Learner-Centered Technology Integration Project

Team Members: Tristan Dooley, Alysa Johnson, and Milena Taylor

1.What is Virtual Reality?

Definitions:
Virtual reality is defined as “a three-dimensional, computer generated environment which can be explored
and interacted with by a person” (vrs.org.uk, 2017).

Characteristics:
(Stimulating) Interactivity - in the context of virtual reality, interactivity is one of its key characteristics. It
is “regarded as the process with which users can have a first-person experience, in other words, explore,
act upon, control, and even modify the environment” (Roussou & Slater, 2005, p. 245). Interactivity can
be defined as explorative, manipulative, and contributive (Pares & Pares, 2001).

Non-immersive virtual reality - “computer-based environment that can simulate places in the real or
imagined worlds” (Freina & Ott, 2015, p. 1). It can be based on a regular computer.
Immersive virtual reality - “giving the perception of being physically present in the non-physical world”
(Freina & Ott, 2015, p. 1). It requires use of special devices.

2. Applications of Virtual Reality in Education and Training

Case 1: Virtual Reality in Medical Education and Training

Context Higher education and corporate training

Purpose Virtual reality programs are being used to educate and train new medical
professionals specifically in surgery simulation.

Content Areas Content areas include medical and healthcare education.

Learners The learners are identified as medical professionals, sometimes new to the field,
who require hands-on training and experience in operating room settings.

Application (How) Due to a growing amount of minimally invasive surgeries, many companies have
developed virtual reality programs that allow medical professionals to train on
surgical procedures in a low-risk environment. These virtual environments include
but are not limited to an “operating room, surgical site, patient anatomy, or
therapeutic simulation” (Satava, 2013, p. 1). Through the use of virtual reality,
medical professionals can experience life like surgical procedures. Furthermore,
“Virtual reality also allows for the manipulation of VEs to provide visual
information unavailable through unassisted sight such as color highlighting, image
segmentation, partial transparency, changes in image perspective, and automated
feature
identification and analysis” (Satava, 2013, p. 1). Thus, medical professionals are
able to gain valuable insight into best practices before even entering the operating
room.

Sources Satava, R. (2013). “Virtual reality: Current uses in medical simulation and future
(Citations) opportunities & medical technologies that VR can exploit in education and
training.” IEEE Virtual Reality (VR). doi:10.1109/vr.2013.6549339.
Links http://link.galegroup.com/apps/doc/A524605352/GPS?u=peac17207&sid=GPS&x
id=bf64c363.

Case 2: Virtual Reality in Collaborative Learning Environments

Context K-12 Education

Purpose Virtual reality programs are being used in collaborative learning environments to
help promote project-based and problem-based learning among students of today.

Content Areas The content area is collaborative learning environments.

Learners The learners are identified as K-12 students who work collaboratively to complete
various learning tasks.

Application (How) Young Hoan Cho and Kenneth Y. T. Lim’s (2017) research study provides
evidence that virtual reality programs are effective when used in a collaborative
learning model. Through the use of virtual reality, students are able to effectively
learn and retain information taught in the classroom. Cho and Lim (2017) use the
term “virtual world” to define the type of instruction created by the use of virtual
reality software. They argue that “VWs provide authentic contexts in which
students jointly identify, represent, analyze and solve
problems” (Cho and Lim, 2017, p. 203). One example that was provided in their
research was the use of virtual field trips in order to conduct scientific research. In
particular, students were required to explore virtual ecosystems and their water
systems. According to their study, “This CPS activity helped students, who lacked
experience of natural hydrological systems, to express their naïveunderstandings
of river basins and discuss their evolving intuitions of geography concepts in
authentic contexts” (Cho and Lim, 2017, p. 204). Overall, Cho and Lim (2017)
argue that virtual reality provides a unique learning experience for students to
work effectively and collaboratively to provide effective learning experiences.

Sources (Citations) Cho, Y. H., & Lim, K. T. (2017). “Effectiveness of collaborative learning with 3D
virtual worlds.” British Journal Of Educational Technology, 48(1), 202-211.
doi:10.1111/bjet.12356.

Links http://proxygsu-
sfay.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true
&db=a9h&AN=120689224&site=eds-live&scope=site

Case 3: Three-Dimensional Virtual Worlds

Context K-12 Education

Purpose Virtual reality is being used in the form of three-dimensional virtual worlds to
provide engaging and synchronous instruction for K-12 students.

Content Areas The content areas where three-dimensional virtual worlds are used spans many
subject areas and grade levels.
Learners The learners are identified as K-12 students who work collaboratively and
synchronously through the use of three-dimensional virtual platforms such as
Second Life and OpenSim.

