The sterile confines of traditional classrooms are rapidly becoming relics of the past. At Texas A&M University, students in Dr. André Thomas’s classes don’t just read about video game development or animation—they experience it through cutting-edge immersive technologies that transport them into interactive learning environments.
During a recent visit to Thomas’s lab, I watched as students donned VR headsets and manipulated 3D objects in virtual space, their expressions shifting from concentration to revelation. “When students can physically interact with complex concepts, retention increases dramatically,” Thomas explained as he guided me through his lab. This approach exemplifies the transformative potential of immersive technology in higher education—a potential that Thomas has been pioneering for years.
Thomas serves as director of the LIVE (Learning Interactive Visualization Experience) Lab at Texas A&M, where he’s merging his 20 years of industry experience in video game development with academic rigor to reshape how students engage with educational content. His background at companies like Electronic Arts and Ubisoft has informed his practical, hands-on approach to teaching.
“The gap between traditional education and how students actually process information in the digital age has been widening for years,” Thomas notes. “Immersive technology bridges that gap by creating memorable, multisensory learning experiences.”
Research supports Thomas’s methods. According to a 2022 study from Stanford University’s Virtual Human Interaction Lab, information retention rates increased by up to 75% when students learned through immersive technologies compared to traditional lectures. The spatial component of VR learning appears to create stronger memory associations than text-based materials alone.
Thomas’s LIVE Lab has developed several immersive learning applications, including “Variant: Limits,” a calculus game that visualizes mathematical concepts in 3D space, allowing students to manipulate equations and see instant results. Rather than struggling with abstract concepts on paper, students interact with them directly, building intuitive understanding through experience.
What sets Thomas’s approach apart is his emphasis on pedagogical foundations. “The technology is just a tool,” he insists. “The real innovation comes from rethinking how we structure learning experiences for maximum engagement and retention.”
Industry experts have taken notice. Mark Zuckerberg’s Meta has invested heavily in educational applications of VR, and Google’s immersive education initiatives continue to expand. Thomas’s work places Texas A&M at the forefront of this educational revolution.
“We’re seeing a shift from the ‘wow factor’ of VR to substantive educational applications,” explains Dr. Maya Rodriguez, director of emerging technologies at MIT’s Media Lab. “Thomas’s work represents the maturation of immersive learning—it’s no longer just about the novelty; it’s about measurable learning outcomes.”
The applications extend beyond STEM fields. Thomas has collaborated with history professors to create virtual reconstructions of ancient Rome and Athens, allowing classics students to walk through historically accurate cityscapes rather than simply reading descriptions. In another project, nursing students practice emergency procedures in virtual environments before encountering high-stress situations with real patients.
Despite promising results, challenges remain. The cost of VR equipment can be prohibitive for many educational institutions, though prices continue to fall. There are also valid concerns about accessibility and the potential for technological divides to exacerbate educational inequity.
Thomas acknowledges these challenges but remains optimistic. “We’re working on solutions that scale, including more affordable hardware options and applications that can run on existing devices like smartphones,” he says. “The goal is democratizing these learning tools.“
The COVID-19 pandemic accelerated interest in immersive learning technologies as universities worldwide sought alternatives to in-person instruction. Thomas noted a surge in requests for consultation from other institutions looking to implement similar programs.
Thomas’s vision extends beyond the technology itself to a fundamental reimagining of education. “The future classroom won’t be defined by physical walls,” he predicts. “It will be an ecosystem of immersive experiences, adaptive content, and social interaction—all designed around how our brains actually learn best.”
For students like Maria Chen, a senior in Thomas’s game development course, the impact is already evident. “In my other classes, I memorize information for exams and then forget most of it,” she tells me after removing her headset. “What I learn here sticks with me because I’ve experienced it rather than just read about it.”
As higher education faces increasing pressure to demonstrate value and prepare students for rapidly evolving workplaces, Thomas’s innovative approach offers a compelling path forward—one where technology doesn’t replace traditional learning but transforms it into something more engaging, effective, and aligned with how students navigate an increasingly digital world.
