Immersive Technologies Effect on Work-based Experiential Learning in Career and Technical Education Courses

The primary purpose of this exploratory multi-case study was to investigate how virtual reality (VR), when utilized as the primary driver of hands-on instruction, could influence the completion of the Experiential Learning Cycle (ELC) for high school level Career and Technical Education (CTE) instructors. Specifically, this qualitative study explored if the inclusion of VR, implemented into the concrete experience and active experimentation stages of Kolb’s Experiential Learning Cycle, would increase the likelihood of CTE teachers completing the cycle in its entirety. After conducting a thematic analysis of interview data, this study sought to disclose the theoretical potential of these technologies to assist CTE teachers in developing viable hands-on experiential learning experiences for the students enrolled in their program of study.