Reasons to Use Virtual Reality in Education and Training Courses

Abstract

Numerous studies have been done about using virtual reality (VR) in education/training. VR in education is hereditary to computer-assisted instruction (CAI)/computer-based training (CBT). Usage began in 1950s, and study began in 1960s. Since 1977, personal computers and VR have begun influenced education.

Research of VR

Plentiful studies have occurred, particularly since 1980s but going back to 1960s/1970s with head-mounted VR flight simulators. Research during the 1990s identified constructivist learning and benefits for special needs. Students enjoyed VR during research and teachers support the idea of VR.

Chen (2006) said more investigation is needed. A model developed by Salzman, Dede, Loftin, and Chen (1999) details VR’s aid in learning. Studies show VR “stimulates learning and comprehension” (Bowman, Hodges, Allison, & Wineman, 1998). Chee (2001) argues VR can help feel/understanding in physics. Dalgano, Hedberg, and Harper (2002) believe that VR can help spatial knowledge development. VR can improve every level of education.

Advantages

Advantages of VR in education include:

•  Unique capabilities
•  Cognitive/attitude development
•  Helps predictions, designing experiments and interpreting results.
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•  Motivational/exciting/challenging.
•  Visual representations.
•  Promotes social atmosphere.
•  Realistic
•  Constructivism
•  Boosts learning.
•  Reduces passivity.
•  More opportunities for disabled.
•  Bypasses language barriers.
•  Multicultural/explorative experiences.

Disadvantages

Some disadvantages of VR in education are:

•  Cost
•  Investment of time
•  Potential health/safety effects
•  Possible reluctance for new technology in a course/curriculum.

When to Consider VR

Consider using VR when:

•  Simulation could be used.
•  Real thing is dangerous/impossible/inconvenient/difficult to teach with.
•  If VR will teach as effectively, and is as motivating as the real thing.
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•  If it’s better for travel/costs/logistics.
•  If visualization’s beneficial.
•  If realism is required.
•  If tasks are physical/require dexterity.
•  Essential to improve interest/fun.
•  Disabled opportunities.
•  Real mistakes could have negative impact.

Don’t use VR if:

•  No substitution of real thing available..
•  Real interaction is necessary.
•  Possible physical/emotional damage.
•  Possible “literalization” (Stuart, 1992), where simulation could be confused with reality.
•  VR expense is unjustifiable.

Model to Determine When to Use VR:

There are 14 steps in the model.

1. Define course objectives.
2. Determine objectives where VR benefits attainment.
3. Refine the list with those that could use VR.
4. For listed objectives, determine:
5. Realism level (symbolic to real).
6. Immersion/presence type (no immersion to full immersion)
7. Interaction/sensory input type (haptic – tactile or feeling, 3D sound, audio, visual, text, gesture).
8. Choose VR software/hardware, and/or delivery system.
9. Build/design VR.
10. Evaluate using pilot group.
11. Modify based on evaluation. Repeat steps 7/8 until satisfactory.
12. Evaluate with target population.
13. Modify based on evaluation. Repeat steps 9/10 as necessary.
14. Evaluation/modification continues for use duration.

Conclusion

Virtual reality has a place in education/training. Research on applications/use of VR/simulations has shown its value. There are many reasons and advantages of VR. The educator/trainer only has to determine the ‘when’ and ‘where’, of which the model included in the article can help with. Further, the model can continuously help in investigating use of VR in education/training.

My Evaluation

I think the majority of information within the paper is factual through its sourcing from referenced documents of research and surveys. However, there are elements of opinion such as Chee's argument regarding the use of VR in physics education, where his argument is more opinionated with a lack of evidential support, as well as other opinionated/belief-driven arguments lacking the support of actual research behind them. Some information by the author themselves also appears opinionated.