Virtual Reality in
Education:
Introduction of the
topic given through an explanationNote: VR connotes Virtual Reality.
VE is the computer-generated simulation of a three-dimensional image or environment that can be interacted within either a real or physical way, by a person using special electronic equipment- this could include a helmet with a screen inside or gloves fitted with sensors.
Immersive Learning:
The immersive nature of virtual worlds supports social interaction and identifies exploration. Learning scientists have demonstrated that interaction and identity are crucial components of learning and participation in child focused communities (Lave and Wenger, 1991).
The immersive nature of virtual worlds supports social interaction and identifies exploration. Learning scientists have demonstrated that interaction and identity are crucial components of learning and participation in child focused communities (Lave and Wenger, 1991).
Engagement and Motivation:
-virtual worlds need to be ‘highly engaging and motivating’- this is essential to all forms of learning (Dawley and Dede, 2014).
-virtual worlds allow users to decide how to explore the environment, who they interact with and essentially what they do.
-autonomy is enhanced and therefore motivates the children (Nelson, 2007).
-VR provides education with a new way to assess learning in authentic, embedded and automated ways and then in addition to this, they must embed ways and then provide feedback.
-in virtual worlds, all user activities potentially provide data about learning and could also be used to understand levels of student engagement.
-virtual worlds need to be ‘highly engaging and motivating’- this is essential to all forms of learning (Dawley and Dede, 2014).
-virtual worlds allow users to decide how to explore the environment, who they interact with and essentially what they do.
-autonomy is enhanced and therefore motivates the children (Nelson, 2007).
-VR provides education with a new way to assess learning in authentic, embedded and automated ways and then in addition to this, they must embed ways and then provide feedback.
-in virtual worlds, all user activities potentially provide data about learning and could also be used to understand levels of student engagement.
Benefits of Virtual
Reality
Immersive experiences to places many people will
never get to see.
Experiential learning- instead of just text,
movies, images, etc.
Multisensory learning- this is increased when using
more senses and through being active, rather than being sedentary and passive
learners.
Engaging students in their learning- this makes
them more active learners.
Versatile- most subject areas could use the
apps- this makes this activity cross curricula which is important regarding Donaldson's recommendations contained in Successful Futures.
Build compassion, empathy and perspective- by
allowing students to experience less developed parts of the world and endangered
species, etc.
Students can also become creators of VR, as well
as using and experimenting with apps for themselves- this allows children to learn for themselves which is important, as it becomes more of a child-led approach.
The future of VR in education is really bright-
the US Department of Education are all investigating into this subject area. An
investment in these tools will allow us to access new content as and when it
becomes available.
Break down barriers
VR is believed to have the power to break down all barriers to learning. Through this, learners can experience new worlds and sights that were not available to them previously.
VR is believed to have the power to break down all barriers to learning. Through this, learners can experience new worlds and sights that were not available to them previously.
Engagement and the Increase in Engagement and Motivation
It is believed that in the state of flow, “the sense of duration of time is altered; hours pass by in minutes and minutes can stretch out to seem like hours”. With this, Csikszentmihalyi (1991) identifies the playing activity of one of the activities that helps “achieve an ordered state of mind that is highly enjoyable”. Gee (2003) and Jonassen (1996) both state that throughout the learning process in the context of computer-based environments and video games, the participant is the ma agent.
Additionally, current research suggests that the key ingredient to beneficial learning is motivation. So through saying this, there should be a prominent focus on developing ways which trigger their motivation, both externally and internally. It is stated that these enabling immersive technologies have the potential to increase academic engagement. However, they are only considered as being one piece of the learning puzzle for children (Wankel and Blessinger, 2012). Wankel argues “the ultimate goal, regardless of the technologies used or the instructional methods employed, is to start students down the path of becoming lifelong learners and to instil in them a high value for learning that grows overtime (2012, p.13).