Application (How) Mark J.W. Lee, Belinda Tynan, Barney Dalgarno, and Sue Gregory (2016)
discuss the increasingly growing virtual worlds that are being used in K-12
educational settings. Three-dimensional worlds such as Second Life can “facilitate
socialization and collaborative activities, or in blended learning environments it
can complement face-to-face teaching; for example, activities that may not be
feasible or are too difficult to carry out in real-life settings such as training
students on warehouse management can be done within the virtual world” (Lee,
Tynan, Dalgarno, and Gregory, 2016, p. 4). There are still many unknowns of the
exact effectiveness of three-dimensional virtual worlds due to the concept being
relatively new in K-12 education. However Lee, Tynan, Dalgarno, and Gregory
(2016) argue that “Three-dimensional virtual worlds support synchronous
communication and collaboration more effectively than 2D web-based
environments by extending the user’s ability to employ traditional communication
cues of face-to-face interactions, such as gestures and voice, and having a better
sense of presence and place” (p. 3). Through the use of three-dimensional virtual
worlds, teachers are able to create a digital world, and in Second Life’s case, a
digital island. Students must create their own avatar to act as a representation of
themself on the three-dimensional virtual world. Once logged in, teachers and
students can conduct class and utilize tools available on the platform such as
specific settings or terrain.

Sources Lee, M. W., Tynan, B., Dalgarno, B., & Gregory, S. (2016). Learning in Virtual
(Citations) Worlds : Research and Applications. Edmonton, Alberta, Canada: AU Press.

Links http://proxygsu-
sfay.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true
&db=nlebk&AN=1215492&site=eds-live&scope=site&ebv=EB&ppid=pp_xx

http://opensimulator.org/wiki/Main_Page

http://secondlife.com/

Case 4: The Virtual Playground

Context Elementary school (students ages 8-12)

Purpose The virtual reality tool is used to promote conceptual learning of fractions in
children ages 8-12.

Content Areas Cave Automatic Virtual Environment (CAVE) is used in collaborative learning
environment to promote student centered learning of math concepts (fractions) in
elementary school students. The teacher is a facilitator of learning.

Learners The learners are identified as K-5 students who use CAVE for student-centered
interactive learning of mathematical concepts.
Application (How) The Virtual Playground is a CAVE environment designed for children of ages 8-
12. The tool is used to promote conceptual learning of fractions. “The participant
views the projected stereoscopic images by wearing a pair of active stereo glasses
and can move around freely to interact with
the environment by using a wireless wand which contains a joystick and buttons”
((Roussou & Slater, 2005, p. 249). Students are designing the playground by
solving fraction related problems.

Sources (Citations) Roussou, M., & Slater, M. (2005). “A Virtual Playground for the Study of the
Role of Interactivity in Virtual Learning Environments.” PRESENCE, 245-253.

Links https://pdfs.semanticscholar.org/1856/1e94e14366654e4979a1192091059096654
e.pdf

https://www.youtube.com/watch?v=UxUZIHAJ2H4

Case 5: Google Expeditions

Context K-12 Education

Purpose Google Expeditions is a VR tools used in K-12 classrooms. Students use this VR
tool to take “virtual trips anywhere” (Google Expeditions, n.d.). Students can
“swim with sharks, visit outer space, walk through a museum, and more without
leaving the classroom” (Expeditions Help, n.d.). This tool facilitates learner
centered instruction, where students are using, are motivated and “more
interested in a
“hands-on” approach to education, where they can see, interact and engage with
material
presented. Students desire to know why or where things happened, not just when
they
happened.” (Hehr, 2014, p. 2).

Content Areas The content areas where this virtual reality tool is used are Social Studies and
Science.

Learners The learners are identified as K-12 learners.

Application (How) Students need a mobile device (tablet or cell phone) which must fit into a virtual-
reality (VR) viewer. It is necessary to instal Expeditions app on the phone.
After the setup of hardware, the expedition is started by a guide and followed by
explorers.
“Guide—Usually a teacher who leads an expedition on a tablet. In this role, you
choose the expedition, focus on scenes, and highlight points of interest.
Explorer—Usually a student who follows an expedition on a phone. In this role,
you look at what the Guide highlights as a point of interest or scene.
When going on a group expedition, only a Guide can lead an expedition.
Explorers can’t join a group expedition without a Guide.” (Expeditions Help,
n.d.)
Sources (Citations) Google Expeditions (n.d.). Retrieved February 11, 2018, from
https://edu.google.com/expeditions/#header
Expeditions Help (n.d.) Retrieved February 11, 2018, from
https://support.google.com/edu/expeditions/answer/6335093?hl=en

