VR for Future Education

( LEVEL 1)
VR ?
AR ?
MR?
Immersive Tech.
VR
Virtual Reality
AR
Augmented reality
MR?
Mixed Reality
Use of virtual reality in education
The use of virtual reality (VR) in education can be considered as one
of the natural evolutions of computer-assisted instruction (CAI) or
computer-based training (CBT).
Use of computers as instructional aids has a long history going back to
the early 1950s. Serious studies began in the early 1960s. Since the
advent of the microcomputer in 1977, computers, particularly
microcomputers or personal computers (PCs), have become a
growing and recognized delivery system for many forms of education.
 Virtual reality, which can be used on all types of computers, has
followed that trend. In her extensive bibliography on virtual reality in
education and training, Pantelidis (1991-2009) lists over 800 printed
resources, such as articles and reports, on this application of virtual
reality, going back to 1989. The list is by no means complete and
comprehensive.
(Veronica S. Pantelidis pantelidisv@ecu.edu Department of Library Science, College of Education, East Carolina University,
Greenville, North Carolina, USA)
The journey
Higher education has always been fertile ground for the creation of
new, boundary-pushing technology. Universities and colleges have
always been at the cutting edge of new technologies, driving
development and creating the next generation of scientists,
developers, and entrepreneurs.
 Virtual and augmented reality technologies are at the frontier of
development right now; the market is forecast to reach $13.9 billion
in 2017 , and change is happening at a frenetic pace. Professors and
students alike are exploring the various disciplines where immersive
imagery and audio can be impactful, and the adoption rate is only
accelerating.
Learning with the help of virtual reality

Distance Education and Learning Technology Applications (DELTA) at

NC State University is using virtual reality in Introductory Biology:
Ecology, Evolution, and Biodiversity (BIO 181)to immerse students in
field-based experiences.

Mendel Grammar School in Opava City, Czech Republic is teaching

students about the anatomy of the eye in biology classes with the
Oculus Rift.
 St. Johns School Boston, Massachusetts is using Minecraft and VR to
create immersive experiences. Penn State University in Pennsylvania
is training students to do things in the virtual world as a precursor to
doing it in the real world, increasing the efficacy of learning.

The University of British Columbia in Vancouver is experimenting with

virtual lecture halls.
 In terms of VR making things more participatory, thats a win-win for
both college students and professors. While lecturing can certainly
still be valuable, the multimedia associated with say a virtual field trip
to Roman ruins (an actual VR app made on our platform) is more
memorable and can lead to more engagement.
 VR allows for a true Choose Your Own Adventure, with students
empowered to explore and delve deeper with multimedia hotspots
into areas they want to explore further.
Virtual field trips
 The Arlington Science Focus School in Arlington, the Oculus Rift been
used to take their students on virtual field trips to places like the
Smithsonian Museum.

VR apps like Titans of Space offers a tour of the solar system, great for
some science classes and Google Expeditions is getting a lot of
attention with their growing library of field trips.
You can also take virtual field trips back in time. Go back to the time
to the Jurassic Age .
VR content creation in education

School in Ireland is recreating historic sites with Mission V 3D modeling software.

Drury University in Springfield has been teaching architecture design using virtual
reality tools.

Stanfords students are using Viar360 to create virtual tours of museums.

Implications for the arts and new media studies are just as profound. Immersive,
360-degree photography and videography have enormous potential as new forms
of media. A number of media publishers, including The New York Times and The
Economist, have jumped into VR storytelling. That fits well with the traditional
use of news media in education and its a good place for educators to look for VR
content.
TOOLS FOR TRAINING STUDENTS ON VIRTUAL
REALITY CONTENT CREATION AND STORYTELLING
Virtual learning will open the doors for people to access the best kind
of education by blending the best of the real world, the best of the
internet and online applications, and the best of the virtual world
technology so that the most modern techniques are utilized to obtain
that education.
 Training is poised for serious growth through transporting groups of
learners to highly immersive experiences with a VR headset device.

Medical residents can learn a new surgical procedure by observing in real

time, welding students can become familiar with a dangerous job site
before visiting, or high school students can hear a native foreign language
speaker.

VR is a whole new way to interact with knowledge and on pace to be an

effective, engaging, low-cost instructional solution for a range of subjects
and grade levels.
VR Device selection

To experience VR, there are two main types of mobile headsets to

choose low-cost Google Cardboards or high-end devices
like Samsung Gear VR and Google DayDream.
Aside from the cost, the biggest trade-off you are making is comfort
and build quality. To ensure the first experience with VR is a positive
one, try your best to go with the premium solution as best you can.
That recommendation is not to say that Google Cardboards are not an
excellent value, and it could be said that Cardboards are the perfect
tool for a small test.
UTAR VR-Education Level 01
Reference
Aldrich, C. (2004). Simulations and the future of learning. San Francisco: Pfeiffer.
Bowman, D. A., Hodges, L. F., Allison, D., & Wineman, J. (1998). The educational value of an information-rich virtual environment
(GVU Technical Report; GIT-GVU-98-05). Atlanta: Georgia Institute of Technology.
Chee, Y. (2001). Virtual reality in education: Rooting learning in experience. In Proceedings of the International Symposium on
Virtual Education 2001, Busan, South Korea (pp. 4354). Busan, Korea: Symposium Organizing Committee, Dongseo University.
Retrieved July 16, 2009, from http://yamsanchee.myplace.nie.edu.sg/Publications/2001/ISVE2001 Invited.pdf
Chen, C. J. (2006). The design, development and evaluation of a virtual reality based learning environment. Australasian Journal of
Educational Technology, 22(1), 39-63.
Chou, C. (1998). The effectiveness of using multimedia computer simulations coupled with social constructivist pedagogy in a
college introductory physics classroom. Unpublished doctoral dissertation, Teachers College-Columbia University, New York.
Dalgarno, B., Hedberg, J., & Harper, B. (2002). The contribution of 3D environments to conceptual understanding. In Proceedings
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auckland02/proceedings/papers/051.pdf
Ferry, B., Kervin, L., Turbill, J., Cambourne, B., Hedberg, J., Jonassen, D., & Puglisi, S. (2004). The design of an on-line classroom
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Gagn, R. M., & Briggs, L. J. (1979). Principles of instructional design (2nd ed.). New York: Holt, Rinehart and Winston.