It is believed that in the state of flow, “the sense of duration of time is altered; hours pass by in minutes and minutes can stretch out to seem like hours”. With this, Csikszentmihalyi (1991) identifies the playing activity of one of the activities that helps “achieve an ordered state of mind that is highly enjoyable”. Gee (2003) and Jonassen (1996) both state that throughout the learning process in the context of computer-based environments and video games, the participant is the ma agent.
Additionally, current research suggests that the key ingredient to beneficial learning is motivation. So through saying this, there should be a prominent focus on developing ways which trigger their motivation, both externally and internally. It is stated that these enabling immersive technologies have the potential to increase academic engagement. However, they are only considered as being one piece of the learning puzzle for children (Wankel and Blessinger, 2012). Wankel argues “the ultimate goal, regardless of the technologies used or the instructional methods employed, is to start students down the path of becoming lifelong learners and to instil in them a high value for learning that grows overtime (2012, p.13).
Coates (2005, p.26) defines learners’ engagement as “the
extent to which students are actively involved in a variety of educational
activities that are likely to lead to high quality learning". In addition to
this, for Vinson et al (2010), the learners’ engagement is considered as being
a key component of success which reflects on the students.
Focusing on this idea of Virtual Reality, Nant Y Parc
Primary School came into the university to explain their vision regarding the
topic in the classroom and how in which they explore VR.
They envisage an environment where the use of technology is regarded as an integral part of everyday life. With this, they acknowledge the potential use of IT and the impact it places on the learning outcomes for both pupils and staff. Their vision is to educate staff and pupils to participate in a rapidly changing world where both work and leisure activities are increasingly transformed by technology and continue to do so. Technology can be used effectively as a part of a tool for learning in order to encourage, support and develop life long learning skills of staff and pupils. Furthermore, their aim is to ensure all learners of the school community will become digitally competent, in order for them to embrace the future through the global community.
There are numerous forms of Virtual Reality apps which could
be used to enhance the learning of children, so it is important these are
shared with the child. They envisage an environment where the use of technology is regarded as an integral part of everyday life. With this, they acknowledge the potential use of IT and the impact it places on the learning outcomes for both pupils and staff. Their vision is to educate staff and pupils to participate in a rapidly changing world where both work and leisure activities are increasingly transformed by technology and continue to do so. Technology can be used effectively as a part of a tool for learning in order to encourage, support and develop life long learning skills of staff and pupils. Furthermore, their aim is to ensure all learners of the school community will become digitally competent, in order for them to embrace the future through the global community.
Why use VR in
education?
Develops literacy and numeracy skills
Creative skills
Inspirational
Promotes investigation
Develops thinking skills
Child led
Develops problem solving
Communication
Confidence
Independence
Cheap and easy
Embraces imagination
Parental engagement
Wonder
Digital competence
Exploration
Children can use these apps at home which is also beneficial for their development and growth
Coates, H. (2005). The value of student engagement for higher
education quality assurance. Quality in
Higher Education, 11(1). 25-36.
Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York, NY: Harper
Collins.
Dawley, L. & Dede, C. (2014). Situated learning in virtual
worlds and immersive simulations. In J. M. Spenctor, M. D. Mervill, J. Elen.
& M. J. Bishop (eds) the handbook of research for educational
communications and technology. Fouth Edition. New York: Springer Verlag.
Gee, J. P. (2003). What
video games have to teach us about learning and literacy (1st ed). New
York. NY: Palgrace Macmillan.
Lave, J. & Wenker, E. (1991). Situated Learning:
Legitimate Peripheral Participation. New York: Cambridge: University Press Nelson, B. (2007). Exploring the use of individualised, reflective guidance in an educational multiuser virtual environment. Journal of science education and technology. 16(1), 83-97.
Wankel, C. & Blessinger, P. (2012). Increasing student engagement and retention using immersive interfaces virtual worlds, gaming and stimulation. (1st ed. Cutting edge technologies in higher education; vol 6C). Bingley: Emerald.
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