Virtual reality in primary education

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Virtual reality (VR) is a computer application which allows users to experience immersive, three dimensional visual and audio simulations. According to Pinho (2004), virtual reality is characterized by immersion in the 3D world, interaction with virtual objects, and involvement in exploring the virtual environment. [1] The feasibility of the virtual reality in education has been debated due to several obstacles such as affordability of VR software and hardware. The psychological effects of virtual reality are also a negative consideration. However, recent technological progress has made VR more viable and promise new learning models and styles for students.[ citation needed ] These facets of virtual reality have found applications within the primary education (K-8th grade) sphere in enhancing student learning, increasing engagement, and creating new opportunities for addressing learning preferences.

Contents

General education

Virtual reality (VR) can be used in numerous ways in an educational setting. Seeing virtual reality as a continued improvement from PC-based simulation systems, researchers recognize its potential to provide special learning experiences which traditional education methods cannot. [2] Although studies agree that restrictions still exist for classroom applications of virtual reality systems, [2] [3] researchers have been experimenting with using VR as part of the teaching method in many aspects of the general education.

Following are example attempts at applying virtual reality in classrooms.

Augmented reality

Augmented reality (AR) is a technology which superimposes virtual generated images on the real world. The coexistence of virtual objects and real environments have encouraged experimentation and developments in educational settings which are not possible in the real world. [4]

A study done by Antonietti et al. (2000) found that giving children an in-depth virtual tour of a painting and letting them examine all aspects of the painting helped with their description and interpretation of the painting, when compared to a control group that studied the painting without the usage of VR. [5] Another experiment was carried out on 91 sixth-grade primary students where they used an augmented reality application "WallaMe" which taught a didactic unit in art education. After analyzing the results, the study found a statistically significant improvements in academic performance, motivation, analysis of information, and collaboration. [4]

Augmented reality has also had developments into more mainstream academic settings. [6] 3D rendition of textbooks provide students with a more synergetic way of learning. The Institute for the Promotion of Teaching Science and Technology has launched a geology textbook which allows students to learn traditional information while virtually interacting with the different layers of the Earth's core. [7]

Another benefit of augmented reality is capitalizing on different learning styles. While virtual reality provides a more immersive experience, augmented reality learning technologies favor on auditory learners. A study done on science information retention in college students showed AR to be a more effective medium for conveying auditory information through spacial presence. [8]

Virtual field trips

In virtual field trips, students visit real-world places or educational simulations to experience different lessons. Google Expeditions [9] allows students to take a shared field trip using smartphone headset technology under the control of a teacher's app. [10] Nearpod's VR provides lesson plans in all core subjects for primary grades, and has been shown to increase student engagement in lessons. [11]

Virtual field trips can also enable primary school students in rural areas to engage in career exploration opportunities not typically available. Field trips experiences are linked to an increase in interest and motivations to pursue those careers. [12] One program, zipTrips, was designed to simulate the benefits of a life science career exploration field trip for middle school students. By harnessing the power of virtual reality, zipTrips allowed students to engage in live 45 minute field trips with scientists and their work. Students are shown to have an enhanced perception of science and scientific careers. [13]

Individualized learning

Although VR can be used cooperatively, learning has been shown to be especially effective when VR is utilized for independent learning. [14] Merchant et al. (2014) found that "students performed [significantly] better when they worked individually rather than collaboratively when learning through [VR based collaborative learning environments]". [15] Some VR applications provide independent learning opportunities when combined with individual lesson plans. [16] For example, students might fill out a worksheet in correspondence with a specific virtual reality simulation.

