-tier research institution serves more than 35,000 students enrolled in more than 100 undergraduate programs and 90+ graduate programs across 17 colleges and schools that house nearly 100 departments. One of the most popular Schools at U of U is the School of Computing.

Founded in 1965 as the Computer Science Department. the School of Computing features research areas such as Human-Centered Computing/Virtual Reality, Robotics, Artificial Intelligence (AI)/Machine Learning, Visual Computing, High Performance Computing, and Programming Languages/Software Engineering. Pathways for students interested in AR/VR include BS and MS degrees in Computer Science with a Human-Centered Computing/Virtual Reality Research Area.

Students in both programs have access to the Quantitative Experience Design (QED) Lab, XR Utah, and the state-of-the-art XR Classroom.

The QED Lab is an interdisciplinary research group that explores virtual worlds, human-centered artificial intelligence (AI), experience design, and narrative & game discourse (interface) The Lab is affiliated with the School of Computing and the Entertainment Arts & Engineering Program.

XR Utah is an interdisciplinary research partnership led by the Spencer S. Eccles Health Sciences Library (EHSEB) at The U. Artists, computer scientists, educators, and psychologists across more than 16 departments at the University of Utah engage in research that helps develop new ways to learn and discover through the use virtual reality technologies.

The XR Classroom helps support projects that utilize projects using AR/VR. Also led by the EHSEB, the classroom and labs provide spaces where individuals can develop customized experiences involving simulations, interactive displays, and education lessons.

Graduates of the Computer Science Programs at University of Utah work in fields such as Technology, Entertainment, Marketing, Game Design, Engineering, Medicine, and  Education.

Founded as Throop University in 1891, California Institute of Technology (Caltech) is a science and engineering institute that manages the Jet Propulsion Laboratory (JPL) for NASA. The school also owns and operates large-scale research facilities such as the Seismological Laboratory and a global network of astronomical observatories, including the W. M. Keck and Palomar Observatories.

Caltech is home to around 2,400 students served by a more than 300 faculty members. The school, which sits on a 124-acre campus in Pasadena, California, is divided into six academic divisions including Biology and Biological Engineering; Chemistry and Chemical Engineering; Engineering and Applied Science; Geological and Planetary Sciences; Humanities and Social Sciences; and Physics, Mathematics and Astronomy.

The Division of Engineering and Applied Science houses the Computing and Mathematical Sciences Department, which has a Computer Science (CS) Program with three pathways to study AR/VR: the BS, MS, and Minor. Course examples across programs include Advanced Digital Systems Design, Computer Graphics (including Animation, Human-Computer Interaction (HCI), and Modeling), Computer Language Shop, Digital Logic and Embedded Systems, GPU Programming, Machine Learning, Making Data Visual (including Virtual/Technological Media), Nonlinear Control, and Operating Systems.

Students in all CS programs have access to Caltech’s Virtual Reality Lab, where they have opportunities to create projects, conduct research, and collaborate with peers. The Lab also houses Virtech—an experimental platform for online education. Also part of the Center for Data-Driven Discovery at Caltech, Virtech allows students to create their own 3D content, collaborate, and network. Caltech faculty utilize the platform for group meetings and discussions, seminars, experiments with other online technologies and learning modalities, and online lectures.

Caltech graduates go on to establish successful careers in technology, aerospace, government, science, and business among other areas. They have been hired at Meta, SpaceX, and the National Science Foundation, among others.

Iowa State University (ISU or Iowa State) opened on March 17, 1869 as Iowa State Agricultural College. The school was one of the first of a new generation of American colleges. Today, this public, land-grant university serves around 30,700 students (2021-2022), making it the second largest university in Iowa. Serving around 31,317 students (as of 2022), University of Iowa is the first largest university in the state.

ISU students have access to more than 300 degree, certificate, and minor programs housed in eight colleges and two schools. The Graduate College at Iowa State offers several programs for students interested in AR/VR. Options include MS and PhD degrees in Human-Computer Interaction (HCI) and a Master of Human-Computer Interaction. The MS is interdisciplinary, the MHC is delivered on-campus and online, and a 12 credit hour HCI Graduate Certificate is also available. Across programs, students will take courses such as Virtual Worlds and Applications, Visual Design for HCI, Computer Graphics and Geometric Modeling, Learn to Speak AI, Design and Evaluation of Human Computer Interaction, Python Application Development in HCI, and Foundations in Game-Based Learning.

Students in all programs have access to the Virtual Reality Applications Center (VRAC), which leads ISU’s HCI Program. This interdisciplinary research center supports the research of students and faculty from ISU’s seven colleges, as well as a number of industry partners and collaborators from several federal agencies.

VRAC participants have skills and interests in virtual, augmented, and mixed reality (VR/AR/MR) user experience (UX), developmental robotics, haptics interaction, HCI, and mobile computing.

Graduates of the HCI Programs at Iowa State University are prepared for careers in both the private and public sectors. Master’s degree graduates are also prepared for to continue their studies by enrolling in a PhD program.

Virtual Reality (VR), and the related fields of Augmented Reality (AR) and Mixed Reality (MR), can be traced back to  Harvard University. From 1965 to 1968, Ivan Sutherland, an Associate Professor of Electrical Engineering at Harvard, helped create “The Sword of Damocles.” This was the first virtual reality and augmented reality head-mounted display system. Today, full-time, degree-seeking students at Harvard University have access to Harvard Innovation Labs’ AR/VR Studio, along with several degree pathways that can help prepare them for careers in AR/VR.

The AR/VR Studio is a dedicated space designed for the exploration of immersive technologies. The Studio is equipped with various software and design platforms, multiple headset configurations, workstations, and filming resources. In the Studio, students can also experience the latest AR/VR equipment in an open session, learn about the technology with a dedicated team of experienced TAs, and understand how to apply the technology to a specific field. Students in the AR/VR Studi can build MVPs and prototypes through workshops, and attend guest speaker symposiums. Available workshops include Augmented Reality, Virtual Reality, and Storytelling in AR/VR.

Founded in 1636 and serving 35,276, students, Harvard University houses 12 degree-granting Schools and the Harvard Radcliffe Institute. The John A. Paulson School of Engineering and Applied Science is home to the Computer Science Department. Pathways for students interested in AR/VR include BA, BA/MS, and PhD degrees in Computer Science.

Course examples across programs include Design of Useful and Usable Interactive Systems, Artificial Intelligence (AI), Computer Graphics, Computer Science (C, Python, and SQL plus HTML, CSS, and JavaScript), Autonomous Robot Systems, Advanced Computer Vision, Machine Learning, Advanced Topics in Programming Languages, Systems Programming and Machine Organization, and Computing at Scale.

Harvard University graduates have established successful careers in just about every field. They can be found in top positions at Amazon, Google, DreamWorks Animation, Pixar Animation Studios, Goldman Sachs, Vanderbilt University Medical Center, Intel Corporation, CTB/McGraw-Hill, Hyperion Solutions, Hasbro, Inc., Lonely Planet, Meta, Sun Microsystems, and Walt Disney Company, among others.

University of Illinois at Chicago (UIC) is the largest university in the Chicago area. Established in 1982, the school serves nearly 34,000 students enrolled in 95 bachelor’s, 100 master’s, and 63 doctoral degree programs across 16 academic colleges.

The College of Engineering at UIC houses the Department of Computer Science (CS)—the fastest growing program at the school. Pathways include a BS in CS and Design—the only such program at a public university, an MS and BS/MS in CS, and a CS Minor. A PhD in CS is also available for students interested in research or teaching.

Across programs, areas explored include AR/VR Design, Computer Graphics, Creative Coding, Human-Centered Computing, Designing and Developing Digital Interfaces and Applications, Media Design, and Virtual Health and Medicine. Programs consist  of a combination of studio courses and required technical courses that allow students to collaborate in teams on research and projects.

The MS in CS consists of 36 credit hours. Students may enroll in the BS/MS Program, which takes just five years to complete. The MS has coursework only, project (capstone), and thesis options (research or PhD preparation). Featured courses include Virtual, Augmented, and Mixed Reality (VR/AR/MR), Artificial Intelligence (AI), Design of Mobile Apps, and Video Game Design and Development.

