Ellie Grefenstette- Virtual Reality
Overview
Virtual Reality in the Classroom
Virtual Reality in the Classroom
Virtual Reality in the Classroom
Ellie Grefenstette
Fairfield University
Introduction
Virtual reality has been an up and coming form of technology for the past few years that has tremendous potential in a learning environment. Many educators and technological innovators believe that “we’re now on a path to reinvent education” (Kilmon, Brown, Ghosh, & Mikitiuk, 2010). Virtual reality can make it possible for students to experience real life simulations of places and things that would not otherwise be possible. According to various forms of research, studies done on all different ages, and feedback from a wide range of students, it is commonly thought that virtual reality could bring a lot of positive aspects to a classroom. However, this idea does not come without challenges and drawbacks.
This paper aims to review the studies and articles written about virtual reality in the classroom, discuss its pros and cons, and determine how it could best be used in terms of learning. While virtual reality can be fun and is often used merely for entertainment, it has the potential to be a huge component to closing an educational gap in our classrooms and providing students of all backgrounds the same experience in learning.
What Virtual Reality in the Classroom Entails
Throughout the last couple of years, the functions on virtual reality headsets have increased tremendously. VR headsets went from being out of reach price wise with not a lot of options to very affordable and an incredible amount of features. Many studies use an experimental and control group to show the effects of learning language, science, math, and more with VR headsets. One study explained that “the results revealed that the experimental group obtained significantly higher academic achievement and engagement scores (cognitive, behavioral, emotional and social) than the control group. Moreover, the experimental group had a high level of technology acceptance for IVR usage in classrooms” (Bailenson, 2010). This study, along with so many others, show a common theme of higher achievement after using VR. Students generally enjoyed using Virtual Reality and seemed more engaged in what they were learning. The method of learning with VR is much more interactive and grabs the attention of students by providing a fun way to learn new things, experience new places and people, and play in simulated environments that make learning feel like a game. Another study showed that “students used virtual reality to learn about astrology and scored higher after using virtual reality” (Chen, 2010). Instead of learning about planets from a textbook, VR allows students to learn about astronomy by being placed in virtual environments that make it seem real. Students commonly report that it is easier to grasp new information on difficult topics such as astrology when it becomes visually presented to them in an interactive format.
Barriers of Integrating Virtual Reality into the Classroom
A major setback in Virtual Reality in the classroom is a lack of large scale studies done to convince schools of its proper benefits. While the majority of studies that have been done favor the push for Virtual Reality devices being used in a classroom, there is not a large enough scale to base the information off of. If the world was informed that another pandemic would occur in future years, it is more than likely that VR would be used in a number of places. However, a lot of training and resources need to be available before this could be possible. There are also a number of other barriers to this integration process. One researcher was able to “identify three challenges that must be met before VR can be integrated into educational settings: cost, usability, and fear of the technology” (Bricken, 1991). Although this quote is from an older article, the statement still holds the same truth today. Many studies show that despite VR’s incredible potential in learning, cost is a huge issue. In recent years VR devices have decreased tremendously and accessibility has become much more widespread. However, this still means that there needs to be enough solid evidence, studies, and research done to prove its effectiveness in order for school districts to spend money on such devices. Teachers today, especially after the pandemic, need to know how to use technology and be able to adjust to new tech tools as each year progresses. Technology is always changing and improving, and teachers need to evolve along with these advancements. “The extent to which these potential uses of virtual reality are realized, however, depends on the willingness of special educators to become knowledgeable about the technology and serve as advocates for its research and development in special education” (Velev, Zlateva, 2017). If educators and policy holders want to see this change happen in the classroom, they need to hold themselves accountable for learning how to use the devices, and learning how they can benefit their students. There is a common theme among the research that teachers’ lack of understanding and willingness to ty virtual reality results in a lack of studies and information on the topic. Regardless of how positive the current studies are and how much they benefiting the students using them, more studies need to be available and more teachers need to be willing to adapt and learn.
Best Practices of Vitual Reality in the Classroom
“Virtual reality is being used in medicine, chemistry, architecture, interior design, the military, space exploration, and robotics” (Velev, 2017). A common theme throughout the majority of research is the wide variety of uses that VR can support. When you look at how VR can change the way students learn, from learning astrology at a young age to learning about surgery as a medical student, there are endless possibilities. VR allows students to learn in a way that is engaging and fun for them and gets the students excited to learn. In later years, it also allows for students to have the same experiences as other students who have more of an opportunity to travel, intern, and be immersed in simulations that they would not have access to otherwise. “Unlike virtual reality, augmented reality does not replace the real world around you entirely, but augments and enriches it instead of adding layers of information on top of the things that are around us” (Velev, 2017). The last part of research that is common throughout is the idea that VR is a guide to learning rather than replacement of learning. Many people after the pandemic used technology as a total replacement for traditional learning. Rather than being a replacement, VR is used as a guide to enhance a student’s learning and life experiences.
Conclusion
“Recent technological innovations, including the rapid adoption of smartphones by society, have facilitated the access to virtual reality and augmented reality of anyone” (Martín-Gutiérrez, 2017). The more technology adapts and enhances, the more readily available things like Virtual Reality will be to be used in a classroom setting. Studies have shown that students enjoy using virtual reality headsets and find them fun to learn from. Research also backs up the fact that students score better on tests and other assessments after using Virtual Reality. If teachers and students become willing to learn how to use these tools, then Virtual Reality could have a major impact on how students of all ages learn.
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