Referring back to Milgram’s Reality-Virtuality Continuum that we visit in our previous post, virtual reality exists on at the end of the continuum where users interact in a believable, interactive, 3D computer-created world (Southgate, 2018). Several types of VR exist – immersive VR typically involves a head-mounted display with stereo sound; however non-immersive VR (such as a highly realistic flight simulator) and collaborative VR (such as Minecraft and other virtual worlds) also fall into the VR category (Woodland, 2020).
Virtual reality in education?
Needless to say, there are major pedagogical implications in implementing VR in educational contexts. Students are shifted from an abstract, pen-and-paper learning environment to experiential learning in naturalistic settings (Helsel, 1992). Students can easily be transported into environments they may never experience – from venturing into pyramids in ancient Egypt to travelling to a city of their own creation – providing a unique opportunity for students to adopt multiple perspectives, engage in situated learning and directly transfer their knowledge (Dede, 2009).
Virtual reality can easily be implemented into relevant KLAs, however app selection is key. For instance, apps such as Anatomyou VR and Unimersiv immerse students into environments in which they can operate and explore human anatomy in ways that are not possible in real life – which can be seamlessly integrated into science KLA’s for Stage 5/6 students. Another app, Learn Languages VR, is particularly useful for language-learning as it immerses students into realistic situations where they would need to use a foreign language to respond to dialogue.
Does this foster creativity, though?
While VR technology offers classrooms a wide range of affordances, Bower (2020) warns that the shallow inclusion of such technologies may eventuate into nothing more than ‘pre-packaged learning experiences’, focusing on lower-order thinking skills and consumption. To compensate for this, tools such as CoSpaces Edu can provide opportunities to design and create their own virtual environments, thus encouraging higher order thinking skills.
Cospaces Edu is easy to use, intuitive and versatile. It offers a 3D space for students to add characters, objects and even animations to create limitless designs. Students can design cities that can be walked through, design houses that can be effortlessly furnished, etc. In an educational context, teachers may consider using Cospaces in conjunction with literacy learning outcomes – such as designing a VR space based on a text or creating an animation based on a scene. This platform literally allows students to immerse themselves into their creation like never before.
Scan this QR code through the CoSpaces app to view an example I created:
Are there any limitations?
Financial and physical limitations accompany the pedagogical limitations of using VR.
The cost of acquiring head mounted displays (HDM) may be an obstacle for some. Though cheaper alternatives, such as Google Cardboard, are available, they will take time and energy to assemble, especially to accommodate for the needs of a whole class. Furthermore, physical considerations that teachers must take into account include possible motion sickness due to imbalances of sensory input and students losing track of space around them, resulting in injury.
References
Bower, M. (2020, April 29). EDUC3620 2020 VR in Education [Prezi]. https://prezi.com/l3qaqw9zz3uq/educ3620-2020-vr-in-education/?token=4b6eb0a71d9f57ef0ca3df225bc83039392f24694bc5e053cdf897da9037fdad
Dede, Chris. (2009). Immersive interfaces for engagement and learning.(PERSPECTIVE)(Author abstract)(Essay). Science, 323(5910), 66-69.
Helsel, S. (1992). Virtual Reality and Education. Educational Technology, 32(5), 38-42. Retrieved April 27, 2020, from http://www.jstor.org/stable/44425644
Southgate, E. (2018). Immersive virtual reality, children and school education: A literature review for teachers.
Woodford, C. (2020). What is virtual reality? – A simple introduction. Retrieved 9 June 2020, from https://www.explainthatstuff.com/virtualreality.html
Where Technology Meets Creativity 
Hi Hayley,
I really enjoyed your insight on VR and CoSpaces in the classroom. I also chose to write my blog on using CoSpaces as a classroom tool. I liked how you mentioned the different subject areas in which VR can be incorporated in. I really appreciated that you provided your own example of CoSpaces. I especially loved the dog wagging its tail on the bed! I agree that there can be some VR technologies that only focus on the lower-order thinking and being able to design and create your own virtual worlds in CoSpaces will promote higher-order thinking and hence foster creativity. Overall, your blog was very engaging and insightful to read.
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