# Digital Transformations of Classrooms in Virtual Reality

arXiv: https://arxiv.org/abs/2101.09576 · HTML: https://mlsanity.com/paper/2101.09576/

## Key facts

- Cited by 9 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 23 Jan 2021.

## Built on by (most cited first, 9 of 9)

- [Embedding Large Language Models into Extended Reality: Opportunities and Challenges for Inclusion, Engagement, and Privacy](https://mlsanity.com/paper/2402.03907/) (2024)
- [Eye-tracked Virtual Reality: A Comprehensive Survey on Methods and Privacy Challenges](https://mlsanity.com/paper/2305.14080/) (2023)
- [Evaluating Large Language Models on the GMAT: Implications for the Future of Business Education](https://mlsanity.com/paper/2401.02985/) (2024)
- [Exploring Context-aware and LLM-driven Locomotion for Immersive Virtual Reality](https://mlsanity.com/paper/2504.17331/) (2025)
- [Examining the Role of LLM-Driven Interactions on Attention and Cognitive Engagement in Virtual Classrooms](https://mlsanity.com/paper/2505.07377/) (2025)
- [Predicting 3D Motion from 2D Video for Behavior-Based VR Biometrics](https://mlsanity.com/paper/2502.04361/) (2025)
- [Behavioral Biometrics for Automatic Detection of User Familiarity in VR](https://mlsanity.com/paper/2510.12988/) (2025)
- [Deep Learning-Based Visual Fatigue Detection Using Eye Gaze Patterns in VR](https://mlsanity.com/paper/2510.12994/) (2025)
- [Exploring User Acceptance and Concerns toward LLM-powered Conversational Agents in Immersive Extended Reality](https://mlsanity.com/paper/2512.15343/) (2025)

## Abstract (arXiv)

With rapid developments in consumer-level head-mounted displays and computer graphics, immersive VR has the potential to take online and remote learning closer to real-world settings. However, the effects of such digital transformations on learners, particularly for VR, have not been evaluated in depth. This work investigates the interaction-related effects of sitting positions of learners, visualization styles of peer-learners and teachers, and hand-raising behaviors of virtual peer-learners on learners in an immersive VR classroom, using eye tracking data. Our results indicate that learners sitting in the back of the virtual classroom may have difficulties extracting information. Additionally, we find indications that learners engage with lectures more efficiently if virtual avatars are visualized with realistic styles. Lastly, we find different eye movement behaviors towards different performance levels of virtual peer-learners, which should be investigated further. Our findings present an important baseline for design decisions for VR classrooms.