Virtual Reality in Education: - PowerPoint Presentation

1. Virtual Reality in Education: An overview of the field.Learning Technology Research Cluster19th June 2018byDorothy DeWittUniversity Malaya, MalaysiaVisiting Scholar at Department of Educational Studies, Macquarie University

2. Introduction https://www.google.com.au/maps/@3.119018,101.6569844,3a,75y,260.05h,95.01t/data=!3m6!1e1!3m4!1saDuIl8CPMHKGvi7DK3LQ8A!2e0!7i13312!8i6656

3. Introduction

4. Virtual Reality in Education:IntroductionDefinition, Environments & DevicesPhilosophy and Characteristics of the Virtual WorldHistory of Virtual RealityVirtual Reality EnvironmentsResearch on VR in educationAffordances, Benefits, Issues and LimitationsRecommendation for useTeachers and Students as Designers of VRVR FuturesHands-on VR

5. Virtual Reality: Introduction Immersive experienceEntertainment industryGamingVirtual tours of museums/art galleriesLocations in and out of this worldViewing real estate

6. Virtual Reality: Introduction Applications in industryDesignManufacturingEngineeringMedicineEducation and traininghttp://www.deakin.edu.au/engineering/cadethttps://cdn4.eonreality.com/wp-content/uploads/2017/05/swinburne_1.jpghttps://qrius.com/wp-content/uploads/2017/10/VR-companies-in-healthcare-3.jpg

7. Virtual Reality in Education:IntroductionDefinition, Environments & DevicesPhilosophy and Characteristics of the Virtual WorldHistory of Virtual RealityVirtual Reality Environments in education Research on VR in educationAffordances, Benefits, Issues and LimitationsRecommendation for useTeachers and Students as Designers of VRVR FuturesHands-on VR

8. Virtual Reality: Definition A tool for simulation in computer-generated settings where users act in real-time at artificial locations interacting synchronously via an interface that can track and display the users actions (Innocenti, 2017). VR devices allows a user to experience the virtual environment as  the devices senses the real-time reactions and motions of the user, creating the illusion of interacting and being immersed in the virtual world (Tussyadiah, Wang, Jung, & tom Dieck, 2018). Immersive experience

9. Virtual Reality EnvironmentsInnocenti (2017) differentiates two types of environments based on the degree of immersion of the userLow-immersive virtual environments (LIVE)Computer screen-based renderings of real environments or virtual worldsInteract through avatars Second Life, World of Warcraft, EverQuest, The SimsHigh-immersive virtual environments (HIVE)Enclosed boxes or head-mounted displays (HMD) Images projected on multiple interior screens, or specialized displays in a Cave Automatic Virtual Environment. HMD such as Oculus Rift, Samsung Gear VR or Google Cardboard, Augmented or mixed reality devices, like Microsoft Holographic and HoloLens headsetshttps://youtu.be/VDjFnuQTt8M?t=69

10. Devices for Virtual RealityVR headsets: Untethered headsets (mobile VR). A mobile device The quality of the mobile device's processing power for real-time 3D content may be a limitation. Samsung Gear VR, Google Cardboard, and Google Daydream. Tethered devices. These headsets contain a display Internal and/or external sensors to track the user's position. The user is attached to the personal computer (PC) via a cable.The PC processes the superior quality graphics, for real-time tracking and interactions, These devices include the HTC Vive, Oculus Rift, and OSVR. (Tussyadiah, Wang, Jung, & tom Dieck, 2018)

11. Virtual Reality in Education:IntroductionDefinition, Environments & DevicesPhilosophy and Characteristics of the Virtual WorldHistory of Virtual RealityVirtual Reality Environments in education Research on VR in educationAffordances, Benefits, Issues and LimitationsRecommendation for useTeachers and Students as Designers of VRVR FuturesHands-on VR

12. Philosophy of the Virtual WorldHow real is the virtual world? The objects? The events?A real object and a virtual object? Are actions real? A real event?“Virtual environments, and the digital realm more generally, create ontological confusion and challenge us to draw and redraw the boundaries between reality and fiction, and truth and falsehood.” (Brey, 2014, p. 53).

