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Virtual Reality, VR, is the computer-generated simulation of a three-dimensional image or environment that can be interacted with in a seemingly real or physical way by a person using special electronic equipment, such as a helmet with a screen inside or gloves fitted with sensors. (Google dictionary) Virtual reality often allows the user to immerse themselves in a computer generated 3D reality that is artificially created. There are several different kinds of virtual reality technology that are becoming better accessible and more utilized in educational environments. Some are fully immersive where the user interacts with the VR environment through movement and the use of a head set. Non immersive VR technology can be used through a desk top computer, a mouse and a keyboard.
There are several ways that Virtual Reality can benefit students and help them learn. Virtual reality delivers immersive, simulated worlds, enabling complete focus on content without distractions. (NMC/CoSN Horizon Report, 2016) Students can engage in new situations and activities in realistic settings, fostering greater knowledge retention than textbook learning. (2016) In the K-12 sector, VR is well-positioned as an educational tool, generating immersive environments for field trips, with simulation and research activities serving as a prime enabler of student-centered, experiential, and collaborative learning. (2016) By providing immersive experiences, VR can also help to compensate for shortcomings with STEM education that is often too theory based and does not always provide students with enough direct hands on experiences.
As an educator and a parent I have yet to see Virtual Reality technology utilized in any classroom setting. According to the article Virtual Reality in the Classroom, the biggest barrier to the use of VR is access to the technology and cost. (Riel, 2016) I think another barrier is the fact that many teachers, especially veteran teachers that have not been exposed, or are unaware or the possibilities available through Virtual Reality and benefits it could have, pedagogically. Students are often more knowledgeable than their teachers about new technologies and this is especially the case with Virtual Reality as they use it in gaming. As VR becomes more readily available and affordable with advances in technology, this technological awareness gap should close over time.
VREducation http://immersivevreducation.com/ allows students to learn about historical events by immersing themselves in historical experiences and having a first hand feel of what the event was like, its historical relevance, etc.. Through VR simulations students are able to land on the moon and experience the sinking of the Titanic. This is a simulated 3D experiential exploration of the Titanic and its shipwreck.
References:
Google, https://www.google.com/#q=virtual+reality+definition , Retrieved on 2/5/2016.
NMC/CoSN Horizon Report, 2016 K-12 Edition Retrieved on 2/5/2016 from https://blackboard.utdl.edu/bbcswebdav/pid-5169561-dt-content-rid-18672524_1/courses/XLST.N5.201710/2016-nmc-cosn-horizon-report-k12-EN%281%29.pdf
Riel, Jeremy, Virtual Reality in the Classroom, September, 2016. University of Illinois, College of Education, Recess Blog. Retrieved on 2/5/2016 from http://education.uic.edu/academics-admissions/student-life/virtual-reality-classroom
There are a couple of comments you made that really resonated with me. First, the point about veteran teachers who have not been exposed to technology and/ or are unaware of the possibilities available through Virtual Reality and pedagogical benefits. This is exactly what we are struggling with right now in the College of Medicine as we restructure our curriculum. There are so many veteran faculty, especially in the basic sciences (first two years of medical school), that it is proving difficult to implement new pedagogies utilizing technology. The goal is to move away from the traditional two to three-hour lectures and flip the classroom using different technologies such as interactive e-learning modules. Unfortunately this seems worlds away and will hopefully get better as younger/ new faculty transition in. This is also where it becomes imperative for faculty development and collaboration with colleagues from other schools, for example through conference participation.
ReplyDeleteI had proposed an e-learning module competition, a voluntary competition where a student would pair with a faculty member to create an e-module— because you are right, students are usually more technologically savvy than the professors and this would have been a great opportunity for faculty to learn along-side a student in a low stakes (meant to be fun!) setting. However, you would have thought I had just said something obscene when pitched to one group of faculty. “What do you mean students are better at technology than us?!” was the response. Oh, I don’t know, maybe because half of the (her) faculty doesn’t know how to use their e-mail! Just a thought.
I enjoyed this project A LOT, even though I had some issues with a computer virus halfway through. I will apply what I learned from this module to my work in so many ways as the possibilities are endless! In response to a comment you made on my blog, I am not sure why there is such a difference in quality of the photo. The only suggestion that I have is that maybe you were going to fast when taking the pictures— I went rather slow. This may not be the case but only a suggestion, especially if you were using an iPhone as well. I would be curious, and I will have to ask, how we get our feet out of the picture.
Overall, nice job on your blog and your VR project. It is so much fun seeing what everyone has done.