Virtual World

Virtual worlds, or three-dimensional immersive virtual worlds in full, is an interactive online environment where people use avatars as their representations. The environment can be designed in any context, and users control their avatars to accomplish tasks in virtual worlds. An academic review on past empirical research identified three main areas virtual worlds are used in school settings: (1) communication spaces, (2) simulation of space, and (3) experiential spaces. [17]

Communication spaces refers to the communication between users, possibly between teachers and students. [17] Communication takes in both verbal and nonverbal forms, using applications of the chat function and avatar movements respectively. [17] The second use of virtual worlds is simulation of space. [17] Space is one of the most important elements in virtual worlds in terms of its scalability and authenticity with great feasibility of simulating any environment. [17] In an educational initiative, the environment can be built in a school setting to resonate with students as if they are actually in school. The Nanyang Technological University in Singapore developed a virtual campus tour for its prospective students. [17] The virtual campus displays general information but also familiarize students with the campus before physically being there. [17] The third main feature of virtual worlds is its experiential spaces, which allow students to "learn by doing" instead of learning by reading or listening. With virtual worlds, students can directly act on the subject, "observe the outcomes of their actions" and further reflect on the observable outcomes.

Music education

Because of budget cuts and restrictions such as disabilities, music education in K-12 is facing challenges, with which researchers are looking at virtual reality technology for help. Virtual interfaces with interactive visualization and audio feedback are being experimented with to improve the experience of learning a musical instrument for students. [18] Other attempts include offering simulated experiences of playing musical instruments through head-mounted display devices. [19]

A study shows that a mix of virtual and traditional education can effectively improve music learning results, despite concerns for physical and pedagogical problems including virtual sickness and isolation. [20] The usage of virtual reality in K-12 music education is still widely in experimentation, while research has presented promising results. Some researchers suggest that although attempts with VR showed effectiveness, augmented reality may be preferable in practice because of its support of interaction with real instruments or objects. [19]

History education

With its established ability to create immersive simulated experiences, virtual reality is being evaluated for enhancing the teaching methods for history classes. Research on teaching the history of the Roman Empire with a virtual reconstruction of a Roman city shows significant improve in the learning experiences and academic results for the students. [21] Researchers suggest that the increase in motivation for learning, enhanced interactivity, and the immersive experience are likely key to the success of the experiment, and hold interest for conducting larger-scaled studies on teaching history with virtual reality. [21]

Social skills and collaboration

VR also has uses within primary education for social-emotional development.

Collaboration

VR has applications for development of social skills and multi-user cooperation. It can provide opportunities for students to collaborate through cooperative simulations, and has been shown to support introverted students in their group interactions. [22] One study found VR-based collaboration to create "superior collaboration and interaction in the development of outcomes, as compared with other situations where group structures were used." [22]

Autism

Autism, also known as Autism Spectrum Disorder, is a series of developmental disorders that impair the abilities of communicating and interacting with other people. [23] While autism typically appears during early childhood, around 1 in 59 children is identified with the autistic condition according to a datasets put up by CDC's Autism and Developmental Disabilities Monitoring Network. [24] To combat the negative impacts of autism in learning and socializing in school settings, attempts of using VR to increase students' adaptation are on the rise.

VR simulations have been shown to help children with autism by providing a virtual world in which they can learn to handle real-life scenarios within safe and controlled virtual environments. A study by Strickland et al. (2007) found that children with autism could successfully use virtual worlds to learn skills in fire and street safety, and could apply those skills to real-life situations. [25] One method to facilitate learning experience of autistic students is using virtual reality head-mounted displays (HMDs). According to a study that examines the coping behaviors of using VR headsets in school settings of 32 autistic students between age 6 and age 16, a general preference for "costly and technologically advanced HMDs" and positive attitudes towards the use of VR technologies, such as enjoyment and excitement are found among students. [26] "Developing learning opportunities" and "going places virtually and seeing what the world looks like" are the two primary areas autistic students expect to use HMDs in school for. [26] HMDs also exerts great potential in the future of learning, including relaxing students and creating more learning opportunities at school. [26]

