Castelhano, MariaAlmeida, DianaMorgado, LeonelPedrosa, Daniela2024-08-132024-08-132023-11978-3-031-67306-1978-3-031-67307-81867-82111867-822Xhttp://hdl.handle.net/10400.2/16473This study aimed to test an Instructional Design model prototype for Virtual Reality (VR) in Higher Education. A qualitative research methodology was used, employing questionnaires and observations for data collection. The research had three main objectives: (1) to identify the applicability and effectiveness of the VR Instructional Design model, (2) to evaluate participants’ experience with immersion, interactivity, and usability of the VR environment, and (3) to obtain feedback from participants about their VR experience. The study involved two sessions. In the first session, participants were introduced to the VR environment, and their initial adaptation difficulties were observed. Informal interviews and a questionnaire collected feedback on immersion, interactivity, interest, and educational potential of VR. The second session indicated the need for revisions in applicability and ease of use. Based on student feedback, session planning should consider initial adaptation, teacher training, equipment availability, interaction elements, resources, realism, immersion, safety, comfort, session duration, communication, collaboration, and clear content delivery. Providing alternative plans for technical failures is essential. Despite these challenges, participants expressed interest in participating in VR sessions and activities.engVirtual realityImmersive learningInstructional designHigher educationconference object2024-08-12cv-prod-342589310.1007/978-3-031-67307-8_6