Virtual Reality [VR] is an emerging technology that has gained interest in the past decade as an educational tool to enhance learning (Akman & Çakır, 2020; Asad et al., 2021; McGovern et al., 2020). VR immerses the user in a completely digital simulated world, usually through a headset, goggles, or simply through videos that use the gyroscope in phones (Southgate, 2018). VR has been around for decades, used by big corporations like NASA and piloting courses to simulate flights and emergencies, but has only recently become more available to the general public (Southgate, 2018). Still, opportunities to use VR remain expensive in the majority of cases. As Figueiredo et al. quote, "Virtual Reality and other immersive ICTs have a significant potential to transform the real world and how people interact with it” (p.261, 2021). CC by Lachlan Shanks
Asad et al. (2020) highlight the importance of Virtual Reality as a vehicle for experiential learning. Further, students have the opportunity to explore complex situations in a practical, hyper-realistic way (Hamilton et al., 2021). Southgate (2018) identified a range of learning affordances that are targeted by Virtual Reality. These include improved spatial knowledge, experiential learning and enhanced motivation and engagement, as well as providing opportunities for collaboration between students (Southgate, 2018).
CoSpaces Edu is an application that can help foster student creativity by creating a variety of tools, objects and scenes for students to manipulate. Students could use CoSpaces Edu to recreate a solar system, accurately presenting the planets in their size and distance from the sun. This aligns with the science and technology syllabus outcomes: ST3-2DP-T (NESA, 2017).
CC by Lachlan Shanks
Additionally, students could use this technology to create a story using animation tools. This would align with the outcome: EN3-UARL-01, where students analyse the impact narratives, imagery and symbolism can have on a story, manipulating these aspects in their own representations (NESA, 2023).
A major limitation of VR is the considerable expense involved in using it (Southgate, 2018). Technologies such as the Oculus Quest 2 are likely not able to be integrated into classrooms due to the price. Even so, there are alternatives to expose students to VR, as outlined above.
Conclusively, Virtual Reality is becoming more and more integrated into education. It is essential for teachers and educators to be prepared for this development, committing to implementing new technologies into learning activities to enhance learning.
References:
Akman, E., & Çakır, R.. (2020). The effect of educational virtual reality game on primary school students’ achievement and engagement in mathematics. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2020.1841800
Asad, M. U., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review. Education Research International, 2021, 1–17. https://doi.org/10.1155/2021/7061623
Figueiredo, M., Mafalda, R., & Kamensky, A.. (2021). Virtual Reality as an Educational Tool for Elementary School. In Advances in Intelligent Decision Technologies (pp. 261–267). Advances in Intelligent Decision Technologies. https://doi.org/10.1007/978-3-030-55374-6_26
Hamilton, D. C., McKechnie, J., Edgerton, E. S., & Wilson, C. D. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1–32. https://doi.org/10.1007/s40692-020-00169-2
McGovern, E., Moreira, G. J., & Luna-Nevarez, C. (2020). An application of virtual reality in education: Can this technology enhance the quality of students’ learning experience? Journal of Education for Business, 95(7), 490–496. DOI: 10.1080/08832323.2019.1703096
NSW Education Standards Authority [NESA] (2023). English K-10 Syllabus. https://
curriculum.nsw.edu.au/learning-areas/english/english-k-10-2022?tab=outcomes
NSW Education Standards Authority (2017). Science and Technology K-6 Syllabus.
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus
Southgate, E. (2018). Virtual Reality in Curriculum and Pedagogy: Evidence from Secondary Classrooms. Routledge.
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