Outlined below are several different areas for self-reflection. Choose the sections which you believe to be relevant to your learning goals. If you would like to share your learning, please visit our Discussion page and comment on the posts to help build a community of learning.  

Section 1: Engagement in the Learning

• Think about students who were engaged by the activity. What measures increased their level of engagement? 
• Think about students who did not seem engaged by the activity. What were potential reasons for their disengagement? Could these be mitigated or are they a result of the technology? 

Section 2: Enhancement of Learning Goals

• How did the activity allow students to develop or demonstrate a more sophisticated understanding of the learning goals of content? What forms of higher-order cognitive skills were demonstrated? 
• How did the activity make it easier for learners to understand concepts or ideas? 

Section 3: Collaboration with Other Learners

• Describe examples in which the students interacted collaboratively in a positive way. 
• How did students encounter and overcome challenges while working collaboratively throughout the activity? 

Section 4: Authentic and Meaningful Experiences

• During the activity, did the students have the opportunities to build authentic soft skills, which they can use in their everyday lives? What did you observe that made you feel this way? 
• Did you observe any indications that the learners might have felt the activity/activities were valuable for their learning? Provide an example with evidence from your class. 

Section 5: Challenges

• What challenges did your students encounter while engaging in the activity? Why do you think they had these challenges?
• What challenges did you encounter setting up, executing, or taking down the activity? What did you do to overcome these challenges? 

Section 6: Accessibility

• During the activity, did the students have the opportunity to express themselves in different ways? Provide an example.
• Describe examples in which students’ varying abilities and needs were supported during the activity.

Next Steps

Based on your answers above, what would you do differently the next time you integrate VR into your teaching?

Teacher Self Reflection downloadable version

References

Marcel, F. (2020). Mobile mixed reality technologies for language teaching and learning [Unpublished doctoral dissertation]. University of Toronto.

Kolb. (2020). Triple E evaluation rubric for Lesson Design. Triple E Framework. https://www.tripleeframework.com/triple-e-evaluation-rubric-for-lesson-design.html

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The following self-reflection for students is available in several forms: 

• Make a copy of this Google Form: Virtual Reality Experience – Student Questionnaire
• Download a Google Docs version: Virtual Reality Experience – Student Questionnaire.docx
• You can modify the sections based on the classroom set up you choose. For example, the “Collaboration” section won’t be relevant if you choose individual activities. 

References

Marcel, F. (2020). Mobile mixed reality technologies for language teaching and learning [Unpublished doctoral dissertation]. University of Toronto.

Kolb (2020), Trip Kolb. (2020). Triple E evaluation rubric for Lesson Design. Triple E Framework. https://www.tripleeframework.com/triple-e-evaluation-rubric-for-lesson-design.html

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We have provided sample rubrics for students to assess their learning in VR in each of our sample lesson plans. Alternatively you can edit them to make them more specific to your own unique VR integrated lesson plans. To help educators determine learning objectives of a game, we have developed a rubric for educators to evaluate games chosen in Sourcing Educational Games.