This paper presents a brand-new pedagogical framework for teaching Virtual Reality (VR) development to undergraduate students with no prior programming experience through an intensive 24-hour, narrative-driven curriculum. We demonstrate that combining story-centered learning with multi-instructor support enables novice learners to create sophisticated Unity-based VR applications addressing complex social challenges. Our approach integrates academic guidance, industry mentorship, and technical laboratory support to bridge the gap between creative vision and technical implementation. Results show the following four distinct application categories that emerged organically: student projects spanning healthcare interventions (MindEye), cultural preservation (Fire·Blessing), social justice awareness (Invisible Chain, OpenFashion VR), psychological narratives (Mindscape), and empathy-building experiences (Through Their Eyes). These demonstrate the effectiveness of this rapid prototyping methodology. Our findings indicate that narrative-driven, project-based learning can successfully democratize access to VR development education while maintaining high standards for technical achievement and social impact. This pedagogical workflow offers a replicable framework for institutions seeking to implement accessible, immersive technology curricula in resource-constrained environments, challenging traditional assumptions about technical education prerequisites and demonstrating VR's potential to address societal challenges through empathy-building, immersive experiences. © 2025 Copyright held by the owner/author(s).
Author Keywords
Index Keywords
