Event Information
This study used user-centered design and evaluation (Earnshaw, Tawfik, & Schmidt, 2017) to evaluate the effectiveness of an XR (extended reality, also referred to as virtual reality)learning environment. Our primary users were the teachers who were teaching the content and evaluating their experiences and those of their students. We used the information gained from the teacher stakeholders to design and test a prototype of the learning environment with students in a classroom setting. The insights gained from the prototyping and user feedback are then used in the improvement and design of future iterations of the product.
A virtual oil field was developed for use by high school and college students to introduce equipment, safety procedures, and processes used in the oil and gas industry. Within the environment, tasks and assessments were designed to assist students in increasing their knowledge of the oil and gas industry.
In the Spring of 2025, we tested the curriculum with three different classrooms for a total of
72 students. Students were both dual-enrollment students on a vocational energy
pathway and traditional high school students. They attended school in Pennsylvania and
New Mexico. Their teachers came from a variety of backgrounds; two had some
experience in the oil industry, but one teacher had none.
Teachers utilized the Virtual Reality based curriculum in different ways. One teacher did whole-class instruction while another allowed students to take headsets home.
Data collected included pre-/post-knowledge test results and post-instruction interviews with each of the three teachers.
Teacher interviews were transcribed, and themes were identified via the constant-comparison method to summarize their experiences and gain design feedback for future iterations of the virtual reality environment and curriculum.
Seventy-two students completed both the pre- and post-test, which included questions
about upstream gas site safety, terminology, and function. 90% of those students showed
improvement between their pre- and post-test, with average scores increasing from 36%
on the pretest to 75% on the post-test. Between the pre-test and the post-test, students
spent about 2 to 2 ½ hours engaged in the module activities.
Teachers used the headsets in different ways. Students were wearing headsets and one student was on the computer, so others in the classroom could see what was happening. Students quickly became comfortable in the environment and also showed each other around, navigating collectively. Another teacher found success having students take turns using the headsets at home and extending classroom instruction.
Given that this was a beta test of the module, teachers were flexible with how students used it. They found that solving problems as a group also allowed them to assign roles to students - for example, in the classroom, one student was designated as a safety monitor to ensure that students adhered to their boundaries during group activities. Students also used the computer or projected the environment to the classroom so that others could observe. interactions and problem-solving approaches, even if they were not in a headset.
The modules reached students who may not have otherwise been engaged. One teacher shared that students completed in-class work early in order to use the headsets, “It was the kids who never want to finish notes and never want to do things in class that did the most in the headset.“
One teacher shared that a student who was added to the class late and had discipline issues was really engaged in the headset. Even with missing a lot of class, the student earned the highest score in the class and opted to continue in the energy pathway for a second year.
Teachers liked that the XR module evened the playing field for their students. “One of the things that I appreciate the most about the headsets is that it's giving equal access to all students and you're getting around some of those safety constraints… not every kid can go on a field trip. “ Field trips and bringing in industry people are important to the teachers’ curriculum, one teacher explained, “That's the beauty of the VR headset is that kids can actually experience it in the classroom with the teacher…I make a huge effort to take my kids on field trips, and it's a lot of work...It's a lot of paperwork and logistics and planning, and money.”
The teachers also found that the immersive experiences supported their teaching and professional development. A teacher explained,
“I worked on drilling rigs before becoming a teacher. So, I lean on that experience a lot. But the thing about the energy pathway is it's very broad. It's trying to show students all of the industry from upstream to downstream…. I don't think a lot of industry people even have all of that experience from start to finish.
This case study showed that immersive learning using virtual reality was a valid approach for students to explore industry careers in both a safe and engaging environment. All of the content created was in collaboration with industry experts to make sure what students learned is industry- aligned and relevant. While the learning objectives for this module were introductory in nature, it lays the groundwork for more in-depth career exploration and career preparation for students. The expansion of the project to include instruction on field-related operational and maintenance tasks, as well as diagnostic and troubleshooting scenarios, is already in development with the continued support of (Industry partner) and collaboration from other industry companies.
As we tackle the issues related to the need for people to work in the field, Immersive learning
offers solutions to address this issue. Learning in virtual reality removes many of the obstacles
that prevent teachers and students from having the experiences and exploration needed to envision themselves in these high demand, high reward careers. This is especially important for rural students, where exposure to different environments and careers is limited. Accelerating access means students can build their skills at an earlier age and increase their trajectory.
The success of this pilot project highlights the transformative potential of immersive technologies, such as XR, in addressing the energy sector’s workforce challenges. By delivering safe, scalable, and engaging learning experiences, virtual reality offers a new model for career exploration and technical training—one that resonates with today’s digital-native students and supports educators in bridging industry knowledge gaps. As the oil and gas industry works to replenish its talent pipeline and rebrand itself as a hub of innovation and opportunity, XR emerges not merely as a tool, but as a strategic catalyst. With continued collaboration between educators, technology providers, and industry leaders, immersive learning stands poised to inspire, equip, and elevate the next generation of energy professionals—securing a more resilient and future-ready workforce.
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