ETEC 511

Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

ETEC 511

Virtual Reality Learning Environment Potential in Education:

Instructional Design of VRLE
Julie Ormiston
13338975

August, 7, 2012.
Instructor: Matiul Alam

ETEC 511
Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

Virtual Reality Learning Environment Potential in Education:

Instructional Design of VRLE
Thesis:
Instructional design of virtual reality immersive learning environments (VRLE) in education
should be based on a game design model to effectively foster play as a natural learning
process. The game design model creates a learning environment that enables students to acquire
meaning through direct experience. Additionally, instructional design of VRLE should
emphasize emotional objectives as the primary focus and not only cognitive objectives to ensure
learner engagement.

Introduction:
Virtual reality has significant relevance in educational technology. When children are able to
interact with 2D and 3D computer-generated models, cognitive abilities could be enhanced
(Kommers & Zhiming). Additionally, cyberspace has now increased to become more of a virtual
space where people can live and interact; making it extremely relevant for educators because the
traditional classroom is now competing with the virtual space for the attention of students
(Javidi, 1999). Through implementing 3D VR, educators can provide this next generation of
students a learning environment that truly enables the learners to acquire meaning through
experience.

Although VRLE have vast potential for student learning, the implementation of VR has not been
widely accepted in most traditional schools. Instructional design of VRLE has largely been based

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

on the cognitive theory of learning rather than the current constructivist learning theory. The
emphasis therefore has been on cognition rather than active learning that involves a high level
of participation and emotional engagement by the learner.

Ochsner and Phelps (2007) state that in Western philosophy emotion and cognition have largely
being viewed as separate systems that seldom interact. In the last 25 years the behavioral and
neuroscience data demonstrates that emotion and cognition do interact and are necessary for
active learning. If the behavioral and neuroscience fields recognize the interconnection between
emotion and cognition, then shouldn't the field of education? Consequently, should not the
primary focus of instructional design include emotion and cognition working together? Perhaps
the latter has not been the case because instructional design research that is largely primarily
concerned with cognition alone is based on the research of cognitive psychologists. Eysenck and
Keane (2005) suggest that the majority of cognitive psychologists ignore the issue of the effects
of emotion on cognition. It seems according to Chuah, Chen, Teh (2011) virtual-reality in
education has largely focused on the cognitive aspects and little regard for the interactive
operation between emotion and cognitive learning.

Furthermore, learning is innately accomplished by first-hand direct experience which most

traditional schools currently do not offer. Contrary to our natural learning process, schools impart
to students, information and knowledge that is presented through third person symbolic
experiences (Dickey, 2005). Thus, the traditional classroom provides a learning environment
that is at odds with our natural learning process; a process in which the learner is immersed,

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

engaged, and emotionally invested. That being the case, the traditional classroom represents an
outdated teaching and learning model. Therefore, the physical learning space no longer matches
with the way we live in the 21st-century. We participate in a global community by virtual
environments both personally and professionally. This generation of students is growing up now
in a different world from that of 30 years ago but they are expected to learn in the same
traditional classroom as our parents did. It's quite absurd. Learning through immersive virtual
reality technologies will enable students to acquire meaning through experience.

Current Issues:
The traditional classroom represents an outdated teaching and learning model and therefore the
physical learning space no longer matches the way we live in the 21st-century. Also, the
perception that virtual reality environments are games and that games are not viewed as serious
educational learning applications is an impediment for implementation. Furthermore, limited
research supporting the potential use of VR in schools is a hinderance for VRLE development in
education. Like wise, the obvious cost of the technology is an obstacle for school implementation
as well. In order to fully appreciate the impact instructional design has on creating VRLE and to
address the current issues impeding VRLE implementation in schools a brief overview of VR,
Constructivist LE, and ID is required.

Virtual Reality, Constructivist LE, and Instructional Design Overview:

Currently there is no agreed upon definition and the term VR is often referred to cyberspace,
simulator technology, or synthetic environments. VR can be categorized into three types. First, is

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

Text-based VR which consists of chat rooms. Second, Desktop VR environments relies on 3D

images, and finally, 3D immersive VR environments. The latter should include immersion,
navigation, and manipulation with the user feeling completely immersed in the environment and
completely unaware of themselves in the real world. Online chat is a text-based VR where the
users simultaneously communicate over the internet in real-time using text messages. Instant
messengers, ichat, MUD, Google talk are examples of text-based online chat. Second Life is a
3D desktop virtual world where the user navigates and interacts through the use of an avatar.

