Oculus Quest 2 vs ClassVR: Students’ Preferences and Perceptions in Higher Education Context

Abstract

Virtual reality (VR) has emerged as a technology with pedagogical potential in higher education, due to its capacity to provide immersive, interactive, and contextualized experiences. However, the effectiveness of its educational integration depends not only on the technology itself but also on pedagogical design decisions and the affordances of the devices used. This exploratory study examines higher education students’ preferences and perceptions regarding the use of two VR devices with distinct features: Oculus Quest 2 and ClassVR. The study adopted a qualitative approach, based on thematic analysis of metacognitive reflections produced by 19 students following a practical orientation and exploration session with the two VR devices, integrated into an undergraduate course in the field of education and training. The content analysis focused on dimensions such as comfort, ease of use, immersion, graphical quality, and interaction. The results show a majority preference for the Oculus Quest 2, associated with higher levels of interactivity, immersion, and comfort. However, students’ perceptions were found to be dependent on the educational context, the type of activities implemented, and the design of the learning experience. The study underscores the importance of aligning technological choices with pedagogical goals and instructional design when integrating virtual reality into educational contexts.