Students in all programs have access to the Electronic Visualization Laboratory (EVL) and the Human-in-Mind Engineering Research Lab (HiMER).

Established in 1973, EVL is an interdisciplinary research laboratory in the College of Engineering’s Computer Science Department. EVL specializes in virtual reality, visual data science, collaborative visualization, and advanced computing and networking infrastructure. The Lab is supported by the National Science Foundation (NSF), the National Institutes of Health (NIH), Argonne National Laboratory, The Joseph and Bessie Feinberg Foundation, the Shirley Ryan AbilityLab, the State of Illinois, and UIC.

The HiMER Lab highlights recently funded research including AR/VR, Human Performance Modeling, Human-System Interaction, Data Analytics, and Transportation Safety. Recent AR/VR projects include Projection-Based Mixed Reality Platform-Spatial Mixed Reality, Gaze-Based Multimodal Interactions in AR, and Human Perception and Cognition in AR.

Graduates of the Computer Science Programs at University of Illinois at Chicago have been hired at some of the world’s top companies including Microsoft, Amazon, Cisco, Meta, Adobe, Google, Apple, LG, Blue Cross Blue Shield, HP, Redbox, and Verizon, among others.  

This fall, Purdue University reached a record 50,884 students, topping last year’s 49,639 students. This is the university’s eighth straight record high. Founded in 1869, Purdue opened its doors on September 16, 1874 with six instructors and just 39 students. Today, the school employs 2,000 full-time faculty that teach and conduct research in Purdue’s 12 colleges and schools, and Purdue Polytechnic Institute.

For students interested in AR/VR, Purdue Polytechnic Institute has a flexible MS in Computer Graphics Technology (MS CGT) Program that allows students to take coursework in one or more areas and customize their plan of study. AR/VR coursework includes Augmented Reality, Collaborative Virtual and Augmented Environments, Product Development Using Virtual Environments, Virtual Environments, Cognition & Human-Computer Interaction (HCI), Special Topics In Human-Centered Design And Development, Computer Graphics Programming, and Advanced Real-Time Computer Graphics.

Students in the program have access to the Purdue HRD Virtual Lab, which is equipped with Oculus Rift Virtual Reality Headsets to deliver virtual reality simulations, Microsoft HoloLens for augmented reality training simulations, GoPro Omni and GoPro Hero to create 360-degree training simulation content, and iMotions software to collect biometric data on facial expression analysis (FEA), eye tracking (ET), electrocardiography (ECG), galvanic skin responses (GSR), and facial electromyography (fEMG).

To graduate, MS CGT students will complete several projects including the Computer Graphics Project, Directed MS Capstone, and Directed MS Project.

Graduates of the MS CGT Program at Purdue University-Purdue Polytechnic Institute are prepared to seek careers in all sectors that utilize AR/VR. Graduates have been hired at Google, DreamWorks, Google, Salesforce, Deloitte, and other major companies and studios.

Northwestern University (NU or Northwestern) serves 8,000+ undergraduate students and 13,000+ graduate students enrolled in hundreds of programs across 12 colleges and schools and three campuses in Chicago, IL, Evanston, IL, and Doha, Qatar. Established in 1851, Northwestern also has sites in San Francisco, CA, New York, NY, Washington, DC, and Miami, FL.

The McCormick School of Engineering at Northwestern University houses the Computer Science Department, which heads the Human-Computer Interaction (HCI) Research Area. Supported topics include AR/VR, Mixed-Initiative Systems, Tangible User Interfaces, Cyberlearning, Ubiquitous Computing, User-Centered Design, Mobile Interaction Design, Interactive Audio, and Multi-Touch Interaction, among others.

Northwestern HCI students are enrolled programs in Computer Science (BA, BS, MS, and a Minor), Communication, Learning Sciences, and Technology & Social Behavior. HCI students also take courses and attend seminars through the Segal Design Institute.

The BA in Computer Science is offered in the Judd A. and Marjorie Weinberg College of Arts and Sciences (est. 1851). The BS and MS are offered in the McCormick School of Engineering and Applied Science (est. 1909). Minors are available at McCormick and Weinberg.

Course examples at the undergraduate level include Artificial Intelligence (AI) Programming, HCI, Machine Learning, Tangible Interaction Design and Learning, HCI, Computer Graphics, Computer Game Design and Development, Machine Perception of Music & Audio, Game Design Studio, Agile Software Development, Software Construction, Resource Virtualization, Designing & Constructing Models with Multi-Agent Language, and Advanced Digital Design.

MS students have the opportunity to customize the curriculum to support their goals. Options include courses and research in AI, HCI, distributed interactive systems, AR/VR for Virtual Analytics, Theoretical Computer Science, and Computer Graphics and Human Computer Interfaces for Spatial Applications, Visualization, and Computer Entertainment. Students in all programs have access to The Garage—Northwestern’s AR/VR Media Lab.

The Garage consists of an 11,000 square foot space that provides programming and resources, and supports projects, networking, and collaboration between students and more than 250 mentors and experts. To date The Garage has helped produce more than 500 student-founded startups and projects.

Northwestern Computer Science alumni are Computer Programmers, Software Developers, Engineers, and Entrepreneurs. They work for global companies such as IBM, Intel, Google, and Microsoft, among others.

In 2021, University of Florida (UF) enrolled more than 61,000 students, making it one of the largest universities in the U.S. and the third largest in Florida. More than 300 programs are available across 16 colleges and schools. The College of the Arts at UF is home to the Digital Worlds Institute, which houses Master’s in Digital Arts & Sciences (MiDAS). This one-year, accelerated program explores emerging technologies, specifically AR/VR, and it accepts individuals from all backgrounds.

The MiDAS Program covers Technical Skills: Game Engines and Development (i.e. Unity 3D) and Software and Hardware Integration; Design and Interactivity: Visual Design Tools/Tech, 3D for VR/AR UI-UX, Audio, Digital Compositing, and Digital Storytelling; and Professional Skills: Project Proposals, Production Pipelines, Project Management, and Critical Thinking and Analysis.

Other MiDAS Program features include opportunities to work on real-world projects within the industry-standard, a collaborative environment, personal attention from faculty and content area experts, and professional portfolio development. UF MiDAS Students also have access to the UF Reality Lab at the Digital Worlds Institute .

The Lab explores and promotes research and educational endeavors in AR/VR. Sample courses in the Lab include Production of Immersive Environments, Digital Storytelling, Movement, Media, and Machines, and Interdisciplinary Research Seminar. Past student projects include Metrolia VR Multiplayer Mech Duel, Space Mail, ScootVR, SpArc: Animate Using Your Hands in Virtual Reality, HoloTouch, Virtual Standardized Patient, and WonderLab.

Graduates of the MiDAS Program and other University of Florida graduates have been hired at Boeing, Walt Disney, the U.S. Department of Defense, Aramark, ESPN, Cox Media Group, the U.S. Navy, Glaxo Smith Klein, 22squared, Reed Exhibitions, GE Digital-Meridium, and Spirit Airlines, among others.

Faculty at the University of Arizona (UArizona) College of Social & Behavioral Sciences’ School of Information (iSchool) engage in virtual, augmented, extended, and mixed reality, video game design and development, and human-computer interaction (HCI) with a goal to advance these interactive technologies for enhanced user experience and performance. In addition faculty with interests in AR/VR and related areas, students interested in studying augmented and virtual reality have access to several labs that highlight AR/VR research, development, and education. Labs include the Extended Reality and Games Lab (XRG Lab) and the 3D Visualization and Imaging Systems Lab.

In the XRG Lab , researchers and participants focus on the research and development of virtual, augmented, and mixed reality techniques. Ongoing research projects are funded by the National Science Foundation, the University of Arizona Social & Behavioral Sciences Research Institute (SBSRI), and others. Projects include Googly Eyes (VR), Mirrored VR, Bounce: A Mixed Reality Serious Game for Teaching Newtonian Physics Concepts, Grabbable Holograms (mixed reality) and Give Me a Hand? (virtual reality).

The 3D Visualization and Imaging Systems Lab is designed for research in emerging technologies such as mixed- and augmented realities (MR-AR), the Lab focuses on the development of 2D/3D display systems, 3D visualization systems, 3D human computer interaction methods, and image acquisition systems. Researchers are interested in applying these technologies in medicine, scientific visualization, and education.

