Student Spotlight: Ruth Yeboah, Emerging Technology Research Assistant

In this blog post, we asked our graduate assistant, Ruth Yeboah, to talk about her experiences working in the Innovation and Research team. Her reflection highlights the expertise she’s developed in virtual reality education and research methods. Read more about her experiences below:

My journey at GVSU took an intriguing turn when I delved into the world of virtual reality (VR) as an Extended Reality Education Research Assistant. I began this role in Fall 2023 and will be completing it at the end of this summer. My first task in this role started with trying on the different VR headsets available at GVSU’s Technology Showcase and familiarizing myself with some educational VR experiences like Wander, Ann Frank House, and Mission ISS. I fondly remember my first time stepping into these virtual worlds. After getting acclimated to using VR, I dove headfirst into a research project with my supervisor, Jacob Fortman. Titled “Media Conceptions of Authentic Learning in VR: A Public Pedagogy of Social Alienation,” this research explores conceptions of authentic learning across two popular education technology journalism websites to understand what kinds of authentic learning practices are promoted and why these practices are perceived as pedagogically valuable. Our findings show these sites value recreating authentic places and practices, and these activities are valuable insofar as they promote convenient instruction for instructors and learners, memory retention among students, and safe spaces for student learning. This project has honed my qualitative research skills as I read hundreds of pages of articles, located data for analysis, assisted with qualitative coding, and calculated inter-rater reliability. This paper also ignited my curiosity about the transformative power of immersive experiences and their impact on learners’ perceptions.

My role also extended beyond research papers. I was able to quickly learn about various headsets and how to use them in a few weeks in the role, and I found myself assisting fellow students, faculty, and curious minds in navigating the VR landscape during different events. Whether it was explaining how to wear the headset, calibrating controllers, or troubleshooting glitches, I reveled in those “aha” moments—the instant when someone stepped into a virtual world for the first time. Witnessing their wonder as they explored distant galaxies, historical landmarks, or certain projects fueled my passion more and more. The VR demonstrations weren’t just technical; they were gateways to curiosity, empathy, and new perspectives. As I guided others, I discovered that teaching transcends screens—it’s about fostering connections and sparking curiosity.

Here I am trying out a new VR headset

Working in this position also included a sponsored trip to Stanford University’s Digital Learning Summit, where I co-presented a session on scaling VR implementation at GVSU. The summit was an excellent experience because it allowed me to learn more about edtech and academic innovation, as well as how they are scaled at various universities and from diverse perspectives. I also built valuable relationships on LinkedIn with instructors from Harvard, Stanford, Alabama State, and other institutions. Then came the Reach Higher showcase, where I was able to present our paper, “Media Conceptions of Authentic Learning in VR: A Public Pedagogy of Social Alienation.” It was a pleasure to share our findings, receive inquiries, and meet with educators, policymakers, students, and fellow researchers.

Jacob Fortman (left), myself (center), Hunter Bridwell (right) on Stanford’s campus

Another project I have had the privilege to work on has been the EDUCAUSE survey report. It seemed challenging at first, but I am glad I was able to turn this challenge into an opportunity to learn and improve my skills in working with surveys and graphs. The EDUCAUSE report involved visualizing GVSU student and faculty data findings on technology use.  I realized data isn’t just numbers; it’s a narrative waiting to unfold. For the EDUCAUSE report, I transformed survey responses into meaningful graphs. Each bar, line, and column represented voices—students and faculty—all shaping the future of education. As I visualized trends, I realized that data advocacy is a superpower. Our report is set  to influence GVSU’s decisions, emphasizing student and faculty centered approaches and equitable access. It wasn’t just about charts; it was about amplifying voices for more innovative experiences for students and faculty with technology.

I started to wonder how I could put this new technology to use for the betterment of the GVSU community as I immersed myself in these experiences. On reflecting on the purpose of the Innovation and Research team, which is to enhance learners’ experiences and encourage a culture of innovation, it brought me to my current project, “The GVSU Immersive Tour.” I took the lead in creating this immersive experience for international students and even other domestic students to give them an immersive tour of the GVSU campus. To kick off this initiative, I interviewed international students to learn about the services they’ve used and the ones they wish they’d known about when they first arrived. After reviewing the interviews, I decided which locations to highlight throughout the tour, made a storyboard to map out the experience’s progression, shot footage of  the GVSU campus, and edited it using the UpTale app. The result? An immersive tour that can be experienced through VR headsets or even on web browsers. Imagine international students exploring Kirkhof Center, new arrivals discovering the library’s hidden corners, and learning about the replenish center- all from the comfort of their homes or during orientation. Imagine this experience at a  study abroad program or enrollment at GVSU events for students to explore GVSU campus in an immersive way. The project blended technology, storytelling, and accessibility. As I meticulously recreated campus landmarks, I realized that this wasn’t just about maps and coordinates; it was about fostering a sense of belonging. This virtual tour  will become a bridge connecting distant learners to the heart of GVSU.

Working on an immersive tour of GVSU

The experience I’ve gained in this position and from working on these projects has been invaluable to my personal, professional, and academic growth. One of the greatest sources of happiness and fulfillment for me professionally and personally has been the opportunity to incorporate what I’ve learned in this position into my academic pursuits and vice versa. What I have discovered about myself is that I am someone who is really interested in educational methods, innovation, and student experiences; I am also someone who is self-learning, inclusive, optimistic, and detail driven. Learning and working on these projects, especially the GVSU Tour, has helped me, as an international student, become more integrated into the GVSU system. I am thrilled to meet new people and tell them about the initiative and the support I have received thus far. I cannot wait to complete the GVSU immersive tour and make it available to the entire university. I am so grateful for the many opportunities for growth, innovation, and support I have experienced in this role. I will carry them forever, and I am very excited for the future. I extend my gratitude to my team- Eric Kunnen, our director, Jacob Fortman, my supervisor, Hunter Bridwell, and Joseph Van Harken—for their guidance and support throughout this role. Thank you, IT- Innovation and Research. Thank you, Grand Valley State University. 

Myself (left) with GVSU’s President Mantella (right) at the Reach Higher Showcase