DM7921 Design Research
The Design Research module has required me to conduct an in-depth research project, learning and exercising a variety of research methods, presenting my research in the form of a Design Research report.
This module provided an opportunity to develop my research skillset and practice both problem solving and project management skills. In doing so, I have explored the current landscape of Virtual Reality within the Education sector and produced a report titled: “How Virtual Reality Could Transform the Training Provision for the TV Studio at the University of Winchester’s Multimedia Centre”.
I was keen to explore how technology could be used to enhance learning experiences, especially considering the challenges posed internationally by the Coronavirus pandemic. I would firstly gain a wider breadth of knowledge by researching news and journal articles on the topic of Educational Technology, then become more focused on technologies of interest to me by studying research papers, much akin to how a ‘literature review’ might be conducted. I planned to then use this foundational knowledge to carry-out my own research, practicing a variety of research methods.
In the previous semester, I had established a rudimental starting point by exploring notions of Learning Design and User-Centred Design, but I hadn’t yet focused my studies on any technological medium or context. I had also developed four learning goals, which would guide my learning and technical development on this course – I intended to use this research-intensive module to focus upon two goals specifically:
- Research User Centred Design (UCD) Regarding Accessibility, Education and Training
- Practise Research, Analysis and Project Management Skills Required for PhD Study
My research in this module has led me to consider how Education Technologies and consumer-grade devices, such as Virtual Reality experiences and head-mounted displays (HMDs), could be used to train students in Higher Education. I was able to apply this to my current role as the Multimedia Centre Trainer at the University of Winchester and explore how this could alleviate some pressures on the training provision (addressing Learning Goal 1). As I am the only person in the role, waiting times for training sessions have been known to extend beyond two/three weeks, resulting in a significant amount of inconvenience for students.
I have been able to compile a report that details “How Virtual Reality Could Transform the Training Provision for the TV Studio at the University of Winchester’s Multimedia Centre”. The report presents data on the growing virtual reality industry, explores challenges to have a virtual reality training provision could be provided at the University, and makes recommendations for further exploration (addressing Learning Goal 2).