Degree programs for students interested in AR/VR are also housed in the UArizona iSchool. Options include a BS in Information Science and Technology and a Games and Simulation Certificate. The BS Program is organized into three tiers: Core Courses, Intensive Computing, and Research Methods, Computational Arts, and Society. Students have the option to customize a focus area based on their interests. Coursework may include Virtual Reality, Artificial Intelligence (AI), Machine Learning, HCI, Neural Networks, and Informatics Applications. The BS Program has a required Individual Studies Component and Senior Capstone course.

The Games and Simulation Certificate explores the creation of virtual interactive environments for a variety of platforms and devices. Course examples for the program include Virtual Reality, Game Programming, Computing and the Arts, Technology of Sound, and Advanced Game Development. Students in this 12 credit hour Certificate Program will gain real-world experience through collaboration with peers and the creation of several working prototypes.

Graduates of the iSchool degree and certificate programs have been hired at Amazon, Raytheon Technologies, Microsoft, Intel Corporation, Lockheed Martin, Texas Instruments (TI), and IBM Systems & Technology Group, among others.  

Established in 1885 and serving more than 47,300 students, University of Arizona offers Bachelors, Master’s, and Doctoral degree programs, first professional and specialist programs, and a variety of undergraduate and graduate minors. Programs are housed in 20 colleges and additional specialized schools.

The College of Arts and Sciences at The Ohio State University (OSU) houses the Department of Design, which has a program that’s suitable for individuals interested in a career in AR/VR. Leading to an MFA in Design, the program has a Digital Animation and Interactive Media (DAIM) Track. Also housed OSU’s College of Arts and Design is the Advanced Computing Center for the Arts and Design (ACCAD), which conducts research that focuses on emerging arts technologies. ACCAD houses complemented by specialized and flexible studios for interactive design, animation, mediated performance design, motion capture, and media production.

In addition to access to the ACCAD , DAIM students have the opportunity to take 12 studio elective credits that provide hands-on experience. The 60 credit hour MFA Program also includes core design courses, open electives in the themes of studio/lab, history/theory/criticism, and collaborative/interdisciplinary studio, writing development, and a thesis project. Areas covered include real time graphics and virtual environments, performance animation, game art, responsive and interactive media, and installations.

Graduates of the Design MFA Program have been hired in a variety of roles in a range of  industries. They hold positions such as Augmented Reality Designer, Mixed Reality Designer, Virtual Reality Designer, Human-Computer Interaction (HCI) Designer, Interaction Designer, Visualization Specialist,  Motion Graphics Designer, Game Designer, Experiential Designer, Multimedia Designer, and CG Generalist.

The Ohio State University (OSU) was established on March 22, 1870 as Ohio Agricultural and Mechanical College. The school serves nearly 67,800 students across six campuses that house 18 colleges and schools and 200 academic centers and institutes.

In 1979, Full Sail University (Full Sail) launched as an audio recording workshop in Dayton, Ohio. Today, Full Sail  provides Entertainment, Media, Arts, and Technology programs to around 21,000 students. Programs lead to Associate, Bachelor, and Master’s degrees.

Options for students interested in AR/VR include a BS in Simulation and Visualization with access to Full Sail’s VR/AR Lab and FabLab. Course features for the BS Program include Virtual and Augmented Reality, Artificial Intelligence (AI), Programming I & II, Simulation and Visualization Software, Simulation Production, Computer Graphics, and Technology in the Entertainment and Media Industries.

Throughout the program, students will complete a project and build a portfolio through a series of seven courses including Project and Portfolio I-VII: Simulation and Visualization. The BS Program can be completed in just 20 months, on campus.

Full Sail’s VR/AR Lab and FabLab launched in 2016. In the Full Sail VR/AR Lab, students have access to headsets from Oculus, Magic Leap, Microsoft, and HTC, a green screen, and other tolls and equipment to develop AR/VR projects.

The Full Sail FabLab is set up like a workshop. The space includes 3D printers, laser scanners, injection molding machines, and more. Students in the lab can work on projects, collaborate, and network.

Full Sail University graduates enjoy a 92% employment rate. Examples of companies that have hired Full Sail graduates include Industrial Light & Magic (ILM), Pixar, Universal Studios, MTV, Cirque du Soleil, DreamWorks Animation, Bunim Murray Productions, NFL Films, HBO Studios, Disney, Rockstar Games, Blizzard Entertainment, Nickelodeon, and Miramax.

North Carolina State University (NC State or NCSU) has several pathways to study AR/VR. Students can earn a BA or MA degree in Art + Design (A + D), with access to several AR/VR and mixed reality labs. Founded in 1887 as the North Carolina College of Agriculture and Mechanic Arts, NC State has provides more than 300 undergraduate and graduate degree programs to 36,000+ students. Programs are housed in 12 colleges and schools and 65 departments. The BA and MA Programs are housed in the College of Design, which also offers a 16 credit hour A + D Minor with a customizable curriculum.

The College of Design is home to the Experience Design (IX) and Mixed Reality Labs (MxR), and the College of Engineering’s Edward P. Fitts Department of Industrial and Systems Engineering houses the Virtual and Augmented Reality Lab (VR).

The IX Lab is a cross-disciplinary community of artists, designers, humanists, scientists, and engineers that focus on expanding worlds through AR/VR and other new and emerging technologies.

The MxR Lab consists of designers, engineers, and individuals interested in experimentation. The Lab focuses on AR/VR and MR technologies. Projects have included Axe One, Morphaces, and Pop’n’Play.

In the VR Lab researchers study the interaction between humans and AR/VR. Projects have included include User Performance Training and Patient Motor Learning. Current projects include Scale Cognition through Advanced Learning Environments in Virtual Reality (SCALE-VR), Virtual Instructor Application using Augmented Reality for Worker Posture Training, and Investigation of Virtual Reality Guided Upper Limb Exercises.

Accessible equipment includes four-sided (C4) Cave Automatic Virtual Environment (CAVE) with full-body tracking capability, several head-mounted displays (HMDs), and a head-up display (HUD). In addition, a variety of peripheral devices that support movement tracking are available.

In the College of Design’s interdisciplinary, studio-based  A + D BA, students have the opportunity to learn about and develop creative portfolios in areas such as AR/VR, Interactive and Computational Media, Motion Graphics, Visual Effects (VFX), Graphic and Interactive Narratives, Game Design, 3D Modeling, and others. In addition, three Concentrations are available: Gaming + Interaction Design, Animation (2D + 3D), and Fibers + Soft Construction.

Students may also create a focus through required free electives totaling 12 credit hours. Elective examples include Advanced Digital Techniques, Digital Representation, and Art + Design Laboratory.  Course examples for the program include Visualization, Art + Design Laboratory, Creative Technology, Digital Imaging, Advanced Digital Techniques, Digital Motion, and Animation.  Studios include Creative technology, Art and Design International, and Design, Context, and Experience.

The MA in A +D (M.A.D) focuses on Experimental Media Arts. Depending on the student’s academic background and experience, they may enroll in the 30-, 48- or 72-credit Track. Course examples include Sequential Imaging, Visualizing Narratives, Graduate Studio: Immersive and Experimental narratives, Digital Motion, Special Effects, Animation, Dynamic Data, Digital Modeling, and Coding for Designers. Final projects for the M.A.D. Program may explore AR/VR, VFX, Interactive and Computational Media, Graphic and Interactive Narratives, Visual Composition, and Motion Graphics, among others.  

Graduates of the Art + Design Department at North Carolina State University work in fields such as Software Design, Multimedia, Illustration, Textile Design, Fashion and Apparel Design, Art and Design Education, Photography, Filmmaking, Special Effects-Digital, Set Design, Exhibition Design, Museum Education, and Public Art. Some graduates have launched their own businesses and studios.  

Northeastern University has one of the top cooperative (co-op) education programs in the U.S. Established more than a century ago, the program recorded more than 9,000 placements with 2,900 employers around the world from 2019-2020 alone. The school also integrates global experience into learning at all degree levels.

