Learner-Centered Technology Integration

Team Members: Mallorie Hyatt and V. Brian Ross

1. What is Virtual Reality?

Definitions

For many, the mention of virtual reality prompts visions of a future where humans

are plugged in to a worldwide computer network, where individuals are so free to sculpt

reality to their own ends, that people cease to be who they really are and lose touch in the

more direct and human ways. Recent books and movies reinforce this outlook, making

virtual reality appear as a dreaded addiction that undermines the fabric of society (Cline,

2015). However, this very dystopian view of the current applications of virtual reality in

education are in vast contrast to the truth. According to Piovesan, Passerino, and Pereira,

virtual reality is defined as “immersive and interactive experience based on graphic images

in 3D generated in real time by computer[.] In other words, it is a simulation generated by a

computer, about a real or just an imaginary world” (Piovesan, Passerino, and Pereira, 2012,

p. 295). Educause.edu defines virtual reality as a technology tool that “immerses a user in an

entirely simulated environment” (Educause, 2017, p. 1).

Virtual reality is one of three technologies that, according to Educause.edu, “offers

new opportunities to create a psychological sense of immersive presence in an environment

that feels real enough to be viewed, experienced, explored, and manipulated” (Educause,

2017, p. 1) Virtual reality is either an immersive or non-immersive technology that is used

to place a user in a simulated environment (Martiosov & Kopecek, 2017). Immersive virtual

reality places the user in a situation in which “the real world is completely occluded from

the field of view and the user has a stronger feeling of presence in that virtual environment.

[...] ” (Martiosov & Kopecek, 2017, p. 3).

Characteristics

Virtual reality technology, whether immersive (involving sight, sound, and the ability
to simulate the manipulation of virtual objects) or non-immersive (typically only involving

sight and sound), maintains several consistent characteristics. According to authors

Martisov and Kopecek, “VR is characterized with representational fidelity, learner

interaction, support of psychological sense of presence, immersion and multi-user

environment for embodied interactions” (Martisov & Kopecek, 2017, p. 711). VR systems

may require either or both hardware and software for use. VR hardware can also refer to

wearable devices that fill the users field of vision with images or videos that simulate a

“virtual environment or virtual world [which is] a computer generated 3D representation of

real or fictional environments” (Martiosov & Kopecek, 2017, p. 710). Immersive virtual

reality systems often require the download of corresponding applications or software. Also,

some more advanced systems require separate computers with high graphics and

processing capabilities. Some specific examples of immersive virtual reality systems that

may be used in a classroom setting include Samsung’s Oculus Rift, the HTC Vive, ClassVR,

Google Cardboard, View-Master Virtual Reality, and Samsung Gear VR.

2. Applications of Virtual Reality​ ​in Education and Training

Case 1: Serious Games and Virtual Environments

Context K-12 Education

Purpose Enhancing the learning experiences of students with intellectual
disabilities by utilizing Virtual Environments
Content Areas Various
Learners Learners with intellectual disabilities
Application Serious games and virtual environments were used in the instruction of
(How) learners with disabilities to “support the teaching of
logical-mathematical concepts” (Malaquias & Malaquias, 2016, p. 135),
exploration, relationships, transformation, timing, and social
relationships . Three virtual environments discussed included
VirtualMat, a VR city environment, a virtual supermarket, and a virtual
school. (Malaquias & Malaquias, 2016) Serious games are loosely
defined as “ this class of games is designed mainly to simulate practical
situations of everyday life in order to provide training and education on
specic topics.” (Malaquias, Malaquias, 2013, Lamounier & Cardoso
p. 108). All three of these virtual environments allowed the learner to
participate from a first person perspective in the virtual environment
with little or no actual subjective presence in the games.