13. Characteristics of the Virtual Worldsensory, conceptual & motivational immersionSense of being in a placeDependent on the context & psychological response of the userPresenceSense of being in a place with other  usersCo- PresenceConstructed by the user's embodied actions & social interactions within the virtual environment.IdentityDalgarno, B. & M. J. W. Lee (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. doi:10.1111/j.1467-8535.2009.01038.x

14. Virtual Reality in Education:IntroductionDefinition, Environments & DevicesPhilosophy and Characteristics of the Virtual WorldHistory of Virtual RealityVirtual Reality Environments in education Research on VR in educationAffordances, Benefits, Issues and LimitationsRecommendation for useTeachers and Students as Designers of VRVR FuturesHands-on VR

15. History of Virtual RealitySteroscopes- handheld and boxed (1850)Simulators- commercial flight simulator (Edward Link, 1929).  Sensorama (Morton Heilig, 1956): The Sensorama was a single user console for a highly immersive experience (Merchant et al., 2014)Telesphere Mask (Morton Heilig, 1960)The Ultimate Display (Ivan Sutherland, 1968)Artifical Reality (Myron Kruegere, 1969)Virtual Reality (Jaron Lanier, 1987)Read more at https://wiki.mq.edu.au/display/vr/Virtual+Reality+History

16. History of Virtual RealityMovies and Games (Nintendo & Sega) in virtual reality (1990s)Oculus Rift : (Palmer Luckey, 2010)Consumer-grade Oculus Rift CV1: 2016Gear VRRead more at https://wiki.mq.edu.au/display/vr/Virtual+Reality+History

17. Virtual Reality in Education:IntroductionDefinition, Environments & DevicesPhilosophy and Characteristics of the Virtual WorldHistory of Virtual RealityVirtual Reality Environments in EducationResearch on VR in educationAffordances, Benefits, Issues and LimitationsRecommendation for useTeachers and Students as Designers of VRVR FuturesHands-on VR

18. Virtual Reality Environments: 360 degree videos and animationshttps://youtu.be/34cXKlP39Pghttps://youtu.be/Tph_ntIJQxk?t=2

19. Highly Immersive Virtual Environmentshttps://youtu.be/xPw6vLnNuSghttps://youtu.be/NsHM1g6_Ehs?t=172

20. VR in Educationhttps://youtu.be/7Xv8A9vqeBwhttps://youtu.be/EXYzj6qwCCk

21. Virtual Reality in Education:IntroductionDefinition, Environments & DevicesPhilosophy and Characteristics of the Virtual WorldHistory of Virtual RealityVirtual Reality Environments in education Research on VR in educationAffordances, Benefits, Issues and LimitationsRecommendation for useTeachers and Students as Designers of VRVR FuturesHands-on VR

22. VR in Education: ResearchChildren's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments (Passig et al., 2016)Peer learning in virtual reality for geometry problem solving (Hwang & Hu, 2014)Direct manipulation in a 3D environment compared to passive viewing for learning anatomy (Jang et al., 2017)Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality (Moro et al., 2017)Designing mobile virtual reality learning environments: DBR framework (Cochrane et al., 2017)

23. Children's cognitive modifiability in 3D Immersive Virtual Reality environments Grades 1 & 2 students in 2 elementary schools in 2 cities in Israel Assigned randomly. 4 groups: VR with HDM- 3D Immersive VR (IVR); 2D; tangible blocks; and a control.Learning process in a dynamic assessment: Analogical problem solving for Cognitive Modifiability Battery Passig, D., Tzuriel, D. & Eshel-Kedmi, E. (2016). Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments. Computers & Education, 95, 296-308The 3D IVR environment had the highest cognitive modifiability on the transfer problems.

