Abstract
Traditional feedback practices in design education remain largely private and unobserved, limiting opportunities for reflective improvement (Sadler, 2010; Nicol & Macfarlane-Dick, 2006). Building upon initial findings where a VR module improved educators’ constructive feedback by 40% in a small-scale deployment this follow-up project investigates scalable VR-based immersive modules for enhancing feedback and mentorship literacy across design faculty. We deploy VR simulations that immerse educators in dynamic scenarios featuring peer critique, cultural nuance, and mentorship dialogues. Involving twenty design educators across media and creative disciplines, the study uses mixed methods including pre/post surveys, think-aloud protocols, and longitudinal interviews to assess improvements in clarity, motivation, and reflective practice. Emphasis is placed on building awareness of nonverbal communication, emotional cues, and power dynamics during feedback. This research extends VR’s application from episodic training to institutional faculty development, examining usability, pedagogical transfer, and scalability in professional learning. Findings aim to enrich the scholarship of teaching and learning, informing frameworks for immersive feedback literacy and systemic integration of VR tools in higher education.
Presenters
Zinka BejticHead of Department, Professor, Art and Design, American University of Sharjah, Ash Shariqah [Sharjah], United Arab Emirates Ali Matay
Lecturer, Cinema and Digital Media, Izmir University of Economics, Turkey
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Faculty Training; Feedback, Faculty Development, Immersive Learning, Virtual Reality