VirtualMat is a virtual environment that simulates a city in which

 learners with exceptionalities were able to navigate real world tasks
such as “prepare shopping lists, go shopping in a supermarket, organize
the purchased items at home, as well as explore the use of these items”
(Malaquias & Malaquias, 2016, p. 135). Also, students were able to
access the interior of their own “home” structure. Learners moved
around the virtual city completing tasks assigned by the instructor such
as creating lists, shopping, organizing, and manipulating items in the
environment to build skills that translate to the real world (Malaquias &
Malaquias, 2016). VirtualMat simulates real life scenarios “the
opportunity to develop logical-mathematical thinking through a fun and
interesting game” (Malaquias, et al., 2016, p. 109.)

The virtual supermarket and school created by Vera allows learners to

explore, learn about objects and their functions, manipulate objects,
make connections between the relationships of various objects, and
participate in activities that increase social skills. Like VirtualMat, users
logged in to the program and explore the interactive environment,
completing teacher assigned tasks. In the virtual supermarket, learners
accessed the program, entered the virtual supermarket with a cart and a
list of items to find and place in their basket. As learners navigated the
virtual supermarket, they also interacted with other virtual customers,
sales associates, and cashiers to build social skills. Finally, learners
“checked out,” ringing up their items, and “paying” for them (Vera,
Campos, Herrera, and Romero, 2007, p. 653). The virtual school, on
the other hand, had learners assume the role of a virtual student in a
virtual school environment that “include[d] a whole set of
sub-environments typically found in [...] most [...] real schools, with
hall, classroom, dining room, playground and locker room, each of them
including a variety of objects and virtual actors to work with (Vera, et
al., 2013, p. 655). According to the authors, “virtual environments
help[ed] these individuals, for example, to develop spatial knowledge,
learn logical-mathematical concepts, do daily activities, such as
supermarket-shopping/school activities, and improve their route
learning ability” (Malaquias & Malaquias, 2016, p. 136).

Sources Malaquias, F. F., Malaquias, R. F., Lamounier Jr., E. A., & Cardoso, A.
(Citations) (2013). VirtualMat: A serious game to teach
logical-mathematical concepts for students with intellectual
disability. ​Technology & Disability​, ​25​(2), 107-116.
doi:10.3233/TAD-130375

Malaquias, F., & Malaquias, R. (2016). The role of virtual reality in the
learning process of individuals with intellectual disabilities.
Technology and Disability,​ ​28​, 133-138. doi:10.3233

Vera, L., Campos, R., Herrera, G., & Romero, C. (2007). Computer
graphics applications in the education process of people with
learning difficulties. ​Computers & Graphics​, ​31​649-658.
doi:10.1016/j.cag.2007.03.003

Links
Case 2: CoSpaces Edu

Context K-12 Education

Purpose Modeling of concepts, settings from texts, and/or designing visual
representations of projects
Content Areas Various
Learners General Education Classroom
Application While many virtual reality options available to education provide
(How) numerous immersive experiences, very few provide user-friendly
options for self-development of content. CoSpaces Edu, however, is a
web-based (no downloading required) software that allows both
teachers and students. Once created, files are stored online and can be
shared with others for viewing.

CoSpaces Edu takes VR beyond just the simple viewing of content. It

allows individuals to produce virtual worlds, recreate scenarios, and
illustrate three-dimensional models of learned concepts. For example,
sixth grade students studying battles of the Civil War were tasked with
recreating the battles using CoSpaces (Foote, 2017). Beyond graphics,
creators have the ability to incorporate audio, labeling, and even coding
elements to further enhance the virtual environments or models.

Viewing files created in CoSpaces is also rather flexible. Produced

content can be viewed in web browsers, through inexpensive Google
Cardboard glasses and mobile devices, and even on higher-end VR
machines, such as the Oculus Rift or the HTC Vive.

Sources Foote, C. T. (2017). Mobile Technology Goes Virtual: Using Virtual

(Citations) Reality in Education. ​Internet@Schools​, ​24​(3), 12-13.

