Enhancing the Student Learning Experience: Exploring the Role of Virtual Learning Environments and Online Learning Tools within University Settings

Student engagement and motivation are critical in shaping the learning experience and influencing academic success in higher education. The shift to online learning, accelerated by the COVID-19 pandemic, disrupted traditional learning environments, leading to challenges in maintaining student engagement. The emergence of Artificial Intelligence (AI) has further reshaped the educational landscape, adding complexity with how universities support and enhance student learning. Virtual Learning Environments (VLEs), and Online Learning Tools (OLTs) such as pedagogical agents and social media platforms, have potential to create engaging and immersive learning experiences, when used in conjunction with traditional learning environments. However, there is limited research on the pedagogical development and implementation of these environments and tools to enhance the student experience. This thesis investigated the development and evaluation of immersive VLEs, specifically 360o and 3D desktop simulations compared against pre-existing online modules (H5P) within 2nd and 3rd year undergraduate pathology courses. Additionally, a pedagogical agent (PATHBOT) and a social media page (Instagram) were designed and evaluated to supplement student learning. Student engagement, motivation, confidence and performance were assessed using surveys and knowledge/transfer tests. Students reported that their allocated learning environments enhanced their perceived engagement, motivation and confidence, while knowledge/transfer tests revealed improved learning outcomes for the VLEs and the pre-existing H5P modules. However, while students reported a positive response to the immersive and interactive elements of the VLEs, there was no significant enhancement in learning experience compared to the pre-existing H5P modules. Additional pilot studies revealed that using PATHBOT as a learning tool improved student engagement more than its administrative use. While participating students responded positively to the Instagram page, overall interaction and student use was limited. Overall, VLEs, pedagogical agents and social media pages have potential to improve the student learning experience. However, this thesis highlights the importance of educators to understand elements of VLEs that enhance learning and the need to tailor resources to the needs of learners. In addition, educators must assess if immersive VLEs and OLTs justify the time and effort required for their development and use.