00000caa a22000004a 4500 UP-8027390931312556284 Buklod 20210715153144.0 o--- | || || ta 210715s xx d r |||| u| (iLib)UPCEB-00012051810 emz Virtual Reality as Experiential Learning A Case Study in Anxiety and Walking the Plank. pp. 29-39 While the pedagogical benefits of experiential learning are well known, classroom technology is a more contentious topic. In my experience, philosophy instructors are hesitant to embrace technology in their pedagogy. A great deal of this trepidation is justified: when technology serves only to replicate existing methods without contributing to course objectives, it unnecessarily adds extra work for the instructor and can even be a distraction from learning. However, I believe, if applied appropriately, technology can be used to positively enhance the philosophy classroom experience in ways that are not possible in traditional classroom settings ? including new ways of experiential learning. To demonstrate this, I offer a case study of implementing virtual reality (VR) as a tool for experiential learning of philosophy. I show how having students ?walk a plank? off a skyscraper in VR allowed me to exceed my course objectives for my Existentialism course in particularly effective ways that I could not have done without this technology. Philosophy Periodicals. Teaching Periodicals. Collette, D. Teaching Philosophy. vol. 42, 1. (Mar 2019). https://doi.org/10.5840/teachphil2019116100. Analytics