Virtual Reality

Experience my Thinglink 360 VR Photosphere from the Toledo Zoo and Side Cut Metropark.

Define virtual reality and contrast its barriers/concerns and potential uses for learning.

     Virtual reality (VR) is “a believable, interactive 3D computer-created world that you can explore so you feel you really are there, both mentally and physically” (Woodford, 2016).  And it really is!  In May of 1994, I experienced VR for the first time on a trip to Texas.  I was in a huge arcade in Houston.  I entered a fenced-in area, put on a special helmet and gloves, and entered a different world.  Fast-forward to 2015 when I bought my Google Cardboard and experienced VR, again, in the comfort of my home with my smartphone.  Twenty-one years had passed without my knowledge of any VR development or further experiences.  As a seventeen-year-old, it was like playing a game.  Now, all I can think about is getting this technology into my students’ hands. 

     VR has the potential to engage my students in ways beyond their imaginations.  With VR, we would be able to go on field trips around the world.  Miss Frizzle’s Magic School Bus trips would be available to us: we could get lost in space, cruise through the human digestive system, and spend time, side-by-side, with ants in their colonies.  Only limited by the imaginations of developers, VR brings the potential to go anywhere.  I spend much of my time trying to figure out how to trigger each student’s intrinsic motivation.  The ability to explore with VR could be what I’ve been searching for, especially when combined with the option to exercise choice.  I would let students spend time choosing their adventures and explorations, based on their interests.  From flight simulators to experiencing abstract topics in a more tangible way, there is something for everyone—but does this ‘everyone’ include my students?

     As I learn about VR applications and the necessary hardware required, I can’t help but think about fair access.  I am already struggling with trying to implement flipped classrooms.  In fact, I can’t—not all students have computers and internet access at home.  At least with VR, I could provide all of the necessary equipment in my class.  When I say I, I mean my school district.  The funds aren’t available to upkeep our current, aging technology.  To expect them to provide high-end VR classroom-ready computers is unrealistic.  However, Google Cardboard is affordable.  I could apply for money from DonorsChoose.org and have a classroom set—but what about the students who don’t have a smartphone?  And even if everyone did have a smartphone, would it be fair to use Google Cardboard with my blind student in the class?  I didn’t feel right about using graphing calculators earlier in the year (so I didn’t)—my feelings are the same for VR, as well.  Plus, there’s the issue of students getting so caught up in VR that they neglect what is actually real.  I don’t think we would use it enough in my classroom for this to happen, but it’s something I am aware of.

     I am, by nature, a glass-half-full type of person.  This extends beyond my personal life and into the classrooms I teach in, daily.  With VR, it is easier for me to focus on the possibilities while keeping the barriers in the back of my mind.  I think this is because I know that, inevitably, VR will be a part of every classroom.  I hope this happens during my time in public education. 

Describe 3 forms of virtual reality and embed a video that illustrates each form.

zSpace

zSpace looks like a basic computer screen, but it’s actually an interactive platform that allows students to experience VR and AR one-on-one in ways currently not supported by traditional computers.  Students can go on virtual field trips, participate in interactive experiences, and create VR and AR media.  To learn more, skim through their brochure.

Google Expeditions

Google Expeditions allows students to go places they would not normally be able to go.  As long as they have Google Cardboard and a smartphone with the required Cardboard applications, they can tour museums and parks around the globe, explore the systems of the body, travel back in time to learn more about dinosaurs, and much more.  The possibilities are endless.

NYTVR

The New York Times has a large collection of news stories and events that allow news-lovers (like me) to immerse themselves in the story.  There are several YouTube videos from the perspective of the 3D viewer.  The link I have provided, The Fight for Falluja, allows the viewer to experience battles against ISIS in Iraq while listening to a narration by the journalist.  Many stories are intense and, if used in the classroom, would need to be carefully previewed by the teacher before used in instruction.  The app is free.  I urge you to download the app and explore for yourself.    

Describe the relationship between VR and cognition.

      “The distinction between learning from technology versus learning with technology is what defines technology as a cognitive tool” (Zap & Code, 2016).  Cognition is the mental action or process that allows us to acquire knowledge and understanding with our thoughts, experiences, and senses.  Virtual reality (VR) changes how we think and experience the world be altering our environment.  Often, VR reduces the cognitive effort that would normally be required to understand a situation by making the abstract into something tangible.  When this happens, VR can be thought of as a means of scaffolding learning.  What would be difficult to comprehend can now be grasped.  What would have been left to the imagination is now an environment in which the learner can be immersed.  With VR, cognition is fast-forwarded through increased student motivation and improved learning experiences that empower and motivate students.

What are the implications for using VR in educational settings?

     Expect VR to be in every classroom around the world.  The benefits outweigh the challenges to the level that the challenges will be overcome.  Currently, schools have a lack of space for VR labs and the finances are not keeping the pace of technology developments.  Districts have to ensure fair, equal access to technology.  They must consider students with disabilities, all socioeconomic backgrounds, and all possible ethical situations.  Teachers will need professional development on VR technology and implementation.  Furthermore, researchers and developers need to communicate with teachers and students on their classroom/educational needs.  This means teachers will need to read the research.  VR isn’t just a cool way to pass time in the classroom, and it certainly isn’t a babysitter for student behavior.  Teachers will need to learn how to facilitate a full class through VR experiences while linking VR to content standards.  They will also need to be aware of the emotional implications of VR experiences and how to guide students through them appropriately.  Once these challenges are met and VR is being implemented in classrooms, students will benefit from all of the things that VR promises: motivation, more creativity, active student participation, deeper comprehension, and overall improved learning experiences.

References

Woodford, C. (2016, December 25). What is virtual reality? - A simple introduction. Retrieved January 29, 2017, from http://www.explainthatstuff.com/virtualreality.html

Zap, N. & Code, J. (2016). Virtual and augmented reality as cognitive tools for learning. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 1340-1347). Association for the Advancement of Computing in Education (AACE).