There has been increased interest in Virtual Reality (VR) applications in academic settings. Instructors aim to create and enhance tangible experiences for students in their courses, especially for online classes. These VR applications can be of significant interest for horticulture courses, considering many core curriculum courses include laboratory or hands-on learning components. Including VR applications for online students to experience these activities has the potential to increase engagement and learning outcomes. Feedback from students in the online HORT 260 Plant Propagation course at Colorado State University indicated accessibility challenges with materials and the ability to successfully execute course assignments taught online. More specifically, they noted the unit on greenhouse mist systems was not as comprehensive or tangible as they needed to complete an assignment on designing mist systems. With this in mind, we developed a VR mist system media component for the course using ThingLink software and annotated 360° images. For our study, students received static, annotated images in a PowerPoint presentation and the VR 360° images which the students could review. Assessment quizzes were created with one pertaining to the static images and the second to the VR 360° images. Five questions in each quiz were identical and asked about mist system concepts, and each quiz had 2 to 3 questions about the ability to understand concepts using the media. The second quiz also asked students to compare the two approaches, their general experience with VR in the classroom, and an open-ended feedback question. In total, 47 students participated between the Spring 2024 (n=7) and Fall 2024 (n=40) semesters. The questions included in both surveys did not yield statistical differences when their answers were compared. When asked about their perceptions of VR material, 66% of the respondents indicated that the VR material made concepts easier to visualize. Students were surveyed about their overall use and experience with VR in the classroom. Of the respondents, 42% had experienced VR before and 81% indicated they would like more VR material incorporated into the curriculum. Additionally, common themes were observed in the open-ended responses, including the desire for further improvement of VR material, an appreciation for increased visibility of concepts, and the desire for access to many forms of media like VR videos. Considering students’ perceived comprehension and confidence in the course concepts, further VR implementation in the course would be a worthwhile pursuit.
