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Virtual Reality: Supplementing Education Today to Fill the Tech Shortages of Tomorrow

Kelly Nichols
Graduate Student of Educational Technology
University of British Columbia
Vancouver, Canada

1. Introduction (STEAM). Moreover, educational trends have shifted from subject and
content mastery through rote learning and memorization to problem
1.1 Theoretical construct
solving and experiential learning. This paradigm shift can be seen in the
Digital literacy is defined by the US Educational Testing Service as “the
re-haul and reconstruction of educational curriculums around the world.
ability to use digital technology, communication tools and/or networks
For example, British Columbia’s recently updated curriculum focuses on
appropriately to solve information problems in order to function in an
flexibility, innovation and twenty first century skills, knowledge, and
information society” (as cited in Lankshear & Knobel, 2015, p. 8).
abilities (BC Ministry of Education). To help navigate changing
Digital literacy is one of the many tasks charged to schools in an effort to
pedagogical and educational technology trends, the New Media
develop digital literate citizens who can navigate the evolving digital
Consortium (NMC) and the Consortium for School Networking (CoSN)
world. Additionally, with the rapid rate of new and evolving technologies,
have been producing an annual Horizon report which charts innovative
educators can often feel overwhelmed and entry into technology learning,
practices and technologies for K-12 education. According to their 2017
adoption and/or implementation may seem daunting. However,
report, analytics technologies and virtual reality (VR) are identified as
employers, parents, and students have come to expect technology infused
important developments in educational technology and are suggested to be
classrooms that support Science, Technology, Engineering, Art and Math
adopted between 2018-2019.

1.2 Definitions & Descriptions
The characteristics of a twenty first century learner are described by
Papanastasiou et al. (2018) as adaptable, flexible, resilient, and critical and
systems thinkers. A learning environment that provides social and
cross-cultural skills such as executive functioning, life and career, learning
and innovation, information, media, and technology can provide an
encompassing and holistic learning experience. Consequently, VR is a
highly promising learning and teaching tool that can help to develop the
foundational literacies in twenty first century learners because it “supports
the creation of highly interactive 3D environments and may be used as a
learning or educational environment at all educational levels and in all
disciplines…” (Papanastasiou et al., 2018, p. 4). Alfalah (2018) defines
virtual reality as “… a collection of hardware such as Personal Computer
(PC), Head Mounted Displays (HMDs) and tracking sensors, as well as
software to deliver an immersive experience” (p.2633). VR tools can offer
artificial worlds and simulated and interactive digital learning
environments. Moreover, unlike simulations and games with structured
environments, VR worlds can be open ended in which users design and
create their own objects (Ludlow, 2015 & Merchant et al., 2014). The
STEM acronym refers to all teaching fields of Science, Technology,
Engineering, and Mathematics, although STEAM is becoming more
widely used to include the field of artistic design. Thanks to technological
2
advancements, the utilization of digital environments have been increasing
by educators and instructors in STEAM courses with ‘theoretical
underpinnings of instructional design theories” (Pellas et al, 2016, p.
2236). Digital environments, such as VR, provide an opportunity to
realize experiments previously inconceivable due to spatial and temporal
capacity, limited resources, risk of injury for participants, and financial
costs. There are a range of digital environments as outlined in Milgran’s
(1994) Reality-Virtuality Continuum which represents how situated or
immersed the user is (Sala, 2016, p. 6). As figure 1 shows,​ ​VR is the most
immersive of the different digital environments.
1.3 Methodology
This paper will provide a brief, representative and non-exhaustive review
of current literature on the applications and effectiveness of virtual reality
in education as well as attempt to address several unanswered questions
from previous research and adding to the literature by providing further

