Exploring Book Censorship: Knowledge Building Through Virtual Reality and Critical Dialogue

Framework

This research is grounded in Constructivism Theory, which places students at the center of the learning process, emphasizing the active role they play in constructing knowledge through experience, interaction, and reflection. The study explores how virtual reality (VR) gallery walks provide immersive, experiential learning, while Socratic discussions promote collaborative meaning-making. Together, these strategies align with Constructivist principles by encouraging students to critically engage with controversial topics, reflect on diverse perspectives, and build deeper understanding through peer dialogue.

Methods

Research Design:
This study follows an exploratory embedded case study design, examining how undergraduate students construct knowledge about book censorship and banned books through a virtual reality (VR) gallery walk and Socratic discussions. The blended learning environment integrates experiential and collaborative learning.

Participant Selection:
Four participants will be purposively selected from an undergraduate education course. Selection criteria include their enrollment in the course and willingness to engage with controversial topics. Informed consent will be obtained before participation.

Data Collection:
Data will be gathered through multiple sources:

VR Gallery Walk Responses: Students’ reflections and interactions within the VR environment will be collected.

Socratic Discussion Rubrics: Students’ participation and collaborative contributions during discussions will be documented using structured rubrics.

Observation Notes: Researchers will take observation notes during both the VR gallery walk and Socratic discussions to capture behaviors, interactions, and engagement.

Reflexive Journals: Participants will maintain reflexive journals, providing qualitative insights into their learning experience.

Focus Group: A focus group will be conducted at the end of the study to capture collective insights, reflections, and discussions about the VR and Socratic experiences.

Data Analysis:
Data will be analyzed using thematic analysis. Each data source (VR responses, rubrics, observation notes, journals, and focus group discussions) will be coded for themes related to knowledge construction, engagement, and collaborative dialogue. A within-case analysis will be conducted for each participant to identify unique themes and insights. This will be followed by a cross-case analysis to explore common patterns and differences across the four participants. Triangulation will ensure validity by comparing findings from multiple data sources.

Results

This study begins in October 2024 and end December 2024, and no data has been collected at this time. However, based on the research design and Constructivist framework, we expect that the integration of virtual reality (VR) gallery walks and Socratic discussions will foster deeper student engagement and promote knowledge construction on controversial topics like book censorship.

We anticipate that participants will demonstrate increased critical thinking and collaborative learning through the VR experiences and discussions. Additionally, we expect that students will reflect on diverse perspectives and construct more nuanced understandings of censorship through peer dialogue. The data collected from VR reflections, discussion rubrics, observation notes, reflexive journals, and the focus group will provide rich qualitative insights into how immersive technology and collaborative dialogue contribute to learning. The research is well conceived and fully planned, and we are confident that the study will be successfully implemented and completed within the established timeframe.

Importance

This study is educationally significant as it explores how virtual reality (VR) and Socratic discussions can transform student engagement and knowledge-building on complex, controversial topics like book censorship. By merging immersive technology with collaborative learning strategies, the research provides insights into innovative teaching methods that foster critical thinking and deeper student involvement.

For conference audiences, this study offers practical, research-based guidance on how educators can integrate VR and discussion-based learning to enhance understanding and participation in difficult conversations. It underscores the value of combining traditional pedagogies with emerging technologies to create more engaging, inclusive learning environments. These findings are highly relevant for educators seeking to innovate their teaching practices and better engage students in meaningful, reflective learning experiences.

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