24. Peer learning in virtual reality for geometry problem solvingFifth grade primary maths: Calculation of the volume and surface area of 3-D objects over 8 weeksExperimental and control groups: 29 students in each group The Interactive Future Mathematics Classroom (IFMC) : Collaborative Virtual Reality Learning Environment (CVRLE) (Open Wonderland): table, white board, chat. Two representational tools: the virtual manipulative and a white boardHwang, W-Y, & Hu, S-S. (2013). Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving. Computers & Education, 62, 308–319.Results: The experimental group performed significantly better than the control group on geometric learning achievement.Various peer learning behaviours with multiple representations lead to different types of strategies for geometric problem solving in the IFMC.

25. Direct manipulation in a 3D environment compared to passive viewingMedical students at a medical school in the United States in Year 1 to 4, the majority (65%) aged between 22 - 24 years. A haptic input device (hand-held VR controller) coupled with direct manipulation and exploration of the anatomical structures or “optimal view” during passive viewing for learning gains. Mental Rotation Test (MRT), Building Memory Test of spatial ability, Questionnaire Results Participants are capable of successfully embodying virtual representations of internal anatomical structures if they can control the presentation. Participants who passively view the movement had limited viewpoints.In the VR environment, participants with low spatial ability benefit most from the advantages of manipulation and interactivity, as compared with those with high spatial ability.Jang, S., Vitale, J. M., Jyung, R. W., & Black, J. B. (2017). Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment. Computers & Education 106 (2017) 150-165

26. Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual realityDesktop-based VR (the Oculus Rift) has considerably higher setup costs. Mobile-based VR (Gear VR) cannot produce the quality of environment due to its limited processing power. 20 participants : Students of Faculty of Health Sciences and Medicine at Bond University 17-28 yearsAn identical lesson on spine anatomy was presented to subjects using either the Oculus Rift or Gear VRMoro, C., Stromberga, Z., & Stirling, A, (2017). Virtualisation devices for student learning: Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality in medical and health science education. Australasian Journal of Educational Technology, 33(6), 1-10. https://doi.org/10.14742/ajet.3840However, 40% of participants experienced significantly higher rates of nausea and blurred vision when using the Gear VR (P < 0.05). No significant differences observed in test scores from participants using either device

27. Designing mobile virtual reality learning environments: DBR frameworkThe projects highlight the first two phases of a DBR framework exploring mobile VR and 360-degree video enhanced simulation environments for authentic paramedicine and visual design education scenarios.Founded in pedagogical goals rather than technology-focused.A community of practice (CoP) around each project for a collaborative design-based research methodology. The design of the projects is guided by a set of design principles identified from the literature.Curriculum design should explore new pedagogical strategies that enable student-determined learning Cochrane, T., Cook, S., Aiello, S., Christie, D., Sinfield, D., Steagall, M., & Aguayo, C. (2017). A DBR framework for designing mobile virtual reality learning environments. Australasian Journal of Educational Technology, 33(6), 54-68. https://doi.org/10.14742/ajet.3613https://seekbeak.com/v/2lVjKrZzBbyMesh360 project implementation Augmenting the classroom project implementation

28. VR in Education: ResearchChildren's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments (Passig et al., 2016)Peer learning in virtual reality for geometry problem solving (Hwang & Hu, 2014)Direct manipulation in a 3D environment compared to passive viewing for learning anatomy (Jang et al., 2017)Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality (Moro et al., 2017)Designing mobile virtual reality learning environments: DBR framework (Cochrane et al., 2017)3D immersive VR environments and tangible blocks were better than 2D environments or no tangibles.Virtual manipulatives and peer learning in a virtual environment were effectiveEmbodied manipulation better than passive viewingMore cost effective mobile-based VR was just as suitable for teaching isolated-systems than the more expensive desktop-based VRCurriculum design should explore new pedagogical strategies that enable student-determined learning

29. Virtual Reality in Education:IntroductionDefinition, Environments & DevicesPhilosophy and Characteristics of the Virtual WorldHistory of Virtual RealityVirtual Reality Environments in education Research on VR in educationAffordances, Benefits, Issues and LimitationsRecommendation for useTeachers and Students as Designers of VRVR Futures

30. Affordances of VRDalgarno and Lee (2010) have noted the following affordances for learning in 3-D virtual environments: Enhance the representation of spatial knowledge. Facilitate learning tasks which may be impractical or impossible in the real world.Increased intrinsic motivation and engagement.Improved transfer of knowledge and skills to real situations through contextualisation of learning. Richer and more effective collaborative learning than with 2-D alternativesMerchant, Goetz, Cifuentes, Keeney-Kennicutt, & Davis (2014). the illusion of being in a 3-D space, ability to build and interact with the 3D objects, digital representation of learners in form of avatar, ability to communicate with other learners in the virtual worlds.open-ended environments in which users design and create their own objects.