Links https://cospaces.io/edu/

Case 3: Discovery VR

Context K-12 Education

Purpose Virtual field trips, videos, and visuals to support/enhance classroom
lessons
Content Areas Various
Learners General Education Classroom
Application Discovery Education, a part of the cable Discovery Network, has
(How) developed original virtual reality videos and photos that can be viewed
using a combination of smartphone/mobile devices (once the free app is
installed) and one of several available models of Google Cardboard
glasses (Brown & Green, 2016). Currently, there are many free videos
from some of the networks shows, many of which contain content that
directly applies to grade-level standards and/or topics of study.

While use of Discovery VR does not currently allow the development

of teacher-created content, it does have some flexibility for classroom
use. Videos can be accessed in several ways, whether through the
 downloadable mobile app, on more high-end VR systems, such as
Oculus Rift, and even through a web browser, although the immersive
effects would be limited (Brown & Green, 2016). With its availability
on multiple platforms, Discovery VR is a flexible and cost-effective
solution for educators looking to introduce content-applicable VR
experiences to their students.

Sources Brown, A. B., & Green, T. T. (2016). Virtual Reality: Low-Cost Tools
(Citations) and Resources for the Classroom. ​Techtrends: Linking Research
& Practice To Improve Learning​, ​60​(5), 517-519.

Links https://www.discoveryvr.com/

Case 4: Google Expeditions

Context K-12 Education

Purpose Virtual field trips to support/enhance classroom lessons
Content Areas Various
Learners General Education Classroom
Application Working along with its development of Google Cardboard, Google
(How) offers Google Expeditions, a collection of educational virtual field trips.
Using Google Expeditions, teachers can guide students on nearly
impossible trips - from coral reefs to the surface of other planets - and
are given access to free lesson plans that correspond to the experience
(Meyer, 2017). Content is accessed through the downloadable app on
mobile devices paired with compatible VR headsets, which vary in
price.

While Google Expeditions does not currently allow for personalized

content (though, currently, there is an application for beta-testing),
teachers are given some control over the experience. Teachers can
adapt the experience by using visual cues to direct students’ attention to
particular features and can even vary the speed of the overall virtual trip
(Howard, 2016).

Sources Howard, N.R. (2016). Come along and ride on a google expedition.
(Citations) edutopia. Retrieved from:
http://www.edutopia.org/blog/ride-on-a-Google-expedition-nicol-
howard.

Meyer, L. (2017). Virtually there: kids are using VR to explore worlds

and create new ones. ​School Library Journal,​ ​63​(10), 26-29.
Links https://edu.google.com/expeditions/#header

Case 5: OpenSim Virtual Worlds

Context K-12 Education

Purpose Participation in online simulations to teach concepts, skills, and
application
Content Areas Various
Learners General Education Classrooms
 Application OpenSim Virtual Worlds are based on an “open source virtual world
(How) platform” (Wheelock & Merrick, 2015). OpenSim is “is [an online]
medium that enables people to simulate the real world through 3D
models and interact with avatars—graphical representations of other
users—in the same virtual space simultaneously” (Kim & Ke, 2016, p.
148). The applications for OpenSim based instruction are virtually
limitless. According to the ISTE, “pioneering educators can create their
own builds for students to work with on this open source virtual world
platform” (Wheelock & Merrick, 2015). Furthermore, virtual worlds on
the OpenSim platform allow teachers to manipulate and create scenarios
that are finely tailored to instructional goals, learning objectives, and
learning targets. According to Wheelock and Merrick, “some [other]
OpenSim worlds to explore are Kitely, Active Worlds and Quest
Atlantis Remixed. All of these worlds are highly dynamic and well
suited for education” (Wheelock & Merrick, 2015).

Examples of this application for OpenSim are, again, seemingly

endless. One such example involved a virtual restaurant created in an
OpenSim Virtual World to provide “scenario-related, contextualized
math content [with] [...] math tasks to solve”, particularly on the
concept of fractions (Kim & Kee, 2016, p. 155). Students logged on
with their avatars, entered the restaurant, and participated in
role-playing activities to build understanding and apply knowledge and
understanding of the mathematical concept while the facilitator role was
fulfilled by a server character (Kim & Ke, 2016).

