Pedagogy 2025

Abstract

Academia faces persistent criticism for its distance from real-world concerns—the proverbial “ivory tower” problem. This presentation examines how virtual reality technology can address this disconnect by creating authentic connections between students, their academic disciplines, and world experiences that might otherwise be inaccessible within classroom timeframes or institutional resources. Through a university-museum partnership, we developed an immersive VR experience documenting Philadelphia’s textile ecosystem, capturing 360-degree content from three local sustainable manufacturers: a knitting facility, natural dye company, and fiber mill. Using accessible technology (Insta360 cameras and Kuula Pro platform), students created virtual tours that made invisible supply chains visible to museum visitors. Through partnerships with industry collaborators implementing extended reality solutions, this methodology demonstrates scalability across educational contexts and disciplines, representing a methodological innovation in making VR content creation accessible to educators without technical expertise. Data from 25 survey participants and 14 interviews revealed significant learning outcomes: 75% demonstrated increased knowledge of textile sustainability, while participants expressed stronger intentions to support local manufacturers. However, emotional engagement varied—participants with textile backgrounds reported deeper connections, while others remained observers rather than active participants. This project demonstrates how accessible VR technology can bridge the gap between classroom learning and real-world experiences that would otherwise be impossible due to geographical, financial, or logistical constraints. The methodology provides a replicable framework for educators across disciplines, while the three-way partnership model shows how institutions can create meaningful community connections that benefit students, local businesses, and educational goals.