A constructivist learning environment fosters a learning process which allows a student to

experience an environment first-hand, thus, giving the learner reliable, trust-worthy knowledge.
The student is required to act upon the environment to both acquire and test new knowledge
(wikipedia). This form of active learning emulates the natural learning process. A constructivist
learning environment requires active learning by the participant and determines knowledge
through experiential learning (Dickey, 2005).

Currently, instructional design is founded on cognitive psychology, behavioral psychology, and

constructivist learning theory. The goal of instructional design is to create learning environments
where students acquire knowledge and skill in an efficient, effective, and appealing way. In a
study conducted by Chuah, Chen, and Teh, (2011) suggests a product development methodology
known as Kansei Engineering to be used for instructional design. Kansei Engineering adapts the
impressions, emotions, feelings and demands users have for existing products to consider during
the design and development of new products (Chuah, Chen, Teh, 2011). Instructional designers

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

could use Kansei Engineering as a model for VRLE development. Furthermore, emotional
attributes are crucial for instructional designers to implement into the design of the VRLE. The
artifacts in the learning environment must facilitate physical as well as emotional engagement
(Yahaya, 2007). Additionally, it is essential the instructional design considers successful
strategies and techniques employed by other media. Specifically, instructional designers of
VRLE should put into practice the design characteristics used for entertainment media design.
(Dickey, 2005).

Instructional Design Models Currently Used for VRLE:

Currently there are a number of instructional design models available but most VRLE are based
on the ADDIE model. This model consists five phases: 1) analysis, 2) design, 3) development, 4)
implementation, and 5) evaluation. Two alternatives to the ADDIE model for instructional design
are the ARCS and ASSURE models. ARCS is an instructional design model that focuses on the
motivational aspects of the learning environment (website, instructionaldesign.org).
ASSURE is a model used by instructors in the regular classroom to design and develop the most
appropriate learning environment for their students (website, instructionaldesign.org).
Watson (2007) claims that instructional design models used presently are ineffective.
Furthermore, limited data is available to report if designers actually adhere to these models or
even use models at all. (Watson, 2007, p.2). Therefore, even if these current models are available
to guide the design process of VRLE the issue of designers utilizing them is evident.
Additionally, future design will need to consider the software quality and also the extent of

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

interactivity afforded by the VRLE in order to meet the educational needs of the current
generation as well as the needs of future generations (Yahaya, 2007, p.215).

Interactivity is Key:
The problem currently is that although VR has developed in capabilities to construct immersive
worlds, the advancement regarding techniques for interactivity remains unexplored (Roussou,
2004). However, as an excess of virtual interactivity pervades 21 century daily experiences, our
culture is becoming increasingly interested in recreational and learning interactive potential.
Interactivity is more than simply clicking a mouse. Rather, it involves the participant to be
emotionally, intellectually, physically, and socially involved (Roussou, 2004). When the user has
made a significant intellectual and emotional investment, the interactive agent opens up its
world. Interactivity is a necessity for learning to occur. Data reveals that people retain
approximately 75% when what they see and hear are combined with the act of doing (Roussou,
2004).

Interactivity in VR environments coincides with the constructivists learning theory; learning by

doing. Research suggests that learners actively construct knowledge from experiences that
have meaning and importance to learners. It is the constructivist learning theory that is the
driving force behind the development of interactive and participatory environments and
consequently influence VR learning environment development. Thus, VR learning environments
that are based on the constructivist learning theory are well suited for use by schools (Roussou,
2004).

ETEC 511
Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

VRLE Potential In Education:

Second Life which is an example of a 3D virtual world, offers a low-cost environment for
building role-play movies, allowing educators to immerse students in real-life experiences and
allow them to act according to what they have learned. (blog. gatlininternational). Moreover, SL
provides a variety of avenues for communication with students. Specifically, the use of images,
audio, video, voice, and public and private text. Also, SL provides multiple languages and
translation capabilities which makes it a viable format in ESL instruction. Moreover, instructors
can use it to hold office hours and meetings with students. All of these factors make SL a viable
VRLE in education. 3D immersive VR environment examples are Telehuman, CAVE, ICube,
and MyCube. Telehuman is a 3D cylindrical display that allows people in different locations to
video conference as if they are actually in front of each other. The CAVE uses projection screens
to display 3D graphics where the user wears special glasses and has their movements tracked by
sensors. EON ICube is a smaller version of the CAVE model, and MyCube is the first desktop
model full immersive 3D system. MyCube has full motion tracking and interaction on 3 LCD
full HD 3D monitors. This is a surround immersive desktop 3D system that potentially could be
utilized in the classroom. ICube and MyCube have huge learning potential and could arguably be
the most cost effective way to mainstream VR technology into the traditional classroom.

