Toward pedagogy driven virtual reality learning space design

This paper argues for a need to develop Virtual Reality (VR) learning spaces based on pedagogy rather than implementing pedagogy in a general purpose VR application. In doing so, the paper summarizes the challenges in using an immersive virtual reality application to unite together primary school children across national, regional, and political boundaries in the same learning space in order to promote natural learning. Data was collected through observations during the activity sessions among children from a Finnish and a Bangladeshi primary school.