Unit 3: Educational Applications of VR

3.2 Affordances of Immersive VR

An affordance is the particular use to which an object can be put. In this instance we are looking at the specific learning affordances that Immersive VR offers. So we will be considering the unique characteristics that VR offers to enhance learning for our students. To better understand these affordances, we will start by considering the specific qualities of VR that make it appropriate for learning activities.

The evolution and availability of new technologies have made it possible to integrate virtual reality (VR) and Virtual Reality Learning Environments (VRLEs) into education. VR and VRLEs “provide opportunities to create spaces that support cognitive presence through the use of visuals and persistent spaces. These spaces provide a platform for both peers and experts to serve as catalysts for explicit, intentional learning.” (Bronack et al., 2008, p. 62).

VR technologies have evolved quite rapidly since their inception in the 1960s. The first instances of VR required entire rooms, or Caves, dedicated for projecting content on walls to create an immersive experience. The technology then evolved to computer based simulations, such as second life, which allowed for the creation of interactive 2d spaces that could mimic real world environments (Reinsmith-Jones, Kibbe, Crayton, & Campbell, 2015). More recent developments have allowed for stand-alone Head Mounted Displays (HMDs) that allow for the creation of immersive life like virtual environments. (Jensen & Konradsen, 2018).

While the specific technologies used for VR is constantly evolving, the characteristics and affordances of VR and VRLEs has been more clearly defined.

A virtual reality system is a computer application capable of generating a 3D environment in which the learner is an active participant, interacting with the virtual learning world through a range of multisensory interfaces. Virtual reality allows instructors to immerse learners within authentic contexts, thus providing a safe, convenient and low-cost environment in which to practice and develop new skills and knowledge. (Huang & Liaw 2018, p. 92)

The three key characteristics of virtual reality are immersion, interaction and visual realism. Immersion occurs with the use of technologies that allow a user to perceive and sense that they are within the virtual world. (Martín-Gutiérrez, Mora, Anorbe-Diaz, & Gonzalez-Marrero, 2017). As Martín-Gutiérrez et al. (2017) indicates, this is typically accomplished through visual tools, such as HMDs where the user can control their perspective and focus within the virtual environment. Huang, Rauch, and Liaw (2010), identifies two types of immersion, mental immersion or physical (sensory) immersion. Physical immersion refers to the user responding to movement, audio, and visual cues within the environment. Where mental immersion refers to being deeply engaged within the learning environment.

Interaction occurs either between the user and objects within the virtual worlds or with other individuals in the virtual world. Interactive controllers that allow the user to manipulate objects within the virtual environment provide immediate feedback in terms of movement and positioning and helps to increase the sense of realism. “[A] virtual reality system is able to detect a user’s input (i.e., gesture) and respond to the new activity instantaneously. At the same time, users can see activity change on the screen based on their commands and captured in the simulation.” (Huang et al., 2010, p. 2). This interaction with the environment and immediate feedback in response helps to increase the sense of realism in the virtual world.

Visual realism is fostered by the use of realistic environments, graphics and integration of real world objects into the virtual space. Merchant et al. (2010) found that virtual environments often integrated the illusion of being in a 3-D space, the ability to interact with 3D objects, and the use of avatars to virtually represent users. These components of the virtual space allow a learner to visualize 3D data and it reinforces the students’ feeling of being within a virtual world. (Huang et al., 2010).

Combining these characteristics of VR allows for the creation of realistic virtual reality learning environments. These VRLEs allow for the creation of a situated learning experience that provides rich learning experiences. (Huang et al., 2010). These environments are based upon constructivist principles of learning (Huang et al., 2010; Huang & Liaw, 2018; Fowler, 2015; Cho et al., 2015; Johnston, Olivas, Steele, Smith, & Bailey, 2017). “An important affordance of the VWs is to increase physical presence (i.e., a sense of being there) and social presence (i.e., a sense of being with another) through 3D avatars in an immersive environment.” (Cho et al., 2015, p. 70). Johnston’s et al. (2018) meta-analysis of the literature also noted that many of the VR based case studies he examined were implemented in a learner-centered approach. These learner-centered environments encourage active learning; students are afforded the opportunity to engage in self-directed exploration of these environments, have autonomy in decision making, learn by doing, and also create unique experiences. (Martín-Gutiérrez et al., 2017). As Huang & Liaw (2018) state, “The technology of virtual reality has been broadly accepted by researchers and educators as being useful for creating an alternative to real life settings which can be used without sacrificing contextual authenticity…” (p. 96).

These characteristics of VR provide support for several theories of learning, Situated Learning, Experiential Learning and it also holds promise for the social construction of knowledge. We will now look at two specific examples of how these learning theories support the educational use of VR in Social Work Education. We will then look at the emergence of Social VR spaces and their potential for allowing social learning.

References

Bronack, S., Sanders, R., Cheney, A., Riedl, R., Tashner, J., & Matzen, N. (2008). Presence pedagogy: teaching and learning in a 3D virtual immersive world. International Journal of Teaching and Learning in Higher Education, 20(1), 59-69.

Cho, Y., Yim, S., & Paik, S. (2015). Physical and social presence in 3D virtual role-play for pre-service teachers. Internet and Higher Education, 25, 70-77.

Fowler, C. (2015). Virtual reality and learning: Where is the pedagogy? British Journal of Educational Technology, 46(2), 412-422.

Huang, H., Rauch, U., & Liaw, S. (2010). Investigating learners' attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 1-12.

Huang, H., & Liaw, S. (2018). An analysis of learners' intentions toward virtual reality learning based on constructivist and technology acceptance approaches. International Review of Research in Open and Distributed Learning, 19(1), 91-115.

Jensen L., & Konradsen F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515-1529.

Johnston, E., Olivas, G., Steele, P., Smith, C., & Bailey, L. (2017). Exploring pedagogical foundations of existing virtual reality educational applications: A content analysis study. Journal of Educational Technology Systems, 46(4), 414-439.

Martín-Gutiérrez, J., Mora, C., Añorbe-Díaz, B., & González-Marrero, A. (2017). Virtual technologies trends in education. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 469-486.

Merchant, Z., Goetz, E., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29–40.

Reinsmith-Jones, K., Kibbe, S., Crayton, T., & Campbell, E. (2015). Use of second life in social work education: Virtual world experiences and their effect on students. Journal of Social Work Education, 51(1), 90-108.

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