Founded in 1898, Northeastern serves 33,676 students enrolled in more than 500 programs across campuses in Boston, Massachusetts; Charlotte, North Carolina; Seattle, Washington; Silicon Valley; San Francisco, California; Toronto, Ontario Canada; Vancouver, BC Canada; London, UK; Portland, Maine, and the Massachusetts communities of Nahant and Burlington. As an R1 Research University, Northeastern also houses 10 research institutes. Examples include the Experiential AI Institute, the Experiential Robotics Institute, and the Institute for the Wireless Internet of Things.

The College of Arts, Media, and Design (CAMD) is home to the school’s combined major leading to a BS in Design and Mechanical Engineering (BSME) and the Immersive Media Minor. CAMD Programs are available at most Northeastern campuses.

The Immersive Media Minor is an interdisciplinary program for students who are interested in Augmented Virtuality, Extended Reality, Cross Reality, Human-Computer Interaction (HCI), and Enhanced Realities. Course examples for the program include Virtual Environment Design, Immersive Media, Physical and Digital Fabrication, Programming, Animation for Games, Design Analysis and Innovation, and Game Studio.

The BSME Program is divided into seven areas: Engineering, Design, Supporting Courses, Writing, Integrative Courses, Professional Development, and General Electives. Course examples include Experience and Interaction, Interaction Design, Design Process Context and Systems, Mechanical Engineering Computation and Design, Fluid Mechanics, Movement and Time, Professional Issues in Engineering, and Physics for Engineering. BSME students can add the Immersive Media Minor and a Senior Capstone Design is part of the program.

Students in both the BSME and Immersive Media Minor Program have access to three CAMD labs that support AR/VR learning, projects, and research.

The Immersive Media Labs Suite includes technologies for design, development, and exploration of AR/VR/XR, 360 video, and virtual worlds. Students have access to individual workstations and a collaboration and teaching area. Current work in the Lab includes design, development, and exploration of immersive data visualization, immersive games to study and build problem solving and collaboration skills, exploration and integration of digital drawing, painting, and sculpting tools, storytelling, media advocacy, and healthcare delivery.

In the Experiential Technologies Lab and User Testing Environment students develop software, and engage in interface development, game testing, and integration of biometrics tools including eye-tracking and wearable sensors. Lab resources include a one-way mirror, camera setups, and high-end computing.

MedVR is produced in partnership with Grassroots Developer Education, Inc., a 501(c)(3) non-profit, and the College of Arts, Media, and Design. Clinicians, engineers, and creatives collaborate in the lab to talk and learn about the latest AR/VR developments in healthcare and life sciences, invent translational AR/VR solutions, and solve healthcare problems by creating new experiences with AR/VR.

Graduates of the CAMD Programs and others at Northeastern University have been hired by a wide variety of companies, studios, and organizations. Examples include Amazon, Microsoft, 20th Digital Studio (formerly known as Fox Digital Studio), Google, ABC, AMC Networks, NBC, Abbot, ATYX Gaming, Nickelodeon, Alpha Defense, Nokia, Oracle, Peloton, NASA's Johnson Space Center, Photo Diagnostic Systems, Inc., Tesla, Textron, Apple, Walt Disney World, Lockheed Martin, UBTCH Robotics, Walt Disney Imagineering, the U.S. Air Force, and United Technologies Aerospace Systems.

Parsons The New School for Design (Parsons) was established in 1896 as The Chase School. Serving more than 10,000 students, Parsons provides more than 100 degree and diploma programs across campuses in New York City; Paris, France; Shanghai, China; and Mumbai, India. Programs lead to an AAS, BBA, BFA, MA, MS, MFA, MPS or MArch. Options include for students interested in AR/VR include BFA and MFA degrees in Design and Technology, and a Minor Immersive Storytelling. The Minor is open to all undergraduate students.

Students in the Immersive Storytelling Minor have the opportunity to explore experiential and immersive storytelling in virtual and augmented reality (AR), mixed reality, interactive theater, data visualization, and 360 spherical film. Students in the program are exposed to design strategies and production pipelines such as systems and new technologies of interaction, digital asset creation and implementation, and narrative design.

The BFA Program explores interaction technologies, emerging art and design practices, and media storytelling. Program features include projects with (and visits to) companies such as Apple, Atari, MTV, Nickelodeon, Siemens, UNESCO, Rockwell Interaction Lab, and Eyebeam Art & Technology Center; the opportunity to select a focused pathway in Creative Technology or Game Design; and internship opportunities with major companies and studios.

The Design and Technology MFA explores the interactive, visual, and narrative aspects of design technology. The program focuses on software programming and computation. Typical MFA projects involve interaction design, game design, new media art, digital fabrication, web and mobile apps, critical design, and data visualization.

Students in all Parsons programs have access to The New School XReality Center—home to the XR Reality Lab and XR-related events. The Lab supports research, student projects, and immersive learning as well as workshops and meetups.

Graduates of the Design and Technology Programs at Parsons are prepared for careers in Virtual Reality and Immersion Experience Design, Interaction Design, Game Design, Computer Software and Hardware Design, Mobile and Application Design, Web/UI/UX Design, 2D and 3D Animation, Motion Graphics, Film and Television, and Digital Filmmaking, among others.

University of California, Santa Cruz (UC Santa Cruz or UCSC) is home to the Baskin School of Engineering, which houses the Computational Media Department (CM) and the Cave Automatic Virtual Environment (CAVE) Lab . In the Lab , faculty and students have the opportunity to create 3D virtual environments that allow multiple users to interact at the same time. The facility houses a room-sized, advanced visualization system also called the CAVE, which combines high-resolution, stereoscopic projection and 3D computer graphics to create and fully immerse in virtual environments.

The CAVE Lab is also outfitted with Mechdyne CAVE and FLEX technology and adjustable walls that allow environments to be modified for different applications. The Unity development platform is used to create 3D interactive environments.

UCSC has an additional space, known as the VizLab, that’s dedicated to AR/VR. The Lab provides access to high-end VR equipment that can be used to develop virtual or augmented reality content and interact with imagined worlds. Students can check out equipment such as a VIVE headset, Gear VR, Google Cardboard, 360 cameras, GoPros, DSLR cameras, video cameras, and other media capture devices. The VizLab also hosts class sessions, workshops, and project development meetings.

UC Santa Cruz is part of the 10-campus University of California System. The school serves 18,980 students enrolled in 170 undergraduate, graduate, and minor programs across 10 colleges and dozens of schools. Baskin School of Engineering houses the BS and MS Programs in Computer Science (CS), and the MS and PhD degrees in Computational Media.

Course examples across programs include, Introduction to Augmented Reality and Virtual Reality, Game AI, Artificial Intelligence (AI), User Experience for Interactive Media, Applied Machine Learning, Software Engineering, Computational Media Methods, Computer Systems and C Programming, Programming Abstractions: Python, Advanced Computer Graphics and Animation Laboratory, and Data Programming for Visualization.

Students will complete a variety of projects throughout all CS programs. In the final year, graduate students will complete a thesis OR additional project with written report.

Graduates of the Computer Science Programs at University of California, Santa Cruz are prepared for in-demand jobs such as AR/VR Maintenance and Support, XR Gameplay and Tools Engineer, Software Developer, Senior Software Engineer, Design/Graphics Engineer, and Software Engineer.

DePaul University (DePaul) was founded in 1898 as St. Vincents College. Serving 21,670 students, DePaul is the nation’s largest Roman Catholic university. Students at DePaul have access to more than 300 programs across 10 colleges and schools.

The Eugene P. Jarvis College of Computing and Digital Media (CDM) and Communication house several Labs that support AR/VR collaboration, learning, research and development, and projects on emerging platforms.

The Virtual and Augmented Design (VAD) Lab is part of the Jarvis College of CDM. Located on the concourse level of the DePaul Center, the Lab is equipped with AR headsets/visors, VR headsets with hand and foot trackers, iPhones for augmented reality development, Oculus Rifts, iPhones for augmented reality development, Microsoft HoloLenses, HTC Vives, and Macs and PCs.

The goal of the Virtual and Augmented Reality Communication Lab (VARC) in the College of Communication is to advance ethical communication in VR and VR. Equipped with the latest AR/VR equipment, the Lab allows students and faculty to experience AR/VR technology and explore how these tools impact society. The VARC Lab also offers classes and workshops, and supports courses at DePaul that utilize AR/VR in the classroom.

