Exploring mixed-reality approaches for inclusive blended learning in higher education

PurposeThis paper aims to investigate how mixed-reality (MR) can be used to enhance inclusivity in synchronous working activities where groups of people may be present either face-to-face or online - focusing on blended learning in the higher education (HE) context. Design/methodology/approachIn a research methods module, 140 university master's-level students were given the option to attend and engage in seminars/practical sessions either in a real lecture room or online through a virtual version of an equivalent environment, accessible on everyday devices. The MR platform provided two-way video "windows" enabling all students on the module to freely interact with staff and their peers. Attendance was recorded throughout the semester and survey data was captured after all sessions (33% response rate). In addition, student activity was video recorded within both the real and virtual spaces. FindingsAttendance was high throughout the semester and students were very positive about this novel approach to their education. Students chose to either engage purely in-person, online or as a mixture of the two; performance on the module was not impacted by this decision. The survey highlighted several factors that impacted on students' choice of learning space, including those related to intrinsic characteristics of individual students (e.g. desire for traditional/novel social interactions) and those related to extrinsic influences (e.g. weather and travel demands). Video analysis revealed numerous differences in the behaviours exhibited across the virtual and real spaces, related to individual versus team mentalities. Practical implicationsConclusions are drawn regarding how MR can be used in HE and potentially other work-related contexts to enhance engagement, a sense of community and ultimately learning/productivity outcomes. Originality/valueThis study investigated how a large (>100) cohort of students responded to an MR blended learning experience across a whole semester. In this respect, to the best of the author's knowledge, this is the first study to consider such issues at this scale in a university education setting.