examination concerning VR and education. Additionally, this paper will
also argue for the need to increase VR instruction to children and
teenagers in order to facilitate and provide students with the needed twenty
first century and STEAM learning skills required for both post-secondary
programs and tech related fields currently facing a talent shortage in
Canada. The selection process includes a defined set of articles from peer
reviewed journals that meet the criteria outlined in Table 1. Attention is
paid to how VR supports knowledge and skill development in comparison
with other traditional educational models and tools. K-12, higher
education and tertiary education students, instructors, and curriculum
developers are considered as a whole when analyzing VR systems
usability, technology acceptance, and instructional effectiveness of VR
(Alfalah, 2018). Additionally, this paper will also identify the challenges
and limitations associated with VR usability, accessibility, and technology
acceptance with specific reference to attention tunneling, usability
difficulties and infective classroom integration. . To overcome the barriers
identified in the literature, this paper will highlight strategies that have
been successfully employed as well as identify research suggesting new
experimental approaches that may be effective. Moreover, this paper will
provide evidence-based examples of VR instruction that support twenty
first century and STEAM skills with relation to content understanding,
transfer of learning, memory retention, student motivation, and
3
collaboration. (Alfalah, 2018 & Merchant et al., 2014; NMC/CoSN,
2018).
Table 1 ​Inclusion and Exclusion Criteria
Inclusion Criteria
(a) Must be about K-12, higher and/or tertiary education
(b) Must involve VR and/or AR as primary component
(​c) Must refer to twenty first century and/or STEAM skills
Exclusion Criteria
(a) Articles before 2010
(b) Articles referring to VR/AR applications outside of the field of
education
1.4 Background Knowledge
Canada is currently facing a technological crisis with an expected shortage
of 220,000 tech workers by 2020. Despite boasting some impressive
STEM (Science, Technology, Education, Math) universities as well as
innovative tech start-ups and businesses, Canada’s supply has not been
keeping up with the demand. (Mahimker, 2018). In a list compiled by
Indeed.com, it was found that six out of the ten most difficult technology
jobs to fill were related to engineering. (Simpson, 2018). In a report by

Ranstad (2015), a Canadian leader in staffing, recruitment and HR
services, it was identified that analytics, mobility, big data, security, social,
the Internet of Things and the cloud will be drivers of demand for tech
skills across virtually all industries. Forecasting of technology shortages is
not a recent observation, so why has there been such a failure to fill these
diverse and bountiful technology roles? One common argument is “brain
drain”, and losing our Canadian tech talent to our southern neighbors,
however, Statistics Canada provides a more convincing argument and that
is only 24.8% of post-secondary graduates are from STEM fields
(Mahimker, 2018). Additionally, those that do graduate from STEM
related fields, are not entering the workforce with the needed skills
(Simpson, 2018). Furthermore, an even more concerning narrative is that
women and aboriginals are not only underrepresented in the STEM
workforce compared to their male and Canadian counterparts, but in fact
are being outnumbered by immigrant workers (Randstad, 2015, p.5). To
understand these gender and national disparities, as well as the overall
shortage of tech talent, a look backwards and from the bottom up is
needed. To build the needed talent pool, earlier learning intervention is
necessary so that kids, especially girls, can “build the skills and confidence
they need to pursue STEM disciplines” (Mahimker, 2018). Several skills
students need to have to be successful in STEAM courses include higher
order thinking, problem solving, and critical thinking. These skills can be
acquired through hands on experiments and activities. VR provides an
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opportunity for experiential and situated learning. Difficult abstract
concepts can be realized by “positioning the learner in the ‘real world’ to
provide meaning and learning and promote the transfer of knowledge”
(Schott & Marshall, 2018, p. 844). This paper will provide commentary
on the representative but not exhaustive research identifying the barriers
facing the integration of VR into classrooms and examine the literature for
advances and changes surrounding VR technologies in overcoming these
obstacles. Additionally, it will review research that indicates successful
VR implementation in producing twenty first century skills and STEAM
learning to prepare students for emerging or unfulfilled technological
careers.
2 Review, Results, and Discussion
2.1 Usability
Attention Tunneling
For educators, health and safety is at the forefront of concerns as they have
a duty of care to ensure that technologies they use in classroom are safe.
Consequently, new technologies with limited research may make
educators hesitant before introducing them into their classrooms.
Attention tunnelling is one example of a health and safety risk that could
be associated with VR. While there was no found literature directly
linking VR, education, and attention tunnelling, we can draw examples