VRLE also has vast potential for meeting the needs of students that are not able to participate
fully in traditional classrooms. Traditionally, students with disabilities have had to rely on
distance education where s/he interacted through correspondence courses or e-learning online.
The VRLE could possibly provide an interactive space where physical disability becomes

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

irrelevant and obsolete. For instance, VRLE could be centered on primarily auditory and tactility
sensory applications to meet the needs of the visually impaired. Likewise, an environment could
be specifically designed to focus on visuals and tactility to meet the needs of the hearing
impaired.

Many public settings like museums and informal educational institutions have embraced VR
environments to attract the public, and to more effectively deliver an educational agenda
(Roussou, 2004, p.2). Although these institutions use a combination of high cost and semi-fully
immersive spaces based on the CAVE design model, they indicate the potential for smaller scaled
down versions that could be implemented in schools. EONs My Cube and ICube are two scaled
down versions of the CAVE model and are examples of VR that could potentially be used in
schools to effectively enhance student knowledge acquisition.

Natural Learning Through Play:

All living things learn through direct experience. The degree of emotion attributed to an
experience will influence the depth of learning. We all enjoy doing what we do well. Why?
Because we experience positive emotions when learning the skill which creates motivation for us
to continue doing and a cycle of learning is formed. We essentially "play" even though we might
not term it as such - but being engaged and immersed to a degree where the focus is on nothing
else but the "doing", then your "practicing" transforms into "playing". Why is the video game
industry so successful? Simple -it's fun and players will spend hours trying to reach the next
level in the game. "Play" is the oldest form of learning and is visible throughout the natural

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

world. So why hasnt the game design model been embraced in public eduction? Currently the
main issue appears to be how people perceive games as valuable learning vehicles.

The perception that virtual reality are games and that games are not serious educational learning
applications has resulted in limited research, classroom implementation, and design of VRIE.
Watson (2007) reports,
Despite the strong push for the use of educational video games, the research literature contains
very few quality studies on how effective educational games are at promoting learning. One
reason for the lack of research on educational games could be the limited development of new
educational games to be studied. (Watson, 2007, p.2).

An obstacle that stands in the way of VR development for use in schools is perception of
learning value. The concern that if learning is too much fun then students will not take their
learning seriously. Therefore, its important when designing VRLE to make the primary goal to
create meaningful tasks where leaners enjoy the activity but are also encouraged to stretch and
grow. Non-formal education institutions and museums that do not have to adhere to national
standards or curricula use play as a principle learning tool (Roussou, 2004). Therefore, when
developing programs for a target audience, designers are encouraged to emphasize play,
engagement, and discovery in the VR design. The intent in learning and play when it is applied
to computers appears to diminish in public opinion. Consequently, the game industry does not
have strong public support as a serious avenue for learning cognitive skills (Roussou). Though
education software has attempted to incorporate game design characteristics, it has not been
successful to emulate the same appeal and enthusiasm of computer games experienced in the
game industry. Tools used for learning and those used to design game environments are separate

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

and could be argued to explain why a lack of student interest exists compared with computer
games. For instance, intrinsic motivations present in game design are: challenge, curiosity,
control, and fantasy. These kinds of intrinsic motivations can be experienced by individual users
and do not depend on multiplayers. However, intrinsic motivations such as competition,
cooperation, and recognition do require multiplayers. This is important to note in instructional
design of learning environments that are to be based on game design because without these latter
motivations the VRLE may lack crucial characteristics expected in GD by 21 century learners.
Undoubtedly, learners in the 21 century compare their fun and excitement while playing
computer games with the fantasy, competition, and challenge afforded by a learning environment
offered in schools. Roussou (2004) suggests that a strong connection binds interactivity,
engagement, and learning. Together they can form the foundation for the development of a
successful virtual reality environment. (Roussou, 2004, p.7). Unfortunately, research on the
topic is limited to support the idea that the need for interactivity is irrefutable in virtual reality
learning environments. Furthermore, due to the lack of research, no conclusive evidence exists
to support that VRLE enhances student learning potential. To further support the use of game
design as a model for development of VRLE it is crucial that designers understand that
interactivity is essential as the central model around which the experience should be
structured (Roussou, 2004).

