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Virtual Reality for Learning

What is Virtual Reality for learning?

Virtual Reality (VR) is defined as a whole simulated reality, built with computer systems using digital formats, requiring hardware and software powerful enough to create a realistic immersive experience.

Simulations as an supplemental education tool make it possible for students to acquire essential skills outside of the availability and pressures of real-life situations where those skills are to be applied. Virtual Reality, a fully immersive simulation, could ultimately move simulations from simply supplementing instruction to wholly replacing traditional teaching methods. Often, in using VR, especially as a tool in training, the sensation of immersion is vitally important and supported through connectivity devices.

Why VR is a Current Trend

Simulations through the use of virtual worlds such as Second Life have already proved a significant benefit by providing an effective learning environment for distance education students at the post-secondary level. Until recently, though, an important limitation in the development of widespread immersive simulation applications was the cost of devices allowing the technology to be utilized practically. However, entertainment companies, especially those in the gaming industry, have invested in expanding VR technology, resulting in considerably lower device costs. VR headsets have become readily available to consumers with the advancement of affordable smartphone-compatible attachments and applications, and, as these devices become commonly accessed in society, applying this technology in the classroom setting opens a whole world of possibilities.

The following loosely lists categories for VR experiences requiring different types of equipment to produce the immersive environment:

• cabin simulators, like a cockpit or a car, outfitted with computer screens in place of windows;

• projected reality, using a moving avatar visualized on a wide screen;

• augmented reality, requiring immersive glasses or a mobile device to overlay objects on the surrounding real environment;

• telepresence, operating something that is real at a different location, like a drone or laboratory equipment;

• desktop VR, interacting with a virtual world through a traditional computer screen; and

• visually coupled systems, using screens at a user’s eye level and connecting the user’s head and/or eye movement with the displayed image.

VR in the K-12 Setting

The feeling of being anywhere makes VR attractive for learners, and creating content, the next frontier for VR users, also increases the potential of VR in classrooms. Yet, with the great variety of VR categories and vastly different hardware and software requirements for each, adding VR solutions to the classroom starts with an in-depth analysis of the planned immersive application. Moreover, no dominant vision of how to concisely integrate these technologies into the educational process has yet emerged due to factors such as resistance to educational innovations from teachers and the costs involved with implementation. As VR technologies begin to flood the consumer marketplace, however, making access for schools and students more economically feasible, it is now relevant to understand implications of using VR in educational environments.

Five major advantages of using VR in education are (a) increasing students’ motivation and engagement, (b) allowing a constructivist approach in learning, (c) improving affordability and accessibility, (d) allowing more interaction than conventional learning materials, and (e) helping institutions remain competitive by providing a consistent learning experience with distance education courses.

Although the sample size is admittedly small, many early studies have been found to report an improvement in student achievement against control groups when VR applications are used in learning activities.

Key Issues with VR

Reviews of the limited research on VR in education point to a limited variety of pedagogical approaches and ineffective design for usability considerations as current concerns. Similarly, the present marketplace for VR materials contains limited availability of quality content, although the quantity of professionally produced content is quickly growing. The cost for implementing VR in education also represents a key issue for the technology. Not only can there be significant expense involved with acquisition, installation, and maintenance of VR equipment, but the available educational content can also come at an ongoing subscription cost.

Related Research for VR for learning

Buń, P. K., Wichniarek, R., Górski, F., Grajewski, D., Zawadzki, P., & Hamrol, A. (2017). Possibilities and determinants of using low-cost devices in virtual education applications. Eurasia Journal of Mathematics, Science & Technology Education, 13(2), 381-394. doi:10.12973/eurasia.2017.00622a

Gregory, S., Scutter, S., Jacka, L., McDonald, M., Farley, H., & Newman, C. (2015). Barriers and enablers to the use of virtual worlds in higher education: An exploration of educator perceptions, attitudes and experiences. Journal of Educational Technology & Society, 18(1), 3-12. Retrieved from https://ezproxy.wilkes.edu/login?url=http://search.proquest.com.ezproxy.wilkes.edu/docview/1801625191?accountid=62703

Ludlow, B. L. (2015). Virtual reality: Emerging applications and future directions. Rural Special Education Quarterly, 34(3), 3-10. Retrieved from https://ezproxy.wilkes.edu/login?url=http://search.proquest.com.ezproxy.wilkes.edu/docview/1729329669?accountid=62703

Martín-Gutiérrez, J., Mora, C. E., Añorbe-Díaz, B., & González-Marrero, A. (2017). Virtual technologies trends in education. Eurasia Journal of Mathematics, Science & Technology Education, 13(2), 469-486. doi:10.12973/eurasia.2017.00626a

Miller, R. (2014). The application of virtual reality in higher education distance learning. Journal of Applied Learning Technology, 4(4), 15-18. Retrieve from http://salt.org/salt.asp?ss=l&pn=jalt

Saltan, F., & Arslan, Ö. (2017). The use of augmented reality in formal education: A scoping review. Eurasia Journal of Mathematics, Science & Technology Education, 13(2), 503-520. doi:10.12973/eurasia.2017.00628a

Recommended Resources For VR in learning

• https://vr.google.com/cardboard/
• https://edu.google.com/expeditions/
• http://zspace.com/
• http://immersivevreducation.com/
• https://nearpod.com/nearpod-vr
• https://cospaces.io/
• http://www.discoveryvr.com/
• http://blvrd.com/
• https://www.thinglink.com/