Scholarship of Teaching and Learning in Psychology, Vol 12(3), Sep 2026, 376-388; doi:10.1037/stl0000437
Traditionally, college- and university-level teaching and learning in psychology has taken place on campus in the face-to-face modality, but postsecondary education has increasingly been occurring online (i.e., virtually). Prior research suggests that virtual reality (VR) technology can enhance felt presence and satisfaction with asynchronous online learning, but no research has examined synchronous online learning in VR. Psychology teaching videos on the topic of sensation and perception were recorded live using a 360-degree camera and either viewed (a) in 3D-VR by head-mounted display or in the standard 2D format on a tablet screen and (b) synchronously, at the time of recording (i.e., in the context of live streaming), or asynchronously, approximately 1 week later. Regardless of whether the videos were viewed synchronously or asynchronously, students reported higher spatial, interpersonal, and temporal senses of presence and satisfaction while learning in 3D-VR, whereas no differences were seen in the amount of learning as assessed by multiple-choice questions. Independent of whether they choose to teach synchronously or asynchronously, psychology instructors who wish to maximize students’ satisfaction with online learning may consider making their teaching video presentations available in a 360-degree video format using a suitable camera. Students may then have the option of viewing the lectures in an immersive way, using a head-mounted display (i.e., 3D-VR headset), should they have access to one. (PsycInfo Database Record (c) 2026 APA, all rights reserved)