In addition to the Labs at DePaul, students interested in AR/VR careers have access to several degree pathways. Options in School of Computing within the Jarvis College of CDM include a BS in Computer Science (CS), and MS degrees in Computer Science and Software Engineering. Software Engineering students may concentrate in Software and Systems Development. Other noteworthy graduate concentrations include Game and Real-Time Systems, Human-Computer Interaction (HCI), and Artificial Intelligence (AI).

Graduates of the Computer Science and Software Engineering Programs at DePaul University have been hired by Lockheed Martin, Abbott Laboratories, Microsoft, Disney Interactive, Meta, Argonne National Laboratory, GitHub, Vivid Seats, and CME Group, among others.

Founded in 1824, Rensselaer Polytechnic Institute (RPI) is America’s first technological research university. The Institute, which houses five schools, 32 research centers, and more than 145 academic programs, serves around 6,900 students and over 100,000 living alumni.

Pathways for students interested in AR/VR include BS, MS, and PhD degrees in Computer Science (CS). A Minor is available as well as Dual Degrees including a CS BS/MS and Accelerated CS BS/PhD. Housed in the RPI School of Sciences, the Computer Science Program focuses on the design, analysis, communication, implementation, and application of computational processes. Optional concentrations include Artificial Intelligence (AI), Games, Robotics, Vision, Graphics, Data Systems, and Software Theory and Algorithms.

Course features across programs Intelligent Virtual Agents, Modeling & Simulation for Cyber-Physical Systems, Interactive Visualization, Computer Vision for Visual Effects, Robot Dynamics and Control, Learning and Advanced Game AI, Computer Graphics, Cognitive Computing, Cognitive Modeling, and Parallel Programming.

Students in all CS Programs at RPI have access to the recently launched Rensselaer Augmented and Virtual Environment (RAVE) Lab. Established in 2019 and housed in the J. Erik Jonsson Engineering Center, the Lab supports experimentation with different types of virtual and augmented reality. Students and researchers have access to state-of-the-art equipment and a flexible physical space.

Students and graduates of the Computer Science Programs at Rensselaer Polytechnic Institute have opportunities to work with Lockheed Martin, Amazon Robotics, and ExxonMobil, among others.

Established in 1876 and serving close to 35,900 students, University of Colorado Boulder (CU Boulder) houses the Alliance for Technology, Learning and Society (ATLAS) Institute. Founded in 1998, the ATLAS Institute is home to a number of labs and centers designed to support student work on independent projects. Current labs and centers include ACME Lab, Living Matter Lab, THING Lab, Unstable Design Lab, Laboratory for Emergent Nanomaterials, Center for Media, Arts & Performance, and BTU Lab.

Past projects include AR Drum Circle, Augmented Reality and Autonomous Systems (ARIAS), Augmented Reality Informs Human-Robot Interaction, Augmented Reality Remote Assistance (ARRA), Haptic VR Wizard, Biolage Reactor, and Jam Station, to name a few.

The Atlas Institute also manages the Creative Design & Technology (CTD) Program, with core courses taught in the Roser ATLAS Center and degrees granted through the College of Engineering and Applied Science. Pathways for students interested in AR/VR include the BS and Minor in CTD.

The BS in CTD (BS-CTD) requires 128-130 credit hours of study and the Minor requires 21 credit hours. BS-CTD students may choose a focus area through elective offerings. Areas include Augmented and Virtual Reality, Interactive Computing, Game Design, Robotics, Physical Computing, Sound Design, User Interface and User Experience (UI/UX), and more. Other program features include creative projects, regular professional development opportunities, workshops and guest speakers, internships with industry partners, employment in the CTD research and student labs, and portfolio development. 

To complete the major, BS-CDT students take a two-semester Capstone sequence where they produce one major culminating project.

The ATLAS and the College of Engineering and Applied Science also offer an MS in CTD with a Creative Industries Track.  The project-based curriculum for this program allows students to build their own focus area. Some popular options include Virtual and Augmented Reality, Human-Computer Interaction (HCI), Interactive Product Design and Development, Game Design and Development, Arts and Media Production, UI/UX, and Learning and Education. Classes, workshops, visiting speakers, and studios provide the opportunity for graduate students to work directly with industry professionals on real-world issues.

Graduates of the CDT Programs at University of Colorado Boulder work in many areas of Art and Entertainment, Technology, Education, Healthcare, Sciences, and Defense, among others. MS graduates also work in Research in all industries and in many departments and agencies of the U.S. government. Examples of employers for CU Boulder graduates include Lockheed Martin, Google, IBM, Walt Disney, Medtronic, Ball Aerospace, CBS Studio Center, Panavision, Hitachi, and Starz Entertainment.

Duke University houses the Trinity College of Arts and Sciences, home to the Department of Computational Media, Arts & Cultures and the Department of Computer Science. Within the Departments are several degree pathways, studios and labs for students looking to learn about, develop, and experience AR/VR.

Labs include the Institute for Virtual and Augmented Reality for the Digital Humanities (VARDHI) , which focuses on the application of VR and AR to humanities research, outreach, and teaching; Duke Immersive Virtual Environment (DiVE) in the Pratt School of Engineering—a large-scale virtual reality facility established in 2005; the Innovation Co-Lab , which explores VR technology; TEC VR at the Technology Engagement Center/Co-Lab, where students can experience VR; and Bolt VR —a space equipped with a state-of-the-art, custom gaming PC, 4K display for remote, and the Vive immersive VR system.

Studios include the Multimedia Project Studio (MPS) at Duke, which offers resources for students and developers to begin their VR projects. In addition, the Dig@Lab within the Department of Computational Media, Arts & Cultures conducts AR/VR research and develops apps, virtual environments, and VR applications.

Established in 1924, Duke University serves 16,780 students enrolled in more than 200 programs across 10 colleges and schools. Duke’s most popular program is Computer Science. Leading to a BA, BS, MS, or PhD, the Program provides access to all of the schools labs and studios. Students may also enroll in an Interdepartmental Major (IDMs), which combines two academic disciplines in Trinity College, with seven courses from each to create a major.

graduates of the Computer Science Programs at Duke University are prepared for careers in all areas of Computer Science, AR/VR, Aerospace, Entertainment, Defense, and Education, among others.

Founded in 1890 as the Columbia School of Oratory, Columbia College Chicago (Columbia) provides more than 150 majors, minors, and graduate programs to nearly 7,000 students from the U.S. and abroad. Columbia features small class sizes, internship opportunities, and real-world opportunities to display works at a number of conferences and other events.

For students interested in AR/VR, Columbia has an Immersive Media (IM) BA Program that requires a Minor. This allows students to develop skills in multiple areas. An 18 credit hour IM Minor is also available for students in other degree programs. Minors that complement the IM BA include Interactive Media Development, Programming, User Experience, Game Design, Video Production, and Animation.

Follow the path from prototyping to deployment, students in the Immersive Media Program will develop the skills needed to produce augmented, mixed, and virtual reality experiences for games, entertainment, healthcare, engineering, and the sciences, among others. Other program features include a collaborative environment, portfolio development, and the opportunity to participate in or present at events such as the Augmented World Expo (AWE), the VRAR Association of Chicago (career fairs and events), the Game Developers Conference (GDC), the Chicago Toy and Game Fair (required), and Industry Night and Manifest.

Nearly 90% of Columbia College graduates report being employed within a year of earning their degrees. Immersive Media graduates hold positions such as Augmented Reality Designer and Developer, Virtual Reality Design and Developer, Immersive Information Visualization, Immersive Media Artist, Simulation Design and Developer, User Experience Design for Immersive Media, and Immersive Storytelling.

Columbia College alumni have been hired at Microsoft, Meta, Steam, Snapchat, Google, Midwest Immersive, Within, Adobe, 8i Virtual Reality Studio (8i), Riot Games, , CNN, NY Times, Midwest Immersive, Moxie, Edelman, and TIME Studios, among others.

University of Chicago (UChicago) is a private research university established in 1890 by oil magnate John D. Rockefeller. The school, which houses hundreds of programs and initiatives, has partnerships in over 48 nations and on every continent. UChicago serves 17,470 students, with more than 4,400 students enrolling each year from nearly 115 countries.