31. Benefits of VR in educationMerchant et al. (2014) notes the benefits as follows: Better student performance when in control of navigation as compared to teacher control Gains in self efficacy Improvement in skill-based measures because of the open, unstructured virtual spaces affords greater flexibility of the amount of time to be spent in these environmentsNot affected by retention interval as benefits of virtual reality instruction are maintained over time or transferred to other contextsStudents learned better when simulations were used in the form of practice sessions than when they were used in a stand-alone format.Benefits and potentials according to Bower (2017) Enabling and encouraging communicationFacilitating collaborative learningProviding access to learningEmbodiment and identity constructionRepresentation of 3D environmentsEnabling simulationAllowing student construction and modellingEnabling role playFacilitating situated and experiential learningFostering presence, co-presence and immersionMotivating and engaging learnersFacilitating assessmentCommunity buildingEngaging a wider community

32. Issues in using VR for educationNeed to be used in conjunction with other methods of instruction/ with guidance and practice. (Merchant et al., 2014)Bower (2017) Technical constraintsFidelityStudent technical skillsCognitive overloadCommunication and collaboration constraintsNegative student dispositionsDistractionSafetyAssessmentTeacher technical skillsNegative educator dispositionTimeInstitutional support

33. Virtual Reality in Education:IntroductionDefinition, Environments & DevicesPhilosophy and Characteristics of the Virtual WorldHistory of Virtual RealityVirtual Reality Environments in education Research on VR in educationAffordances, Benefits, Issues and LimitationsRecommendation for useTeachers and Students as Designers of VRVR Futures

34. RecommendationsGuided by pedagogyTraditional models of pedagogy for immersive experiences: passive viewing: for experience of cultural, countries and situationsInteractive models of pedagogy: User manipulation and user-control in simulations and virtual worldsCreative model of pedagogy: Game-based learningStudents as designers

35. Teachers and Students as Designers of VRCospaces EduOnline VR creation. Free 3D objects provided to build on, and  other pre-made 3D objects which can be purchased to be added. Motions and interactivity can be programmed with Blockly or Javascript.   There is class management to manage the students assignments on Cospaces. Can be used on Android and iOS.https://youtu.be/ZU9ZfUNU0t0

36. Virtual Reality in Education:IntroductionDefinition, Environments & DevicesPhilosophy and Characteristics of the Virtual WorldHistory of Virtual RealityVirtual Reality Environments in education Research on VR in educationAffordances, Benefits, Issues and LimitationsRecommendation for useTeachers and Students as Designers of VRVR FuturesHands-on VR

37. Virtual Reality FuturesFacebook’s platform for virtual reality collaboration for users in “their FB groups”. Uses Oculus Rift or HTC VIVE. See https://www.facebook.com/spaces. A growth in VR arcades which are “big open spaces where groups of people put on a backpack, a headset, and pick up a big plastic gun and enter a virtual world together”  (Whitehead, 2017). These arcades provide multiplayer VR experiences and may popularise VR  even further.https://youtu.be/B3ude0AUP3I?t=31

38. Virtual Reality Futureshttps://youtu.be/_QIbI4Wtgug

39. Virtual Reality in Education:IntroductionDefinition, Environments & DevicesPhilosophy and Characteristics of the Virtual WorldHistory of Virtual RealityVirtual Reality Environments in education Research on VR in educationAffordances, Benefits, Issues and LimitationsRecommendation for useTeachers and Students as Designers of VRVR FuturesHands-on VR