In another scenario, OpenSim was utilized in an ecology workshop

focused on the Sonoran Desert in which middle school students created
versions of desert plants, animals, and desert structures to place in the
virtual world, and then used their creations as a basis for a constructed
response and discussion about ecological issues in the Sonoran Desert
(Stokrocki, 2016, p. 315).

Sources Kim, H., & Ke, F. (2016). OpenSim-Supported Virtual Learning

(Citations) Environment. ​Journal Of Educational Computing Research​,
54​(2), 147-172.

Stokrocki, M. (2016). Creating and exploring a desert ecology site on

the OpenSim world with middle school students. ​International
Journal Of Education Through Art​, ​12​(3), 311-326.

Wheelock, A., & Merrick, S. (2015, May 4). 5 virtual worlds for
engaged learning [Web log post]. Retrieved from
https://www.iste.org/explore/articleDetail?articleid=395

Links http://opensimulator.org/wiki/Main_Page

Case 6: 3D Immersive Technology

Context K12 Education

Purpose Modeling of concepts, settings from texts, and/or designing visual
 representations of projects
Content Areas Various
Learners General Education Classroom
Application 3D immersive technology utilizes 3D modeling paired with virtual
(How) reality exploration through the use of technology such as Oculus Rift.
Students can build 3D models and environments in programs such as
Mission V, and then utilize Oculus Rift to explore their creations
through immersive virtual reality. The Mission V software allows
students to “build original constructs, model buildings from the real
world, role-play characters from Irish history while reenacting historical
events, host virtual visits by guest speakers and get involved in
etwinning with schools across the world” (Keane, 2014).

An incredible example of this technology in action is when students in

Ireland recreated a familiar historical structure from their area in the
Mission V program after visiting the site and mapping it out, taking
pictures of the site, and then over two weeks rebuilding it virtually. The
students were then able to utilize Oculus Rift to explore the recreated
historical structure that they had built. Additionally, these students were
also given the opportunity to introduce students from other learning
institutions to their creation through online collaboration, and act as
virtual tour guides, disseminating their knowledge and sharing their
recreated historical site with other learners (Keane, 2014).

Sources Keane, M. (2014). MissionV – 3D Immersive Technology in the

(Citations) classroom for the support of exceptionally able and twice
exceptional students [Web log post]. Retrieved from
http://www.missionv.ie/news-2/articles-resources

Links http://www.missionv.ie/

3. A Critique of Current Uses of Virtual Reality

Like any technological resource, virtual reality as a instructional tool is certainly not

without its advantages and disadvantages. Where disadvantages are concerned, the most

prevalent drawback that comes to mind is the cost-prohibitive nature of virtual reality that

can hinder its viability as a realistic option for many schools and classrooms. Hicks of

elearningindustry.com​ further posited on this particular factor that “the modern education

that takes advantage of the virtual reality environment will only be accessed by the rich

ones. The poor will not afford it; therefore, we will create inequality in education” (Hicks,

2016), highlighting the extent of the implications the expense of technology like virtual

reality in today’s classrooms. Other disadvantages highlighted by Hicks include virtual

reality’s potentially negative impact on human interaction and connections, the limitation of

flexibility in instruction caused by the fixed parameters of individual VR programs, the

increased potential for technology failure, and finally, increased risks for student “addiction

to the virtual world” (Hicks, 2016).

While Hicks warns that virtual reality will increase the gap in education based on

economic status, many proponents of virtual reality’s use in education actual point to

shrinking this gap as their goal. In the the past, providing virtual reality experiences were

more cost and resource demanding, requiring “expensive hardware and specialized

expertise” (Brown & Green, 2016). However, as is so often with technology, there are now

many options for low-cost VR hardware and software, so of which are already in the pockets

of students. There are now a great many free options for students and teachers to create

and present virtual reality projects. Proponents of VR use in the classroom highlight the gap

alluded to by Hicks as the main reason to include VR in the classroom. Using VR

experiences, teachers are now able to help make lessons relevant by providing virtual trips

to locations that would have previously been out of reach for most students, especially due

to cost restrictions (Howard, 2016).