Another method is immersing students in virtual scenarios that are common for school settings. Using "a 4-side fully immersive CAVETM VR installation", it simulates an environment that is "an authentic, safe, controllable and manipulable" to train autistic students to become adaptive in social situations. [27] An example of the scenario is a series of the preparation steps that students normally take before going to school, including brushing teeth, having breakfast and catching school bus. [27] In a study that examines 100 students' behavior after accepting the training, noticeable changes are shown in "emotion recognition, affective expression and social reciprocity". [27]

Business and academic reception

The use of virtual reality in primary education has been supported by grants from foundations and venture capital firms. [28] The IEEE held workshops on "K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR)" in 2016 and 2017. [29] [30]

Despite the interest in virtual reality for K-12 education within business and academia, skepticism of its usefulness for K-12 learners has also been expressed. A 2009 review of the literature concluded that only the most independent, intrinsically motivated, and highly skilled K-12 students succeeded with VR. This review traced the problem to a lack of experience with gearing virtual reality to K-12 specifically; most of the experience had been with VR software designed for adults. [31]

Challenges and Concerns

Even though Virtual Reality may be a good supporting tool for students in their studies, there are still certain concerns and challenges that Virtual Reality faces in Primary Education.

Detrimental Effects

There are potential physical, physiological, and psychological problems for users associated with the Virtual Reality system today. [15]

Since Virtual reality is a simulated environment, simulator sickness is a concern for the user. Wearing Virtual Reality headset for a long period of time could cause discomfort and poor depth perception for students. [32] This is potentially caused by the short distance between the electronic screen and the eyes of the user. [32]

Other potential symptoms include nausea, fatigue, dizziness, headache, and sweating. [32]

User safety

One downside of the fully immersive environment is that the user is not able to sense the real world objects around once he or she goes into the virtual world. [33] Hence, with some amount of required movement during Virtual Reality immersion, collision with real world object becomes a concern because users may easily run into an obstacle and get hurt. In addition, many Virtual Reality equipment sets also include sound cues, and that may block the sense of hearing for sounds in the real world. Without real world sound inputs, users cannot take in notices from others during an accident.

Distinguishing Reality

Similar to video games, a user may become addicted to the world that Virtual Reality technology provides. [33]

Virtual Reality immersion can cause a situation where students cannot distinguish reality and virtual reality. [34] This confusion about the real world may result in negative impact on a student's physical safety as they might not differentiate dangerous situations happening towards them. [34] Also, students could become confused as they are overloaded by the virtual information they need to learn, complex equipment they need to master, and tasks they need to finish. [34]

Culture

Virtual Reality is still not a technology that is taken seriously and accepted by some people, because they consider it as a game.[ citation needed ] The attitudes of students can change between whether their task is playing a game, or to think critically and obtain knowledge.[ citation needed ] Hence, time and effort is needed to spread the potential and positive knowledge of the helpfulness of Virtual Reality in education.

Price

In order to become a primary educational tool, Virtual Reality equipment has to be accessible to every student in the class, instead of inefficiently using one shared Virtual Reality headset and takes up valuable learning time. [35] With low end equipment, users will get low end experiences, while high end Virtual Reality equipment would cost hundreds or even thousands of dollars. [35] In order to provide the best Virtual Reality educational environment for students, the use and the affordability of Virtual Reality equipment needs to be considered.

Privacy

As the equipment get smaller in size, the infrastructures that stores data behind gets larger. If Virtual Reality technology become mass used in the same environment, the individual systems and the immersive perceptions of users will be networked together. A large network allows the collection of data from users, and this can lead to a potential surveillance situation where the individual privacy of users are tracked by others and exposed to others. [36]

Related Research Articles

Multimedia refers to the integration of multiple forms of content, such as text, audio, images, video, and interactive elements into a single digital platform or application. This integration allows for a more immersive and engaging experience compared to traditional single-medium content. Multimedia is utilized in various fields, including education, entertainment, communication, game design, and digital art, reflecting its broad impact on modern technology and media.

