Virtual Reality as a Catalyst for Creativity and Innovation in Education: Student Perspectives

Abstract

Virtual reality (VR) has emerged as a transformative technology in education, as it enables the rethinking of pedagogical practices and the creation of innovative learning experiences that foster creativity. This exploratory study aimed to understand the perceptions of third-year students in the Education and Training bachelor’s program at the University of Lisbon regarding the pedagogical potential of two VR devices, Oculus Quest 2 and ClassVR, in educational and training contexts. During practical sessions, students explored both devices, reflecting on immersion, interactivity, and pedagogical applications. Qualitative analysis of the reflections from 19 participants, conducted through thematic content analysis, revealed that students perceive VR as a catalyst for creativity, motivation, and pedagogical innovation. The Oculus Quest 2 was considered most suitable for immersive and interactive activities, supporting active learning, exploration of abstract concepts, and skill development. ClassVR was highlighted as appropriate for guided activities, content visualization, and contextualization of curricular topics. Both devices were perceived by students as safe experimentation, critical thinking, and innovative methodologies, such as gamification, immersive storytelling, and project-based learning. The findings underscore the importance of intentionally integrating VR, aligning devices with pedagogical goals, to foster dynamic, inclusive, and student-centered learning experiences that promote innovation and creativity.