Web-Based Virtual Reality Development in Classroom: From Learner's Perspectives

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Abstract
Virtual Reality (VR) content development tools are in continuous production by both enthusiastic researchers and software development companies. Yet, learners could benefit from participating in this development, not only for learning vital programming skills, but also skills in creativity and collaboration. Web-based VR (WebVR) has emerged as a platform-independent framework that permits individuals (with little to no prior programming experience) to create immersive and interactive VR applications. Yet, the success of WebVR relies on students' technological acceptance, the intersectionality of perceived utility and ease of use. In order to determine the effectiveness of the emerging tool for learners of varied experience levels, this paper presents a case study of 38 students who were tasked with developing WebVR 'dream' houses. Results showed that students were accepting of the technology by not only learning and implementing WebVR in a short time (one month), but were also capable of demonstrating creativity and problem-solving skills with classroom supports (i.e., pre-project presentations, online discussions, exemplary projects, and TA support). Results as well as recommendations, lessons learned, and further research are addressed.

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