University of Chicago offers well over 150 degree and academic programs across the undergraduate College, four graduate divisions, seven professional schools, and the Graham School of Continuing Liberal and Professional Studies. The College of Arts and Sciences houses the Department of Computer Science, which has BS and MS Degrees in Computer Science (CS). The Department also offers a CS Minor and three BA/MS and BS/MS degree options (Bx/MS), including a research-oriented option for CS majors, a professionally oriented option for CS majors, and a professionally oriented option for non-CS majors.

Students in the Department may specialize in areas such as Human-Computer Interaction (HCI), Machine Learning, Programming Languages, and Computer Architecture. They also have the opportunity to focus in an additional field by following an approved course of study in a related area. This provides a pathway to develop additional skills in AR/VR.

Across programs, students will have access to courses such as Emergent Interface Technologies, Planning, Learning, and Estimation for Robotics and Artificial Intelligence (AI), Scientific Visualization, Programming Languages and Systems, Natural Language Processing, Robotics, Mobile Computing, Computer Vision, Software Development, and Engineering Interactive Electronics onto Printed Circuit Boards.

Other program features include internship and study abroad opportunities at the UChicago Center in Beijing and others, and access to the Weston Game Lab.

Housed in the Media Arts, Data, and Design Center (MADD Center), the Weston Game Lab launched in in 2019. MADD Center groups focus on virtual reality, GIS, digital fabrication, data visualization, and other new, evolving, and emerging technologies. Through the Lab, faculty, students and staff collaborate on the research and development of games of all kinds. Examples include alternate reality, digital, board, and card.

Lab participants will also attend workshops and collaborate on game-based experiments and development projects in the 3,800-square-foot space, which houses classrooms, studio spaces, and open work areas.

University of Chicago graduates are recruited for a variety of positions at more than 400 organizations annually. UChicago graduates from the past three years work in over 40 countries across six continents. University of Chicago alumni can be found at leading organizations in a variety of industries, they are enrolled in some of the top graduate programs, and many alumni start their own studios, businesses, companies, and organizations.

Established in 1804, Ohio University is the state’s first public university. Serving nearly 30,000 students across more than 10 campuses and centers, the school houses nine colleges that offer more than 250 programs of study.

The Scripps College of Communication at Ohio University is home to the J. Warren McClure School of Emerging Communication Technologies (ECT), which houses the Information and Telecommunication Systems Major, (ITS ECT) with a VR/AR Track. In partnership with the School of Media Arts & Studies, the McClure School also has a VR and Game Development Emphasis, which is part of the Games and Animation Major.

The VR/AR Track, which leads to a BS degree, focuses on emerging communication technologies production, including AR/VR, and information networking and telecommunication systems. Students in the program will learn about the application, management, design, management, and regulation, information network technology, the use, production, and  implementation of VR/AR; and how businesses acquire and sell these products and services.

The VR and Game Development Emphasis leads to a BS in Media Arts and Studies – Games and Animation. Students will begin the program with an animation or game design pathway, with opportunities to enhance either area. This includes taking courses in AR/VR offered by the McClure School.

Students in all programs have access to Game Research and Immersive Design (GRID) Lab . Established in 2005, the GRID Lab is an initiative of Scripps College. Developed by the School of Media Arts and Studies, the Lab focuses on the research and development of virtual reality, serious and educational games, simulations, and computer animation.

The McClure School at Ohio University has the highest job placement rate in the Scripps College of Communication. Graduates of the ITS ECT Program (VR/AR Track), have been recruited by major studios and companies such as Microsoft, Sony, Unity, Warner Brothers, Disney, and Bethesda. ITS graduates are also employed in branches of the U.S. Armed Forces, in state and federal government offices, and with consulting companies such as Deloitte, Accenture, Capgemini, Booz Allen Hamilton, and PwC.

Graduates of the Game and Animation Program with a VR and Game Development Emphasis have been hired at Blizzard, Disney/Disney Imagineering, Electronic Arts (EA), Google, Sony PlayStation, Riot Games, and Unity, among others.

University of Rochester (UR) is a private research university that allows students to build their own program of study or enroll in a traditional degree program. There are no general education requirements with the build-your-own option and no traditional core curriculum. The only required skill is written communication. Build-your-own students may choose from dozens of writing courses on  variety of unique topics. Examples include Comics and Culture, America’s National Parks, and Philosophy in Science Fiction.

Build-your-own majors at University of Rochester fall in one of three broad areas: Humanities, Social Sciences, and Natural Sciences, and Engineering. Undergraduate students can build an AR/VR Program by selecting courses from one or all areas or they can enroll in the BA or BS in Computer Science (CS), while graduate students may enroll in the multi-disciplinary AR/VR PhD Program.

The CS Programs have three Tracks: Human-Computer Interaction (HCI), Artificial Intelligence (AI) and Machine Vision, and Natural Language Understanding. Course examples across Tracks include AR/VR Interaction Design, Video Game Development, Programming Language Design and Implementation, HCI, Recreational Graphics, Design and Analytics of Efficient Algorithms, Machine Learning, Logical Foundations of AI, Mobile Vision Computing, and Machine Vision.

Students in the AR/VR PhD Program at University of Rochester typically have a background in Computer Science, Optics, Biomedical Engineering, Electrical and computer Engineering, or Brain and Cognitive Sciences. Housed in the School of Arts & Sciences’ Georgen Institute for Data Science, the program focuses on AR/VR interfaces and applications, AR/VR platforms and computation, perceptual-cognitive aspects of AR/VR design, and machine intelligence for AR/VR systems.

Graduates of the Computer Science and AR/VR Programs at University of Rochester are prepared to pursue a wide range of positions a variety of industries. Sample job titles include VR Developer, User Experience Designer, AR Developer, Mobile Developer, Solution Architect, AI Developer, Firmware Engineer, Quality Assurance manager, HCI Developer, and Research Software Engineer. 

University at Buffalo (UB) is a public research university and a flagship of the State University of New York system (SUNY). Serving 32,332 students, UB is the largest campus in the 64-campus SUNY system. More than 510 degree programs are available across 13 colleges and schools. The College of Arts and Sciences at UB houses the Department of Media Study (DMS) and the School of Engineering and Applied Sciences is home to the Department of Computer Science and Engineering. Both have several pathways to study AR/VR.

Programs in the DMS explore games, AR/VR, robotics, experimental film, interactive, fiction, and many other areas. Research areas for DMS faculty include Games and Virtual Reality, Emerging Media, Music and Sound, and Film and Video, among others. Games and Virtual Reality researchers study and build virtual worlds, mixed reality experiences, responsive installations, intermedia performances, and games.

Undergraduate DMS programs for students interested in AR/VR include the BA in Media Study with a Concentration in Production, and the Game Studies Certificate. Graduate options include the MFA in Media Arts Production (including interactive media, computational media, physical computing), the Media Arts and Architecture Program (MAAP) with a Master of Fine Arts (MFA) + Master of Science in Architecture (MS) Track for students with a prior degree in the arts, design, humanities, computer science and engineering or related fields, and the PhD in Media Study ( including interactive media, physical computing, production, and digital  media).

Most coursework across programs have AR/VR and related components. Examples include Virtual Worlds I-II, Emerging Technologies, Media Robotics, Programming Graphics I-II, Game Design, Interactive Fiction, Computational Media, Sound and Space, Physical Computing, Programming for Digital Art, Green Media, Electronic Literature, Sound Design, Video Workshop, Game Design, Machines, Codes, and Cultures, Game and Animation Workshop, Time-Based Concepts, Performative Action, and Designed Play.

Students in all programs enjoy small class sizes (15-18 students), team projects, internship opportunities, and an active study abroad program.

The Department of Computer Science and Engineering at UB has several options for students interested in AR/VR including the Computer Science BA, Computer Science BS/MBA, Computer Science BS/ Computer Science and Engineering MS, the Computer Engineering MS, and the Mechanical Engineering BS. All programs provide access to the UB Virtual Reality Lab, housed in the School of Engineering and Applied Sciences’ Department of Mechanical and Aerospace Engineering.