Also, with the ability to design and guide students through VR experiences, teachers

are given a great deal of flexibility, allowing them to provide a greater variety of experiences

that support lessons - experiences that would be next to impossible to provide without the

use of virtual reality. Simply put, VR allows teachers to take students on journeys that we

once could have only imagined. VR brings the impossibilities to a new frontier of

possibilities. Students can come to school and find themselves “exploring a planet like Mars,

traveling inside the human body, doing submarine explorations or inside caves, visiting very

small places to be seen (molecules) or very expensive [places] or [distant locations], [...or

even] historical places” (Piovesan, Passerino, and Pereira, 2012, p. 296).

Guidelines for Using Virtual Reality​ ​to Facilitate Learner-​-Centered Instruction

LCI Characteristic Guidelines for Using Virtual Reality to Facilitate LCI

Characteristic

Personalized learning There are many ways in which virtual reality can be used to
address personalization:
“Taking into account the
unique needs of ● For those options with premade content, teachers can
individual students, be selective in content choices that match up with
[teachers} provide student interests and/or needs.
learning activities or ● For VR options that allow for customization and
tasks that are personally creation of content, teachers (and students, for that
meaningful and matter) can develop scenarios or models that directly
challenging to each relate to course content in meaningful ways.
student” (An, 2012,
p.798).

Personalized While somewhat limited in this area, there are some ways that
support/scaffolding virtual reality experiences can be adapted to support/scaffold
student success:
“ [Teachers] allow
students to work at their ● In some premade content, such as Google Expeditions,
own pace and provide teachers can highlight certain content for students and
personalized support” adjust speed of the experience to meet the needs of the
(An, 2012, p. 798) students.
● Teacher or student-created VR content can be tailored
to the abilities and needs of the student. Some VR
creation software provide premade items to
incorporate into creations, while also offering more
advanced forms of manipulation through coding.

Social and emotional Virtual reality is best known for manipulating created
support environments, but there are also some key ways it can be used
to support the social and emotional growth of students:
“Learner-centered
teachers foster students’ ● Through the use of VR development options, teachers
social and emotional can create scenarios that allow students to experience
growth as well as events from another’s point of view.
intellectual growth by ● Several professionally-developed VR experiences exist
creating a supportive that allow the individual to virtually live through the
and positive experiences of others, such as those with limited
environment” (An, 2012, eyesight or those experiencing life in solitary
p. 798). confinement in prison (Sullivan, 2018).

Self-regulation Virtual reality is a strong element in promoting student

empowerment in the learning process:
“Learner-centered ● Even in premade content, students are able to access
teachers empower information at their own pace and focus on elements of
students by sharing importance to them.
power” (An, 2012, p. ● In the creation of VR content, students are allowed
798).
Collaboration To alleviate the fears of isolation associated with virtual
reality, there are ways that students can and do work
“ [Teachers] encourage collaboratively:
students to work
collaboratively with
others, to solve
problems, and to create
new knowledge rather
than just recall or restate
knowledge (An, 2012, p.
799).
Authentic learning
(task-based
instruction)
“[Teachers] often
include learning
activities that are global,
interdisciplinary, and
integrated (An, 2012, p.
799).
Assessment for
learning
“ [Teachers ]monitor
individual students’
progress continually in
order to provide
feedback on their
progress (An, 2012, p.
799).
4. References
access to create models of learned content, the
development of scenarios, and the re-enactment of
events, using tools that make the impossible possible.
● When completing projects of VR development, teachers
can leave more open-ended product choice, allowing
students more choice in how to best complete
assignments.
● Some VR experiences allow for dual viewing options.
While one student is viewing the experience through a
VR device, others in a group may be watching via a
computer monitor or like device, serving as support to
the main viewer, giving advice or doing needed
research to assist in moving on in simulation-type
experiences.
● In many VR development options, users can collaborate
on content, often working in the same workspace at the
same time.
With the ability to actually virtually create new worlds,
construct the impossible, and experience things that are
typically inaccessible, virtual reality has great power in
providing authentic learning:
● Using premade content, teachers can guide students on
virtual field trips that allow students to experience
concepts previously unavailable, such as undersea
environments, planetary surfaces, and volcanic
eruptions.
● Being able to create environments in virtual reality,
students can demonstrate knowledge of content by
building lifelike models, examples of terrain, and
recreations of past events.
Virtual reality forces teachers to look beyond traditional
assessment models to focus on more authentic assessment:
● When using premade content for virtual field trips,
teachers can assess students in modalities other than
writing. For example, if virtually visiting a historic
landmark, teachers could require students to locate or
tag specific areas.
● In the creation of virtual reality content, teachers can
approach the assessment of projects not only in view of
a final product, but as a continually improving module,
in which both teachers and students give feedback for
improvements and/or next steps.
Brown, A. B., & Green, T. T. (2016). Virtual Reality: Low-Cost Tools and Resources for the
Classroom. ​Techtrends: Linking Research & Practice To Improve Learning​, ​60​(5),
517-519.