Hehr, K. H. (2014). Virtual field trips as an educational and motivational strategy

to teach Iowa history (Unpublished master's thesis). Thesis / Dissertation ETD.
Retrieved from
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&h
ttpsredir=1&article=5185&context=etd

Links https://edu.google.com/expeditions/#header
https://support.google.com/edu/expeditions/answer/6335093?hl=en
https://edu.google.com/expeditions/#header
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&h
ttpsredir=1&article=5185&context=etd

3. A Critique of Current Uses of Virtual Reality

Virtual reality can be a great asset to the classroom teacher; it also can come with its own set of
problems. In today’s classroom, virtual reality is used as a way to promote curiosity and wonder in the
students.Virtual reality offers students a way to travel beyond the walls of the classroom. Through the use
of virtual reality, students are able to visit different locations, experience different careers, visit major
historical events and overall have a more immersed experience with the material and topic (McCann,
2017).
Teachers are using many different types of hardware and software to integrate virtual reality in
the classroom. Hardware such as HTC Vive, Oculus Rift, Gear V.R., and Google Cardboard are
different types of headgear interfaces that allow students to enter a virtual world while remaining seated
in their classrooms. Teachers are using software such as Google Expeditions to take virtual field trips
around the world. The Titans of Space software allows students to explore the galaxy, and Jurassic Age
virtual reality allows students to take trips through time (Walsh, 2017). Teachers are also using virtual
reality in the flipped classroom model. A teacher can post all of his or her notes and lectures online for
homework and the next day the students come prepared to explore the topic through V.R. (Thompson,
2018).
However, teachers are finding that using virtual reality in the classroom does have its downsides.
One of the disadvantages of virtual reality is the possible elimination of social communication and
interaction. Since students are using headsets when participating in a virtual reality activity, they are
unable to communicate and interact with their peers, in the same manner, that they would in a normal
classroom setting. Another issue that teachers are facing is the functionality issues. When you are dealing
with any emerging technology, there will be problems as the technology evolves. These issues can
suddenly leave a teacher incapable of using the technology the way he or she had it planned and at the
same time leave the students unable to learn the material they need (Hicks, 2016). The most common
problem teachers face when trying to integrate virtual reality in the classroom is the cost. Many of the
hardware devices like the HTC Vive and the Oculus Rift are well over 500 dollars. While a device such as
the Google Cardboard is cheaper, it requires a smartphone to use which can still place the classroom
expense in 500 dollar range. Many of these problems will be eliminated as the technology grows;
functionality issues and cost will decrease over time making virtual reality a more useful classroom
resource.

4. Guidelines for Using Virtual Reality to facilitate Learner-Centered Instruction

- Identify and Design the Activity to fit your Students’ Needs

As with the start of every lesson planning process, it is important for teachers to first identify what
students need to learn through an activity or assignment. Students’ needs should be one of the very first
components taken into consideration when beginning to design a classroom activity. Whether a formative
or summative assessment, each virtual reality lesson should be designed to the fit the needs of your
individual students (Wang, 2012). Before integrating virtual reality into your instruction, it is important to
first identify what the needs of your students are. Then, you can begin to design an instructional activity
that will target each student’s learning needs in order for them to successfully show progress or mastery
of a concept.

- Make Real-World Connections

One benefit of using virtual reality in the classroom is that it can help create engagement among your
students. As students partake in classroom assignments, the importance of their understanding of why
they are doing an assignment is imperative. If students cannot discern the purpose of an assignment, they
will most likely lose interest and disengage. Fortunately, the use of virtual reality can create meaningful
connections from your content to the real world (Wang, 2012). For example, a seventh grade social
studies class who is studying the country of Sudan could use Google Expeditions to take a virtual trip to
Sudan. Virtual reality platforms such as Google Expeditions allow students to create real-world
connections to the content they are learning about in the classroom. Thus, students draw connections to
textbook content and real-world experiences.
- Set Learning Targets for Virtual Reality Tasks
In order to provide effective instruction, teachers must be able to present clear learning targets to their
students. Before starting a virtual reality task, students should have a clear understanding of the goal.
Student progress should be set on reaching the learning goals (Reigeluth, 2009). For example, students
will be able to describe three monuments they visited on their Google Expedition trip to Sudan. It is
imperative that students understand that there are actual learning goals in place and a virtual reality task is
not just a day of playing video games.

