Virtual reality (VR) is yet another emerging technology that has the potential to revolutionise the way students learn and educators teach within the classroom. With VR, learners are transported into a fully immersive digital environment anywhere in the virtual world, which can be manipulated and explored in ways that are not possible .
An advantage of VR is that it provides learners with an opportunities to experience complex and abstract concepts. For example, VR can be used to simulate scientific experiments or historical events, allowing learners to experiment with the concepts themselves. This enhances understanding and retention of the material, as it appeals to multiple senses, making it more engaging and memorable (Krokos et al., 2019).
VR can be used to foster creativity in learners. Through VR, learners are exploring and experimenting with various design concepts, allowing students to recognise the potential impact of actions on an environment. This can be particularly useful in fields such as engineering, architecture, and design, where prototyping and experimentation are essential for developing innovative solutions (Champion et al., 2018).
Using VR in the classroom also comes with pedagogical challenges. One major challenge is the cost and availability of the technology. VR equipment has the potential to be very expensive, making it inaccessible to schools with limited resources, however if students, or educators have access to cardboard + a smart phone, headsets can be created cheaply to experience VR. Additionally, not all students may have access to the technology at home, which can create disparities in learning opportunities.
Another challenge is the need for effective pedagogy to support VR-based learning. Teachers must check that VR is integrated effectively into the curriculum, aligning with learning objectives, and providing meaningful learning experiences possibly across content within the syllabus. Teachers must also make sure that learners receive appropriate guidance on how to navigate and use the technology to maximize its benefits (Champion et al., 2018).
In conclusion, VR has the potential to enhance learning and creativity in the classroom. However, its successful implementation requires overcoming various pedagogical challenges. As such, the adoption of VR technology in the classroom must be supported by effective pedagogy and careful consideration of the potential impact on learners.
An example of using VR in the classroom if walking through historic places such as Roche Abbey below. This video is interactive- you can move through the video by sliding your mouse across the screen, much like in VR.
References:
Champion, E., Dalgarno, B., & Knezek, G. (2018). Virtual Reality in the Classroom: A Framework for Teachers. Journal of Educational Technology & Society, 21(1), 58-69.
Krokos, E., Plaisant, C., Varshney, A., & Jacobs, S. (2019). Virtual Reality for STEM Education: A Review. IEEE VR, 2019, 1003-1012.
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