<span class="mw-page-title-main">Virtual reality</span> Computer-simulated experience

Virtual reality (VR) is a simulated experience that employs 3D near-eye displays and pose tracking to give the user an immersive feel of a virtual world. Applications of virtual reality include entertainment, education and business. VR is one of the key technologies in the reality-virtuality continuum. As such, it is different from other digital visualization solutions, such as augmented virtuality and augmented reality.

<span class="mw-page-title-main">Augmented reality</span> View of the real world with computer-generated supplementary features

Augmented reality (AR) is an interactive experience that combines the real world and computer-generated 3D content. The content can span multiple sensory modalities, including visual, auditory, haptic, somatosensory and olfactory. AR can be defined as a system that incorporates three basic features: a combination of real and virtual worlds, real-time interaction, and accurate 3D registration of virtual and real objects. The overlaid sensory information can be constructive, or destructive. As such, it is one of the key technologies in the reality-virtuality continuum.

A virtual environment is a networked application that allows a user to interact with both the computing environment and the work of other users. Email, chat, and web-based document sharing applications are all examples of virtual environments. Simply put, it is a networked common operating space. Once the fidelity of the virtual environment is such that it "creates a psychological state in which the individual perceives himself or herself as existing within the virtual environment" then the virtual environment (VE) has progressed into the realm of immersive virtual environments (IVEs).

<span class="mw-page-title-main">Mixed reality</span> Merging of real and virtual worlds to produce new environments

Mixed reality (MR) is a term used to describe the merging of a real-world environment and a computer-generated one. Physical and virtual objects may co-exist in mixed reality environments and interact in real time.

Virtual reality therapy (VRT), also known as virtual reality immersion therapy (VRIT), simulation for therapy (SFT), virtual reality exposure therapy (VRET), and computerized CBT (CCBT), is the use of virtual reality technology for psychological or occupational therapy and in affecting virtual rehabilitation. Patients receiving virtual reality therapy navigate through digitally created environments and complete specially designed tasks often tailored to treat a specific ailment; and is designed to isolate the user from their surrounding sensory inputs and give the illusion of immersion inside a computer-generated, interactive virtual environment. This technology has a demonstrated clinical benefit as an adjunctive analgesic during burn wound dressing and other painful medical procedures. Technology can range from a simple PC and keyboard setup, to a modern virtual reality headset. It is widely used as an alternative form of exposure therapy, in which patients interact with harmless virtual representations of traumatic stimuli in order to reduce fear responses. It has proven to be especially effective at treating PTSD, and shows considerable promise in treating a variety of neurological and physical conditions. Virtual reality therapy has also been used to help stroke patients regain muscle control, to treat other disorders such as body dysmorphia, and to improve social skills in those diagnosed with autism.

Virtual reality in telerehabilitation is a method used first in the training of musculoskeletal patients using asynchronous patient data uploading, and an internet video link. Subsequently, therapists using virtual reality-based telerehabilitation prescribe exercise routines via the web which are then accessed and executed by patients through a web browser. Therapists then monitor the patient's progress via the web and modify the therapy asynchronously without real-time interaction or training.

<span class="mw-page-title-main">Immersion (virtual reality)</span> Perception of being physically present in a non-physical world

In virtual reality (VR), immersion is the perception of being physically present in a non-physical world. The perception is created by surrounding the user of the VR system in images, sound or other stimuli that provide an engrossing total environment.

