Immersive Learning Using Virtual Reality: Pedagogical Strategies for Building a Community of Inquiry

This paper presents a case study of an immersive virtual reality (IVR) activity that the authors designed to enhance the learning experience in an undergraduate neurophysiology laboratory course. To investigate the effectiveness of this experimental approach, we analyzed student survey responses and learning outcomes from the IVR activity. We then used the Community of Inquiry (CoI) framework as a pedagogical lens for analyzing the data. This analysis using CoI enabled the examination of cognitive, social, and teaching presences in an IVR activity. The results show that the IVR activity supported student engagement and promoted the emergence of a learning community. This study contributes empirical evidence, offers a pedagogical reflection on the potential of IVR in laboratory teaching, and concludes with recommendations for classroom integration.