Game Design model as ID for VRLE in Education:

In the commercial gaming industry there exists a term specifically used by game designers to
describe interactivity within a game. The term gameplay is the element of computer games that

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

is not found in any other kind of media. It is precisely what differentiates games from other
forms of media (Rouse, 2004). Essentially, gameplay signifies the extent and type of the
interactivity that is included in the game. For instance, how players are able to interact with the
environment and how that world reacts to the choices made by the players. Gameplay is not
the graphics or the storyline or setting of the game since various forms of media also share
similar aesthetic and content considerations. Gameplay is what attracts a user to a game. In his
book Design Theory and Practice, Rouse outlines a detailed description of the wants of
players. Rouse states that players want a challenge, to socialize (bragging rights to win respect),
emotional experience, to explore, to fantasize, and to interact. These are game attributes that
players (learners) expect to encounter in the game environment if they are to invest time and
emotion participating in the game. It is important that designers understand that a games
success does not depend on flashy graphics or cutting edge coding though these are central to the
games overall success (Rouse, 2004). Rather, it is the gameplay that will determine the
popularity and interest for learners. Consequently, it is the gameplay of a VRLE that will
determine the attraction, interest, and participation of learners. The degree of learner engagement
correlates with emotional investment in the game which influences the depth of learning.
Accordingly, the latter ultimately verifies the VRLE value as a learning application in education.

Conclusion:
In short, VRLE in education should be developed and designed using the game design model;
specifically, the CAVE model and its smaller scaled down cost effective solutions. The CAVE,
ICube, MyCube concept provide the ultimate immersive framework for a VRLE but in my view

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

are educationally incomplete if they are not based on a game design model. The physical
characteristics offered by these existing VRLE modeled on the CAVE concept were merged with
the characteristics of game design, then an unprecedented learning environment in education
(akin to the holodeck in Star Trek) could potentially be realized. The aim of this paper has been
to illustrate the potential of VRLE in education, specifically, the potential for game design as a
instructional design model for VRLE. Due to page and word count assignment limitations this
paper could provide only a glimpse of the true educational potential of game design in VRLE.
The advanced technology is now available to be utilized by creative minds in the field of
instructional design. Perhaps, the future role of the teacher will primarily focus on design of VR
learning environments rather than teaching per se?

REFERENCES

Chuah, Kee-Man., Chen, Chwen-Jen., Teh, Chee-Siong (2011). Designing a desktop virtual
reality based environment with emotional consideration. Research and Practice in
Technology Enhanced Learning. 6, 1, 25-42.
Dickey, M. (2005). Three-dimensional virtual worlds and distance learning: two case studies of
active worlds as a medium for distance education. British Journal of Educational
Technology. 36, 3, 439-451.
Dickey, M. (2005). Engaging by design: How engagement strategies in popular computer and
video games can inform instructional design. Educational Technology Research &
Development. 53, issue 2, 67-83.
Eysenck, M., & Keane, M. (2010). Cognitive Psychology A Students Handbook. Retrieved from
http://www.psypress.co.uk/ek5/resources/pdf/chap18.pdf
Gatlin International a world of elearning (2009). Transforming the Classroom Using Online
Virtual Reality [blog post]. Retrieved from http://blog.gatlininternational.co.uk/
2009/06/23/transforming-the-classroom-using-online-virtual-reality/#.UB__GOUxCxE

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Virtual Reality Learning Environment Potential in Education: Instructional Design of VRLE

Julie Ormiston

Culatta, R. (2011). Instructional Design Models. Retrieved from http://

www.instructionaldesign.org/models/index.html
Javidi, G. (1999). Virtual Reality and Education. (Graduate essay). Retrieved from
citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.100...

Kommers, P., & Zhiming, Z. Virtual Reality For Education. Retrieved from
http://projects.edte.utwente.nl/proo/kommers.htm
Ochsner, K., & Phelps, P. (2007). Emerging perspectives on emotioncognition interactions.
TRENDS in Cognitive Sciences Vol.11 No.8
Rouse, R. (2004). Game design: theory & practice (2nd ed.).
Retrieved from http://books.google.ca/books
Roussou, M. (2004). Learning by doing and learning through play: An exploration of
interactivity in virtual environments for children. ACM Computers in Entertainment, 2, 1
Watson, W. (2007). Formative research on an Instructional Design Theory for Educational Video
Games (Doctoral dissertation). Retrieved from http://www.indiana.edu/~syschang/
decatur/documents2/formative_resrch_isd-theory_edvideogames.pdf
Yahaya, R. (2007). Immersive Virtual Reality Learning Environment: Learning Decision-Making
skills in a Virtual Reality-enhanced Learning Environment (Doctorate dissertation).
Retrieved from http://eprints.qut.edu.au/16489/1/Roy_Yahaya_Thesis.pdf