Current astronomy education resources, especially illustrations and figures, are generally limited when condensed into two dimensions (whether on paper, a whiteboard, or computer screen), falling short in providing students the chance to grasp the underlying concepts of fundamentally 3D phenomena. This leads to misconceptions for the student. To overcome this limitation, I explore utilizing immersive learning experiences in Virtual Reality (VR) that aligns with the expectations of both students and instructors. The project's initial phase involves soliciting instructor feedback towards existing and new astronomy education resources through semi-structured interviews. This feedback will be analyzed in the context of cognitive load theory and social semiotics. Ultimately, this research seeks to bridge the gap between the true 3D universe and the static 2D world of traditional astronomy education, offering a promising avenue for enhancing astronomy pedagogy and inspiring a new generation of scientists.