Course examples across programs include Applied Human-Computer Interaction (HCI) and Interface Design, Introduction to Artificial Intelligence (AI), Programming in Python, Machine Learning and Society, Coding Theory, Software Engineering, Computer Vision and Image Processing, Robotic Algorithms, Digital Image Processing, Computer Programming I-II, Systems Programming, Digital Systems, and The Learning Environment.

University at Buffalo graduates are routinely recruited by some of world’s top companies. Examples include Amazon, Lockheed Martin, Google, Fisher-Price, IBM, Carleton Technologies, Thermo Fisher Scientific Inc., Eli Lilly, and BAE Systems. 

University of Minnesota (U of M) was established in 1851—seven years before Minnesota became a state. Serving more than 50,000 students, the school is one of the largest universities in the nation, and the only land-grant university in the state. Students at U of M have access to 150 undergraduate majors and more than 130 research-based graduate programs in the fields of art, science, engineering, humanities, agriculture, and medicine. The school also provides a number of interdisciplinary programs at all degree levels.

Programs at University of Minnesota are housed across dozens of colleges, schools, and departments. The College of Science & Engineering (CSE) is home to the Department of Computer Science and Engineering, which has several pathways to study AR/VR. Options include a BA, BS or MS in Computer Science (CS). While the BA is administered through the Department of Computer Science and Engineering, the degree is awarded by the College of Liberal Arts (CLA).

Course examples across programs include VR and 3D Interaction, Artificial Intelligence (AI), Exploring CSCI: Python, Robotics, Advanced Machine Learning, Animation & Planning Games, Software Development, Program Design & Development, Programming Graphics and Games, and Program Design and Development.  Specialty courses include Topics in Modern Machine Learning, Programming Language Foundations in Agda, Vision and Learning in Interactive Field Robotics, and Trends in Edge Computing.

Students in all CS programs have access to the Interaction Visualization Lab (IV/LAB) and the Illusioneering Lab.

The IV/LAB is equipped with a 4-wall CAVE Virtual Reality display; a Multi-Surface, Multi-Touch Virtual Reality Environment; and a 3D Haptic (Force-Feedback) Display. The IV/LAB also works with the visualization facilities at the Minnesota Supercomputing Institute (MSI), which provides software, hardware, and experts to help students in all research areas.

Current IV/LAB projects include visualization of large-scale time-varying data, 3D modeling in virtual reality, and creativity-support tools for complex design tasks. Work in the Lab is supported by the National Science Foundation (NSF), the National Institutes of Health (NIH), the National Academies Keck Futures Initiative (NAKFI), the University of Minnesota, and industry partners.

The Illusioneering Lab focuses on advancing immersive technologies, developing spatial interaction techniques, and creating experiences in AR/VR. The Lab explores emerging applications in entertainment, data analysis, health care, and education. Current projects include Immersive User Interfaces, Embodied Interaction, Redirected Walking, and Rapid Content Creation.

Graduates of the College of Science & Engineering at University of Minnesota are routinely recruited by Amazon, Boeing, IBM, Microsoft, Tesla, Honeywell, Epic Systems Corp., Collins Aerospace, Medtronic, Boston Scientific, Abbott, and Northrup Grumman.

The eCampus Immersive Learning Institute at San Jose State University (San Jose State or SJSU) focuses on AR/VR technology and learning. Faculty in the program work together to explore AR/VR and create immersive learning activities for their courses through workshops, hands-on activities, and resources. Workshops include Building Immersive Learning Experienced, Hands-on AR/VR Exploration, Integrating AR/VR into Curriculums, and Best Practices and Showcase. The Immersive Learning Institute provides the opportunity for faculty to apply what they have learned to their classrooms, while helping students learn about and develop skills in AR/VR.

In addition to access to instructors who are heavily involved in AR/VR education and development, San Jose State University has several pathways for students interested in studying AR/VR. Housed in the College of Professional and Global Education’s School of Information, the BS in Information Science and Data Analytics (BSISDA) explores AR/VR, Artificial Intelligence (AI), Blockchain, and Big Data. The Computer Science Department in the College of Science has BS and MS degree options with heavy VR/AR related coursework.

Across programs, course examples include Python Programming, Human Centered Design, Information Visualization, User Centered Interface Architecture, Tools Lab, Object-Oriented Design, Query Languages, The Emerging Future: Technology Issues and Trends, Software Engineering, Programming Paradigms, and Technology, Culture, and Society.

To enhance both the BS and MS degrees, students may choose six to 12 elective units from upper or lower division courses. Elective examples include Computer Game Design and Programming, Advanced C++ Programming, Machine Learning, Computer Graphics Algorithms, Advanced programming with Python, Programming in Java, Game Studies, Computer Vision, and Advanced Practical Computing Topics.

Established in 1857 as the first State Normal School, San Jose State University is Silicon Valley’s Public University. The school is home to approximately 36,000 students, served by nearly 4,300 employees. Bachelor’s, master’s, and doctoral degrees are available in 250 areas of study. Programs at SJSU are managed across nine academic colleges housing dozens of schools and departments.

San Jose State University graduates are routinely hired across industries at companies with headquarters across Silicon Valley and offices around the world. Graduates work in Aerospace, Internet & Software, Government, Computer Networking, Healthcare, Design, Electronic and Computer Hardware, Advertising, and Education, among others. Top hiring companies for San Jose State graduates include Amazon, Apple, Google, Microsoft, Cisco, IBM, Oracle, Intel, NASA, SAP America, and Western Digital. 

Chartered in 1869, University of Nebraska-Lincoln (UNL) is the oldest institution in the University of Nebraska System. Serving more than 25,000 students, UNL is also the largest in the System.  The school offers hundreds of programs across nine academic colleges and dozens of departments.

The Hixson-Lied College of Fine and Performing Arts houses the Johnny Carson Center for Emerging Media Arts, which has one pathway to study AR/VR—the BFA in Emerging Media Arts (BFA-EMA). Students in this program are required to select two emphasis areas totaling 24 credit hours, an interdisciplinary concentration, and 27 credit hours of electives. This provides plenty of opportunities to study AR/VR.

Popular emphasis options for AR/VR students include Immersive and Interactive Media (games, VR, AR, XR, interactive and immersive environments); Experience Design (designing projects and experiences that synthesize the virtual and the real); Virtual Production (animation, motion graphics, 3D modeling); Sensory Media (physical computing, wearable technologies, human computer interaction-HCI, hardware and software); and Data + Art (generating art with artificial intelligence-AI, data, and the Internet of Things).

EMA BFA students will also spend two semesters each in five studio and lab courses including the Visual Expression Studio, Computation and Media Studio, Innovation Studio, Story Lab, and Sound Lab. Other program features include the Entrepreneurship course and a yearlong Capstone Project. Housed in the College of Business, the Entrepreneurship course introduces students to the fundamentals of entrepreneurship and business creation. The Capstone Project allows students to work in teams to from concept and development to prototype and finished product. Completed projects will be ready for distribution.

Graduates of the Emerging Media Arts Program at University of Nebraska-Lincoln work in Wearables and Physical Computing, AI, Robotics, Sound Design, Game Design, Visual Effects (VFX), Film Production Design, and Animation, among others. They hold titles such as AR/VR Designers and Developers, Creative Technologists, Innovation Designers, App Designers, and Theme Park Experience Designers.

Embry-Riddle Aeronautical University (ERAU or Embry-Riddle) is the world’s largest university specializing in aviation and aerospace. Founded in 1925 as the Embry-Riddle Company, ERAU has physical campuses in Daytona Beach, Florida, and Prescott, Arizona, and online campuses including Embry-Riddle Online and the Worldwide Campus.

Embry-Riddle serves nearly 33,700 students enrolled in 100 degree programs at the associate, bachelor's, master's, and PhD levels. ERAU’s seven primary fields of study include Aviation, Applied Science, Business, Computers and Technology, Engineering, Security, Intelligence, and Safety, and Space.

The residential campus in Prescott, Arizona opened in 1978 with 268 students in enrolled in the Aeronautical Science Program. Today, the Prescott campus serves more than 3,000 students enrolled in programs administered ERAU’s College of Arts & Sciences, College of Aviation, College of Engineering, and the College of Security & Intelligence.