from studies on Augmented Reality (AR) and attention tunnelling. Lambie
(2015) defined attention tunneling as “a problem of allocation of attention
responsible for ignoring events outside of the area of attention” (p. 20).
Studies have highlighted the serious consequences of attention tunneling,
for example, surgeons focusing intently on a surgery and leaving tools left
behind in the patient, or pilots paying attention to landing gear failure but
ignoring descending altitude and crash landing (Dixon et al., 2012 &
Wickens, 2005). Perhaps the most mainstream example of attention
tunnelling has resulted from the popular “Pokemon Go” game which
became a temporary world-wide craze. Although this app did not employ
VR, it did employ (AR) which falls centre left on the Reality-Virtuality
(RV) Continuum. Pokemon Go was directly linked to fatalities and
injuries caused by both drivers and pedestrians playing the game on their
mobile devices (Abrams, 2016 & Reilly, 2016). These incidents occurred
with users still having one foot in the real world, consequently, it is
understandable that the thought of being fully immersed could lead to
increased risks to safety and well-being. Other concerns of safety include
motion sickness or visual disturbance, which can occur with fully
immersive (HMD’s) semi-immersive, and non-immersive VR
technologies. Research has revealed and demonstrated the severity of
cybersickness symptoms (nausea and disorientation) when using Oculus
for locomotion tasks with VR. (Fernandes et al., 2016, p. 909.) However,
these risks are significantly less as a user can simply remove themselves
5
should they become uncomfortable. Ultimately, for educators who are
already tasked with ensuring safe learning environments, implementing the
use of VR in the classroom safely would be no different than many other
other tools and technologies. Providing training or safety instructions with
VR materials could support educators in better achieving this. It should be
noted however, that there are currently no studies available of potential
long-term effects of VR use.
Infective classroom integration
To meet the needs of 21st century learners, educational services must
provide stimulating, contemporary changes (Morales, Bang & Andre,
2012). Technologies for educational learning provide both an effective and
exciting opportunity to achieve these goals. However, despite the
increasing amount of accessible technologies for educators, the inability of
educators to effectively integrate technologies into the classroom leave
students wanting. Outside teacher acceptance, which will be discussed
later in this paper, the main challenge preventing teachers willing to
implement VR technologies into the classroom include lack of awareness,
training, workable resources, and system networks and hardwares.
Although VR technologies are not new, they are still in relative infancy in
educational institutions. Consequently, most educators have not yet
thought about the implications of VR developments for teaching and
learning (Ludlow, 2018). The most widely reported used of VR in

education has been at the post-secondary level. One of the previous
limitations of VR integration has been the poor instructional design of the
Virtual Learning Environments (VLE’s) themselves (Merchant et al.,
2014). Some VLE’s require low entry level knowledge of technology like
Google Expeditions and Nearpod VR, but limit educators and students in
their ability to manipulate or create their own across-space learning
situations (Cristobal et al. 2015). On the other side of the spectrum there
are programs like Unity and Unreal Engine which allow users to create
their own virtual environments, but require a high level of entry
knowledge such as programming experience and familiarity with technical
jargon. But in recent years, these limitations have been overcome with
new authoring and web 2.0 tools, for example, educator and software
developers like Madar (2018) noticed these discrepancies and the need for
a tool that allowed for a variety of technology resources to be integrated in
an easily, digestible manner. It was from this gap that programs like
c3d.io and Cubely were formed. (Cristobal et al, 2015; Madar, 2018 &
Vincur et al., 2017). Using low barrier of entry technologies like visual
block-based programming increased successful use and overall student
performance (Vicur et al., 2017 & Singh, 2017). Moreover, programs like
c3d.io which is both free and browser based, further supports classroom
integration by overcoming the issues of cost and installation which can be
restrictive for low socio-economic schools with Bring your Own Device
(BYOD) programs. Network challenges will still remain however and
6
slow internet speeds could continue to prevent classroom integration.
However, “the drastic reduction in cost of technology and availability of
high-speed Internet connection, as well as the rapid increase in the
processing power of the computer, led to the deployment of desktop-based
virtual reality technology in K-12, higher, and tertiary education
(Papanastasiou et al., 2018, p.1)
2.2 Accessibility
Cost
Cost is often a barrier associated with technology and education. VR
headsets range in the thousands for a classroom set making them
cost-prohibitive for most school districts (ClassVR, RobotLab). To
combat these high costs, Google Cardboard was created as a cost-effective
approach for schools to provide the headset hardware which can be
enclosed over a cell phone. With viewers being purchased for less than
US$8, and free software being provided by organizations like Google
Expeditions and Nearpod, the only remaining technology requirement is a
device to view from (Vishwanath, Kam, & Kumar, 2017). With most
students owning or having access to a mobile phone or iPad, VR in most
classrooms can be realized. A report published by Media Smarts found
that “One-quarter (24%) of students in Grade 4, half (52%) of students in
Grade 7, and 85 percent of students in Grade 11 have their own cell
phone.” (p. 3). However, even if a school decides to allocate funding