- Establish Roles
When using virtual reality in the classroom, teachers and students must understand the role they will play
in the activity (Reigeluth, 2009). Teachers should assume the role of facilitator, while students should
take on the role of active learners. When roles are established, students will have a better understanding of
what is expected of them throughout the use of the virtual reality activity. It is also important for teachers
to act as facilitators of learning rather than take on a traditional teaching style. In the past, teachers were
seen as the sole person with knowledge and expertise in a particular content, however with the use of
virtual reality, teachers can truly act as facilitators of learning. As a facilitator, teachers can encourage
students to use problem-solving skills while collaborating with other students to master concepts in the
classroom.
- Continually Assess your Assignment
Assessment should promote learning and reflect the goal of the assignment (Wang, 2012). Throughout the
use of a virtual reality activity, a teacher should be evaluating how well students are hitting learning
targets. If a teacher continually assesses his or her assignment throughout the virtual reality activity, his or
her students will be more likely to establish clear understanding of the expectations and the content. At
the end of a virtual reality lesson, teachers should provide opportunities for student reflection. This can be
accomplished through the use of an essential question, an online survey, or a ticket out the door.

- Maintain your Equipment

Virtual reality equipment can be very costly, so maintenance and upkeep are important. While teachers
are primarily responsible for the equipment used in class, students must understand the proper way to care
and clean the equipment. This can be accomplished through a built in routine created by the teacher. For
example, students could begin each class period with checking to make sure their technology is
functioning correctly and make sure there is enough charge to complete the learning task. At the end of
class, students could be responsible for powering off their technology, cleaning it, and plugging it in so
that other students will have enough charge to complete assignments in later class periods.
 - Have fun!
While virtual reality in the classroom is primarily a learning tool, students should still feel that they are
able to have fun while learning. Virtual reality in the classroom should be a fun and immersive experience
for the students.

5. References
Cho, Y. H., & Lim, K. T. (2017). “Effectiveness of collaborative learning with 3D virtual worlds.” British
Journal Of Educational Technology, 48(1), 202-211. doi:10.1111/bjet.12356.

Expeditions Help (n.d.) Retrieved February 11, 2018, from

https://support.google.com/edu/expeditions/answer/6335093?hl=en

Freina, Laura & Ott, Michela. (2015). A Literature Review on Immersive Virtual Reality in Education:
State Of The Art and Perspectives. Retrieved from:
https://www.researchgate.net/publication/280566372_A_Literature_Review_on_Immersive_Viru
al_Reality_in_Education_State_Of_The_Art_and_Perspectives.

Google Expeditions (n.d.). Retrieved February 11, 2018, from

https://edu.google.com/expeditions/#header

Hehr, K. H. (2014). “Virtual field trips as an educational and motivational strategy to teach Iowa history”.
Thesis / Dissertation ETD. Retrieved from
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&arti
cle=5185&context=etd.

Hicks, P. (2016, December 13). The Pros And Cons Of Using Virtual Reality In The Classroom.
Retrieved February 9, 2018, from https://elearningindustry.com/pros-cons-using-virtual-reality-
in-the-classroom.

Lee, M. W., Tynan, B., Dalgarno, B., & Gregory, S. (2016). Learning in Virtual Worlds : Research and
Applications. Edmonton, Alberta, Canada: AU Press.

McCann, A. (2017, May 02). 10 Reasons To Use Virtual Reality In The Classroom -. Retrieved February
07, 2018, from
https://www.teachthought.com/technology/10-reasons-use-virtual-reality-classroom/.
N. Pares and R. Pares. (2001) “Interaction-Driven Virtual Reality Application Design. A Particular Case:
El Ball del Fanalet or Lightpools.” PRESENCE: Teleoperators and Virtual Environments, vol. 10,
pp. 236-245.

Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional-design theories and models.

New York: Routledge.

Roussou, M., & Slater, M. (2005). “A Virtual Playground for the Study of the Role of Interactivity in
Virtual Learning Environments.” PRESENCE, 245-253. Retrieved from
https://pdfs.semanticscholar.org/1856/1e94e14366654e4979a1192091059096654e.pdf.

Satava, R. (2013). “Virtual reality: Current uses in medical simulation and future opportunities &
medical technologies that VR can exploit in education and training.” IEEE Virtual
Reality (VR). doi:10.1109/vr.2013.6549339.

Thompson, M. (2018, January 11). Making Virtual Reality a Reality in Today's Classrooms.
Retrieved February 8, 2018, from
https://thejournal.com/Articles/2018/01/11/Making-Virtual-Reality-a-Reality-in-Todays-Classroo
ms.

Virtual Reality Society. (2018). Virtual Reality - Latest Virtual Reality News Headset Reviews.
https://www.vrs.org.uk/.

Walsh, K. (2017, November 28). Real Uses of Virtual Reality in Education: How Schools are Using VR.
Retrieved February 07, 2018, from http://www.emergingedtech.com/2017/06/real-uses-of-virtual-
reality-in-education-how-schools-are-using-vr/.

Wang, V. C. (2012). Encyclopedia of e-leadership, counseling, and training. Hershey, PA:

Information Science Reference.