Cline, E. (2015). ​Ready player one​. Broadway Books.

Educause. (n.d.). Retrieved from

https://library.educause.edu/resources/2017/10/7-things-you-should-know-about-ar-vr-mr

Foote, C. T. (2017). Mobile Technology Goes Virtual: Using Virtual Reality in Education.
Internet@Schools​, ​24​(3), 12-13.

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

Howard, N.R. (2016). Come along and ride on a google expedition.

edutopia. Retrieved from: http://www.edutopia.org/blog/ride-on-a-
Google-expedition-nicol-howard.

Keane, M. (2014). MissionV – 3D Immersive Technology in the classroom for the support of
exceptionally able and twice exceptional students [Web log post]. Retrieved from
http://www.missionv.ie/news-2/articles-resources

Kim, H., & Ke, F. (2016). OpenSim-Supported Virtual Learning Environment. ​Journal Of
Educational Computing Research​, ​54​(2), 147-172.

Malaquias, F. F., Malaquias, R. F., Lamounier Jr., E. A., & Cardoso, A. (2013). VirtualMat: A
serious game to teach logical-mathematical concepts for students with intellectual
disability. ​Technology & Disability​, ​25​(2), 107-116. doi:10.3233/TAD-130375

Malaquias, F., & Malaquias, R. (2016). The role of virtual reality in the learning process of
individuals with intellectual disabilities. ​Technology and Disability,​ ​28​, 133-138.
doi:10.3233

Martirosov, S., & Kopecek, P. (2017). VIRTUAL REALITY AND ITS INFLUENCE ON
TRAINING AND EDUCATION - LITERATURE REVIEW. ​Annals Of DAAAM &
Proceedings​, ​28​708-717. doi:10.2507/28th.daaam.proceedings.100

Meyer, L. (2017). Virtually there: kids are using VR to explore worlds and create new ones.
School Library Journal,​ ​63​(10), 26-29.

Piovesan, S. D., Passerino, L. M., & Pereira, A. S. (2012). Virtual Reality as a Tool in the
Education.

Stokrocki, M. (2016). Creating and exploring a desert ecology site on the OpenSim world with
middle school students. ​International Journal Of Education Through Art​, ​12​(3), 311-326.

Sullivan, T. (2018). VR gets real immersive storytelling in journalism. ​PC Magazine​, 103-113.

Vera, L., Campos, R., Herrera, G., & Romero, C. (2007). Computer graphics applications in the
education process of people with learning difficulties. ​Computers & Graphics​, ​31​649-658.
doi:10.1016/j.cag.2007.03.003
Wheelock, A., & Merrick, S. (2015, May 4). 5 virtual worlds for engaged learning [Web log
post]. Retrieved from ​https://www.iste.org/explore/articleDetail?articleid=395