Dr. Patricia Lyk

Post Doctoral Researcher

Patricia Lyk, PhD, is a postdoctoral researcher at the Game Development and Learning Technologies Unit at the Maersk McKinney-Moeller Institute, University of Southern Denmark (SDU). Specializing in the field of Learning and Experience Technology, Patricia brings a robust background in civil engineering to her academic pursuits. Holding a master’s degree in the same field, she further solidified her expertise by earning a PhD in Mixed Reality and Learning.

During her doctoral studies, she explored innovative ways to utilize 360-degree videos in a more Virtual Reality (VR)-like manner, providing users with a more interactive and explorative learning experience. Her research particularly emphasizes the application of technology for constructivist learning, challenging the traditional role of passive observation in 360-degree videos.

Committed to advancing both research and education, Patricia actively engages in teaching development of VR and AR, as well as Learning Technology. Over the past 5 years, she has been teaching the courses “Virtual and Augmented Reality 1” and “Virtual Reality 2”.

Patricia’s research interests center around the intersection of technology and learning, with a focus on leveraging Virtual Reality (VR) and Augmented Reality (AR) for educational purposes—an area she has been dedicated to since the release of the first Oculus development headset over 9 years ago.


Current projects

Augmented Virtuality – Making it Real 

Together with Bjarke Pedersen, Patricia is working on a transformative project in the realm of Tangible VR (Augmented Virtuality), aiming to seamlessly blend the physical and digital worlds. This venture focuses on developing a system that greatly simplifies the synchronization of real-world objects with their virtual counterparts, facilitating an immersive and intuitive user experience. By addressing the complexities of integrating tactile feedback into virtual environments, our collaborative effort seeks to forge new paths in interactive technology, opening up unprecedented opportunities for advanced learning, immersive entertainment, and safer, more efficient operational training.


The MYRE initiative aims to didactically integrate emerging technologies, such as the metaverse, artificial intelligence, quantum technology, and advanced maritime innovations, into educational curricula. By fostering cross-disciplinary collaborations across educational levels and with industry partners, the project seeks to prepare students for the technological landscape of the future labor market.


The LeADS project focuses on addressing the digital skills gap in Europe by analyzing the evolving demands for Advanced Digital Skills (ADS) amidst rapid technological advancements and digital transformation. Aiming for an 80% basic digital skill level among EU citizens by 2030, LeADS, under the Digital Europe Programme, seeks to provide educational and training communities with strategic roadmaps and guidelines. Through collaboration with industry partners, the project endeavors to align training interventions with market needs, facilitating the reskilling and upskilling of the workforce and broader communities to meet the digital decade targets.

Research Interests

  • Tangible VR
  • Virtual Reality (VR) and Augmented Reality (AR) in education
  • Interactive learning experiences
  • Immersive learning environments
  • Constructivist learning in digital environments
  • Didactical design
  • Participatory design in education
  • User centered Design

Past Projects

PartyLab (FestLab)

Step into the world of virtual party simulations! Developed as part of a pioneering research initiative, PartyLab offers a groundbreaking approach to tackling peer pressure related to alcohol consumption among young people. Designed for 15-18-year-olds, this immersive experience empowers players to practice refusal skills in a safe and realistic environment. Available for free on the App Store and Google Play, PartyLab revolutionizes alcohol prevention education by leveraging cutting-edge technology to empower youth decision-making.

Additionally, accompanying educational materials have been created in Danish to enhance its didactic value. The app can be experienced using a VR headset or Google Cardboard


Virtual and Augmented Reality 1 instructs students in the process of designing and developing VR, AR, and mixed reality applications, guiding them from conceptualization to digital realization. The primary goal is to equip students with the skills necessary to create applications tailored for educational, simulation, and gaming purposes.

Virtual and Augmented Reality 2 builds upon the groundwork established in Virtual and Augmented Reality 1. Throughout this course, students delve further into the intricate process of crafting VR, AR, and mixed reality applications. Moreover, the curriculum delves into the fusion of sensor technology, such as Arduino, with VR and AR technologies, offering students a comprehensive understanding of these cutting-edge fields.

Learning technology 2 takes creating learning systems and applications to the next level by introducing gamification and other game elements, as well as how to playtest and user test learning processes.

Learning and technology explores digitally supported learning processes, providing advanced theories and practical skills. Topics covered include theories of learning in relation to technology, embodied learning, tinkering, robots, and mixed reality.