An instructional simulation, also called an educational simulation, is a simulation of some type of reality but which also includes instructional elements that help a learner explore, navigate or obtain more information about that system or environment that cannot generally be acquired from mere experimentation. Instructional simulations are typically goal oriented and focus learners on specific facts, concepts, or applications of the system or environment. Today, most universities make lifelong learning possible by offering a virtual learning environment (VLE). Not only can users access learning at different times in their lives, but they can also immerse themselves in learning without physically moving to a learning facility, or interact face to face with an instructor in real time. Such VLEs vary widely in interactivity and scope. For example, there are virtual classes, virtual labs, virtual programs, virtual library, virtual training, etc. Researchers have classified VLE in 4 types:

Augmented learning is an on-demand learning technique where the environment adapts to the learner. By providing remediation on-demand, learners can gain greater understanding of a topic while stimulating discovery and learning. Technologies incorporating rich media and interaction have demonstrated the educational potential that scholars, teachers and students are embracing. Instead of focusing on memorization, the learner experiences an adaptive learning experience based upon the current context. The augmented content can be dynamically tailored to the learner's natural environment by displaying text, images, video or even playing audio. This additional information is commonly shown in a pop-up window for computer-based environments.

Virtual worlds are playing an increasingly important role in education, especially in language learning. By March 2007 it was estimated that over 200 universities or academic institutions were involved in Second Life. Joe Miller, Linden Lab Vice President of Platform and Technology Development, claimed in 2009 that "Language learning is the most common education-based activity in Second Life". Many mainstream language institutes and private language schools are now using 3D virtual environments to support language learning.

Virtual Maintenance Training (VMT) is a training method that uses computer-based interactive 3D simulations of virtual equipment to replicate real-life vehicles or devices. It is designed to teach users the procedures required to service, repair, and maintain equipment effectively. This approach is particularly relevant in environments where real-life training might be hazardous or impractical. VMT has gained popularity among training schools and centers within the United States Armed Forces for defense vehicle maintenance. Its adoption in various industries has continued to grow.

zSpace (company) American technology firm

zSpace, Inc. is an American technology firm based in San Jose, California that combines elements of virtual and augmented reality in a computer. zSpace mostly provides AR/VR technology to the education market. It allows teachers and learners to interact with simulated objects in virtual environments.

<span class="mw-page-title-main">Toby Howard</span> British computer scientist

Toby L. J. Howard is an Honorary Reader in the Department of Computer Science at the University of Manchester in the UK. He was appointed Lecturer in 1985, and was Director of Undergraduate Studies in the Department 2011–2019. He retired from the University in 2020 and was appointed to an Honorary position.

<span class="mw-page-title-main">Extended reality</span> Combined real-and-virtual environment

Extended reality (XR) is an umbrella term to refer to augmented reality (AR), virtual reality (VR), and mixed reality (MR). The technology is intended to combine or mirror the physical world with a "digital twin world" able to interact with it, giving users an immersive experience by being in a virtual or augmented environment.

EON Reality is a multinational virtual reality and augmented reality software developer headquartered in Irvine, California. The company was founded by Dan Lejerskar, Mikael Jacobsson and Mats W. Johansson in 1999. Its clients include Boeing, Microsoft, Lexus and Cornell University.

<span class="mw-page-title-main">Virtual reality game</span> Video game played in virtual reality

A virtual reality game or VR game is a video game played on virtual reality (VR) hardware. Most VR games are based on player immersion, typically through a head-mounted display unit or headset with stereoscopic displays and one or more controllers.

<span class="mw-page-title-main">Virtual reality applications</span> Overview of the various applications that make use of virtual reality

There are many applications of virtual reality (VR). Applications have been developed in a variety of domains, such as architectural and urban design, industrial designs, restorative nature experiences, healthcare and clinical therapies, digital marketing and activism, education and training, engineering and robotics, entertainment, virtual communities, fine arts, heritage and archaeology, occupational safety, as well as social science and psychology.

Immersive learning is a learning method with students being immersed into a virtual dialogue, the feeling of presence is used as an evidence of getting immersed. The virtual dialogue can be created by two ways, the usage of virtual technics, and the narrative like reading a book. The motivations of using virtual reality (VR) for teaching contain: learning efficiency, time problems, physical inaccessibility, limits due to a dangerous situation and ethical problems.

Virtual reality is the creation of a three-dimensional, interactive environment. With this technology, users are able to move through this developed simulation, as if it is real.

References

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