towards technology, the current structuring of funding may not be able to
support it. For example, presently the BC government operates on a
per-pupil funding formula in education leading to increased funding for
school districts with higher enrolment. But for smaller school districts,
they may receive significantly less annual funding which could prevent
them from saving money to be used towards new technologies. However,
this could be changing,as the province is currently evaluating new
equitable funding methods such as a needs-based formula that assesses
money needed per school district. Moreover, third party providers such as
Nearpod are providing schools with free headsets and resources to try
virtual reality. (Xconomy, 2016). One of the identified limitations of
current VR designs is the “lack of authoring tools usable by teachers
without a high level of technical expertise” (Cristobal et al., 2015, p. 15).
With third party providers like Nearpod adopting VR technologies, they
are also creating curriculum documents that guide teachers and facilitate
VR use at a more accessible entry level and through a technological
platform educators are already familiar with.
Time & Training
More resources (time & money) are being devoted to designing and
developing desktop-based virtual reality instruction for teaching K-12 and
higher education curriculum (Merchant et al, 2014). But equally crucial as
the development of VR is the implementation which can be realized
7
through adequate time and training. Repeatedly, the research highlighted
the importance of providing time and training for educators for effective
VR technology integration into teaching and learning. Therefore during
the adoption and implementation phases of new technologies, it is
acknowledged that “educational institutions planning to invest time and
financial resources are likely to see the learning benefits in their students”
(Merchant et al., 2014, p. 37).
2.3 Technology Acceptance
Teacher Attitudes
Should a school have either the resources or finances to acquire and
implement VR use with students, there first needs to be a desire to invest
into new technologies. The Technology Acceptance Model (TAM)
informs us that “acceptance is represented by intention to use, which is
determined by a learner’s attitude toward using the system and perceived
usefulness” (Huang & Liaw, 2018, p. 93). (see Figure 2). One study found
that there is a “Strong correlation between the intention to use technology
and the believe (sic) of usefulness of these technologies” (Alfalah, 2018, p.
2633). Furthermore, Ludlow (2018) laments that “Most educators have
not yet thought about the implications of VR developments for teaching
and learning” (p. 3).
 8

technologies. Additionally, sharing it across learning spaces, which was

previously incompatible with web based learning systems like Moodle,
helps to provide seamless integration of different mainstream VLE’s and
Web 2.0 tools.

Student Attitudes
In review of the VR capabilities, Madar (2018) identified that an
Figure 2
integrated system was needed to take advantage of all the technological
resources available and to present them in a more easily digestible manner.
Despite believing that technology integration is advantageous for students
Block based or visual programming is one example of how
and that it engages and supports students in meeting their needs, fear of
reconceptualizing a complex task can increase student success by lowering
technology due to perceptions of integration difficulties and lack of
the barrier of entry through an alternative means of teaching (Vincur et al.,
personal technology skills, slows adoption of VR technologies and hinders
2017). Consequently, while systems like Unity and Unreal engine were
its utilization (Alfalah, 2018). To overcome or shift educator attitudes,
previously inaccessible to younger students, new emerging technologies
Huang & Liaw (2018) identified the following needs: to explore the
like C3D.io and Cubely allow students to gain access to VR technologies
potential effectiveness of virtual reality learning environments, and to be
earlier in school (Madar 2018 & Vincur et al., 2017). Increased success
appropriately assured of the educational effectiveness of virtual reality
earlier in the learning process supports positive attitudes and acceptance of
learning (p. 108-109). One of the ways to achieve this is to provide
new technologies. Huang & Liaw (2018) purport that “Perceived
educators with the ability to author their own 3-Dimensional Virtual
self-efficacy is the most important antecedent of perceived usefulness” (p.
Worlds (3DVW). In a mixed methods study by ​Muñoz-Cristóbal​ et al.
106). Moreover, linking VR technologies with theoretical underpinnings
(2015), it was proposed that using a system that supported authoring
of instructional approaches further supports technology acceptance, for
capabilities from pre-existing learning and design tools could help to
example, from previous studies it has been established that perceived
overcome the limitation of support services for teachers with VR
self-efficacy, interaction, and motivation are crucial factors in establishing