The College of Arts and Sciences (COAS) houses the Simulation Science, Games, and Animation (SSGA) Department, which provides a popular pathway to study AR/VR. The SSGA BS is a technical, multidisciplinary degree that requires coursework in animation, artificial intelligence (AI), simulation, computer graphics, modeling, computer science, engineering, mathematics, and physics. The program also incorporates aspects of art and design. Course examples include Mixed Reality, Systems Simulation, Games Systems, Interactive Media, World Building, Procedural Simulation, Multiplayer Systems, Game Engine Architecture, AI, and User Interface Design.

Students in the program will learn how to build virtual worlds and simulations by using the technologies and mathematical algorithms utilized in games, aviation simulators, animation software, streaming video networks, and computer aided design (CAD) systems. Students will have opportunities to work in ERAU computer labs including the Airway Science Lab, Meteorology Lab, College of Engineering Senior Design Lab, and the Design and Computer-Aided Design Lab. In the labs, students will work with development platforms, software, and programming languages such as C#, C++, Python, JavaScript, HTML5, Maya, and Unity3D.

All Embry-Riddle students have access to the STEM Education Center at the Prescott Campus. Launched in 2017, this two-story, 52,529-square-foot building STEM Center features the latest technology and equipment, including a variety of computing, simulation, and robotics labs. The Center houses the LIGO Optics Lab, the Jim and Linda Lee Planetarium, The Dr. Charles and Elizabeth Duva Robotics Lab, The Raisbeck Engineering Design Lab, and others.

Graduates of the Simulation Science, Games & Animation BS Program at Embry-Riddle Aeronautical University work in AR/VR, Game Design, Software Development, Entertainment, and Virtual Training. Program alumni also work in a variety of roles within the Military and Intelligence Communities, High-Tech Manufacturing, Aviation, and Police Training Simulation. Companies and agencies that have hired ERAU SSGA graduates include Boeing, Microsoft, Blizzard Entertainment, the Department of Defense Modeling and Simulation Office, Mass Virtual, Forge FX Simulations, Win Reality VR Training, and Super League Gaming.

Founded in 1891, the University of California Santa Barbara (UC Santa Barbara or UCSB) serves around 26,180 students enrolled in more than 200 graduate programs, undergraduate majors, degrees, and credentials across five schools. Programs for students interested in AR/VR are housed in the College of Engineering’s Department of Computer Science or offered jointly by the College of Engineering and the College of Arts and Letters. Options include BS and MS degrees in Computer Science (CS), and jointly offered MS and PhD degrees in Media Arts and Technology (MAT).

Courses examples from the Department of Computer Science include Mixed and Augmented Reality, Machine Learning, Automata and Formal Languages, Artificial Intelligence (AI), Human-Computer Interaction (HCI), Translation of Programming Languages, Perception, Software Engineering, and Computer Graphics.

The MAT MS and PhD allow students to focus on specific areas of emphasis, based on their career goals and interests. In addition to AR/VR, emphasis area examples  include Visual and Spatial Arts, Multimedia Engineering, Electronic Music, and Sound Design.

Depending on the program, students have access to a number of labs. Among them are the UCSB Four Eyes Lab and The Research Center for Virtual Environments and Behavior (ReCVEB).

The USCB Four Eyes Lab is part of the Department of Computer Science and the MAT Program. The Lab focuses on research in Imaging, Interaction, and Innovative Interfaces. Graduate and undergraduate students, postdocs, and visitors work in areas such as Augmented Reality, Virtual Reality, Computer Vision, Mobile and Wearable Computing, Recommender Systems, Visualization, User Interface and Human-Computer Interaction (UI/HCI), and Data Mining/Machine Learning.

Examples of current research in the Lab include Enhanced Geometric Techniques for Point Marking in Model-Free Augmented Reality; Hybrid Orbiting-to-Photos in 3D Reconstructed Visual Reality; Gesture-based Augmented Reality Annotation; Sphere in Hand: Exploring Tangible Interaction with Immersive Spherical Visualizations; and Relative Effects of Real-world and Virtual-World Latency on an Augmented Reality Training Task: An AR Simulation Experiment.

The Research Center for Virtual Environments and Behavior (ReCVEB) is open to graduate students, postdocs, and faculty members. Established in the 1990s, ReCVEB was designed for the use of virtual environments in psychological research. Today, the Lab is open to all forms of VR research and projects.

Current ReCVEB research groups include Future of Interactive Technologies; Navigation and Spatial Cognition; Social Interactions and Communication; Education and Training; and Low Vision & Sight Restoration. In addition, the Center houses a 30-by-30 foot open room and a tracking system, which allows for experiments in fully immersive walking VR.

Other UCSB labs include the RE Touch Lab (Haptics, Robotics, and VR), Systemics Lab (Robotics, Interface Design, Sustainable Computing Paradigms), and transLAB (Worldmaking + Social VR, Immersion, Performative Interactive Arts).

University of California Santa Barbara is one of the top 20 universities that are most likely to lead to a job in Silicon Valley. Some of the top hiring companies in Silicon Valley include Amazon, Apple, Google, Meta, Cisco, Intel, Nvidia, Dell, Microsoft, Oracle, IBM, HP, Adobe, Tesla, and Gilead Sciences.

The School of the Art Institute of Chicago (SAIC) is one of the oldest accredited independent schools of art and design in the country. Founded as the Chicago Academy of Design in 1866, SAIC serves around 3,550 students enrolled in degree programs covering 50 formal areas of study. Students at SAIC are also free to customize their education among 24 departments or concentrate in one single medium.

Students interested in AR/VR typically choose the Art and Technology Studies (ATS) Program within the Fine Arts Department, which traces its roots back to the Kinetics Area, established in 1969 by Artist and Professor Steve Waldeck, and the Generative Systems Area, created by Artist, Researcher, and Academic Sonia Landy Sheridan in 1970. Programs lead to a BFA or MFA in Studio.

ATS students will take courses in VR, AR & Games, Programming, Electronics & Kinetics, Bio Art, Audio, Light, and History & Theory. They may also Concentrate in Virtual Reality, Augmented Reality, and/or Games. Topics and classes for the Concentration Include Virtual Reality, Experimental Game Lab, Mixed Reality, Performance, n3w_b0d1es, and Video Game Music Composition.

Other ATS course highlights include Art and Technology Practices, Interactive Art and Creative Coding, Wearables and Soft Computing, Physical Computing: Outside the Box, Robotics, Blockchain: The New Internet, and Video Game Music Composition.

Besides Art and Entertainment, graduates of the ATS Program at School of the Art Institute of Chicago are prepared to seek careers in industries that utilize AR/VR technology such as Gaming, Defense, Law Enforcement, Education, Aerospace, Corporate Training, Healthcare, Manufacturing and Logistics, Construction, Real Estate, Automotive, and Retail and eCommerce.

Pennsylvania State University at Behrend (Penn State Behrend) is a four-year and graduate college of Penn State. The school serves around 4,500 students enrolled in 45 academic programs across four schools including Black School of Business, the School of Engineering, the School of Humanities and Social Sciences, and the School of Science.

The School of Humanities and Social Sciences is home to the Digital Media, Arts, and Technology (DIGIT) Program. This is Penn State’s only undergraduate degree in Digital Humanities. Leading to a BA, the DIGIT Program is interdisciplinary and allows students to customize the degree based on their interests. This is accomplished by selecting two concentrations from four available options including Modeling and Simulation/Human-Computer Interaction (HCI), Sound and Motion, Data Visualization and Assessment, and Digital Humanities.

To enhance the DIGIT BA, students may also add a second major, minor or certificate in an area such as Game Development, Computer Science, Media Production, Human Factors, Software Engineering, Electrical and Computer Engineering Technology, Communication Arts and Mass Media, or Computer Engineering.

Other program features include small class sizes and opportunities for hands-on experience through the Virtual/Augmented Reality Lab (VAR), Behrend Open Lab for Digital Creations (BOLD-C), and Behrend’s Digital Humanities Lab.

Graduates of the DIGIT Program at Penn State Behrend work in a wide variety of positions in AR/VR, Digital Art, Technical Production, Digital Art Direction, Digital Marketing, Design, and Digital Video Editing, among others.