40. More informationhttps://wiki.mq.edu.au/display/vr/Virtual+Reality

41. Hands-on: Suggested appsSamsung Gear VRHuman Anatomy VR as part of medicine. Claims to have a unique approach of learning general anatomy and excellent graphics, informative content and innovative features for a learning rich and engaging experience.InCell game within the body using organelles and cell parts to protect cellInMind is an adventure VR game to experience the journey into the patient's brains in search of the neurons that cause mental disorderYour Own Devices: iOS (Apple Store)WITHIN - VR (Virtual Reality). After downloading the app, download individual videos and insert your phone into the viewer (Google Cardboard or other headset) to watch. Clouds over Sidra. 360°  video of a Syrian refugee campInMind is an adventure VR game to experience the journey into the patient's brains in search of the neurons that cause mental disorder (Download for Cardboard). You need to shoot “disordered neurons” when travelling through the brain. An experience of being in the brain at the cellular level.Incell VR for iOS game within the body using organelles and cell parts to protect cellsYour Own Devices: Android (Google PlayStore)WITHIN - VR (Virtual Reality). After downloading the app, download individual videos and insert your phone into the viewer (Google Cardboard or other headset) to watch. Clouds over Sidra. 360°  video of a Syrian refugee campInMind is an adventure VR game to experience the journey into the patient's brains in search of the neurons that cause mental disorder (Download for Cardboard). You need to shoot “disordered neurons” when travelling through the brain. An experience of being in the brain at the cellular level.Incell VR for iOS game within the body using organelles and cell parts to protect cellsBacteria Interactive learning by Mozaik Education, is a 3D interactive way to learn about bacteria.  

42. Thank youMy sincere thanks and appreciation to A/Prof Dr Matt Bower for his constant encouragement and pushing me to discover my potential.Thank you to all my friends who have supported me in my research project, in one way or another.Endeavour Executive Fellowship

43. ReferencesBrey, P. (2014). The Physical and Social Reality of Virtual Worlds. In M. Grimshaw (Ed.), The Oxford Handbook of Virtuality (pp. 42-54). Oxford University Press.Bower, M. (2017). Design of Technology-Enhanced Learning: Integrating Research and Practice. Bingley, UK: Emerald PublishingCochrane, T., Cook, S., Aiello, S., Christie, D., Sinfield, D., Steagall, M., & Aguayo, C. (2017). A DBR framework for designing mobile virtual reality learning environments. Australasian Journal of Educational Technology, 33(6), 54-68. https://doi.org/10.14742/ajet.3613Dalgarno, B. & M. J. W. Lee (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. doi:10.1111/j.1467-8535.2009.01038.xHwang, W-Y, & Hu, S-S. (2013). Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving. Computers & Education, 62, 308–319.Innocenti, A. (2017). Virtual reality experiments in economics.  Journal of Behavioral and Experimental Economics, 69, 71–77.Jang, S., Vitale, J. M., Jyung, R. W., & Black, J. B. (2017). Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment. Computers & Education 106 (2017) 150-165Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W. & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education 70, 29–40Moro, C., Stromberga, Z., & Stirling, A, (2017). Virtualisation devices for student learning: Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality in medical and health science education. Australasian Journal of Educational Technology, 33(6), 1-10. https://doi.org/10.14742/ajet.3840Passig, D., Tzuriel, D. & Eshel-Kedmi, E. (2016). Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments. Computers & Education, 95, 296-308Tussyadiah, I. P., Wang, D., Jung, T. H. & tom Dieck, M. C. (2018). Virtual reality, presence, and attitude change: Empirical evidence from Tourism. Tourism Management, 66, 140-154The University of Sydney (2014). Virtual Empire: Stereo Photography In Britain And Australia 1851–1879. Retrieved from http://sydney.edu.au/museums/exhibitions-events/virtual-empire.shtmlVirtual Reality Society (2017). History of Virtual Reality. https://www.vrs.org.uk/virtual-reality/history.htmlYang, J. C., Chen, C. H. & Jeng M. C. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education 55, 1346–1356

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