a constructivist learning environment (Huang and Liew, 2018, p. 95).
Additionally, VR systems allow students to create authentic artifacts that
are meaningful to them through project-based learning (Morales, Bang, &
Andre, 2012, p. 792).
4 Conclusion
Virtual reality is becoming more commonplace and is already successfully
adopted in “...many industries such as real estate, house building,
automotive, and scientific visualization” (Akbulut et al., 2018, p. 924).
But the true untapped potential lies in education. More than a tool, VR
can be a vessel for teaching STEAM and 21st century skills that lay the
foundation for the technological demands of jobs today and in the future.
VR provides students opportunities in a way, previously inconceivable or
possible, to not only be the participants in learning but the creators. And if
“​If students co-create what they experience in class, they’ll be more useful
in the workforce” (Gillmore, 2018). Moreover, with situated and
experiential learning that VR provides, abstract concepts can be simplified
to support younger learners understanding and help to retain and carry
over the equal number of males and females in maths and sciences from
elementary to middle schools (Jones, 2017). ​As identified in this paper,
many issues that have prevented the mainstream implementation of using
VR in the classroom have and continue to be overcome. Increased
9
awareness and knowledge has helped to reduce the health and safety risks
associated with attention tunneling. BYOD programs and improved
network systems have helped to overcome accessibility issues of cost and
integration, which will further be supported with the coming of 5G
networks (Wall, 2018). However, despite the advances in technology and
increased accessibility, one key hurdle will continue to plague VR
adoption and that is teacher and student acceptance. Without proper
training, time, and resources provided to educators and students,
perceptions of usefulness and ease of use can prevent VR uptake.
Consequently, it is crucial that VR technologies are accompanied with
educational resources and tutorial training to reduce both the perceived
and real barriers to entry of VR teaching and learning.
9 Recommendations
9.1 Recommendations for further study
Although this study has provided some contribution, further examination
of VR teaching and learning tools for K-12 educators that will support
positive perceptions of educators towards integrating VR technology into
the classroom is needed.
1. While this study has already identified some VR tools that support
lower entry knowledge for VR use (Cubley & c3d.io), further
 10

investigation into these tools and the outcome they had on both Alfalah, S. F. M. (2018). Perceptions toward adopting virtual reality as a teaching aid

teaching and learning is needed. in information technology.​ Education and Information Technologies, 23​(6),

2. Studies on the academic benefits of VR within specific subject 2633-2653. doi:10.1007/s10639-018-9734-2

disciplines. Alves Fernandes, L. M., Cruz Matos, G., Azevedo, D., Rodrigues Nunes, R.,
3. Research on the acquired or developed 21st century skills from a
Paredes, H., Morgado, L., & Cardoso, B. (2016). Exploring educational
VR unit or classroom.
immersive video games: An empirical study with a 3D multimodal interaction
4. Qualitative interviews with educators on their needs and wants in
prototype.​ Behaviour & Information Technology, 35(​ 11), 907-918.
facilitator and tutorial resources for VR software and tools.
doi:10.1080/0144929X.2016.1232754
5. Research on the enrollment rates of students into STEAM related
courses from elementary, middle school, high school and BC Gov News. (2018, February 19). ​BC Stats report: Profile of the British

post-secondary. Columbia technology sector, 2017 edition.​ Retrieved from

https://news.gov.bc.ca/factsheets/bc-stats-report-profile-of-the-british-columbi

a-technology-sector-2017-edition-1
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