Virtual reality has been proposed as a promising technology for higher education since the combination of immersive and interactive features enables experiential learning. However, previous studies did not distinguish between the different learning modes of the four-stage experiential learning cycle (i.e., concrete experience, reflective observation, abstract conceptualization, and active experimentation). With our study, we contribute a deeper understanding of how the unique opportunities of virtual reality can afford each of the four experiential learning modes. We conducted three design thinking workshops with interdisciplinary teams of students and lecturers. These workshops resulted in three low-fidelity virtual reality prototypes which were evaluated and refined in three student focus groups. Based on these results, we identify design elements for virtual reality applications that afford an holistic experiential learning process in higher education. We discuss the implications of our results for the selection, design, and use of educational virtual reality applications.

由于沉浸式和交互性功能的结合可以进行体验式学习，因此虚拟现实已被提出作为高等教育的有希望的技术。但是，先前的研究并未区分四阶段体验学习周期的不同学习模式（即具体经验，反思性观察，抽象概念化和积极实验）。通过我们的研究，我们对虚拟现实的独特机会如何提供四种体验式学习模式中的每一种有更深入的了解。我们与跨学科的学生和讲师团队举办了三个设计思维研讨会。这些研讨会产生了三个低保真虚拟现实原型，并在三个学生焦点小组中对其进行了评估和完善。根据这些结果，我们确定了可在高等教育中提供整体体验学习过程的虚拟现实应用程序的设计元素。我们讨论了结果对于教育虚拟现实应用程序的选择，设计和使用的含义。