Immersive VR in Education

           In previous chapters different types of learning were discussed: problem-based, project based, inquire-based, experiential, game-based and makerspace education. In this chapter we will discuss in depth what immersive virtual reality is and what it looks like in the classroom and how it is used in other countries. We will also look at it as an extension of the classroom, as an enhancement to education, and as a collaborative tool. We will also discuss the training educators are receiving to get them ready to use VR in the classroom. As we advance through the chapter we will provide information for the following questions:

• What is virtual reality?
• What is augmented reality?
• What is mixed reality?
• How is virtual, augmented and  mixed reality being used in the classroom?
• How is virtual, augmented and mixed reality being used as an extension of the classroom?
• How are virtual, augmented and mixed reality being used as collaborative tools in the classroom?
• How is virtual reality being used to teach foreign languages?
• What type of training are the teachers receiving in the use of virtual and augmented reality  in the classroom?

 

Virtual Reality as an Extension of the classroom

            According to merriam-webster.com (n.d.), virtual reality is a visual reproduction of an environment delivered by a computer through visual imagery and sound, which allows for the manipulation of visual-spatial abilities by one’s actions. Virtual reality is comprised of the user, sensor controls, a detection feedback system, that uses a modeling module, to create a three-dimensional model of a virtual environment or real world (Chongyu, 2018). It uses graphic imagery, voice and data processing, along with intelligent and network technology to create virtual reality (Chongyu, 2018).

            As indicated in the article written by Chongyu (2018), virtual reality is being used in classrooms all around the world. It is used to supplement lesson plans, by evaluating the progression of student learning capabilities and to develop a personalized lesson plan. It is being used to engage students in repetitive exercises, for the mastery of the tutorial and to record, adjust and correct student habits.

            Immersive virtual reality is being used to teach languages from all over the world, by immersing you in a virtual world, where you could order bread in a store or a meal in a restaurant in French, Chinese, Russian, or whatever language you choose. These programs evaluate your pronunciation and based on your progression it customizes your tutorials.  

            Imagine yourself in a class where you are struggling to keep up with your Russian studies, you are feeling down and wonder if you should drop the class, you hear a student speaking about a professor that is using immersive virtual reality to teach Russian and how much fun it is. You decide to transfer to the class that is using IVR. You find it a lot easier, since you can practice at home, in a real-world enviroment.

            You log on to the IVR website assigned by your professor, enter a University in Moscow, Russia, sit in a classroom, have conversations with a professor and classmates in Russian, while learning history, biology, chemistry lessons being taught to you in Russian. You could choose other IVR settings to enter and practice your foreign language lessons, as well. This is not the future of IVR, this is the IVR of the present.

https://binged.it/2Os9wL7

 

Using Augmented Reality and Virtual Reality in the Classroom

           Creating a mental model of what is being learned can be hard for some students (Siegle, 2019). Therefore, children prefer a mental model of what they are taught. This is being done through virtual and augmented reality.

            Augmented reality and virtual reality are being used to heighten student learning. According to Siegle (2019), augmented reality is done by overlaying real time environments with computer images, sound or video. It is very similar to hyperlinking. You take a photograph of an object, such as a building and hyperlink it to information by using the photo as a trigger mechanism or by using a scanner app on your phone or iPad. There are free apps like HP Reveal app or website (https://studio.hpreveal.com/landing) that allows students and educators to make, create a collection of their AR’s , or view AR’s created by others. Some systems use QR codes to be scanned by phones and iPads, to get additional information on objects.

           As stated by Siegle (2019), teachers are using AR to show 3D and 360° images of the human body system. Some teachers are using 360 view to explore museums, as well as geographical regions around the world.

 https://www.youtube.com/watch?v=OTsqUNGFYlM&feature=youtu.be

The 360° view videos are created by a camera that has two lenses, (one facing forward and one facing backwards). They are inexpensive; therefore, some students can purchase them and create and share their videos. Samsung has a very inexpensive 360° video camera. https://www.amazon.com/Samsung-Gear-Camera-Version.

           According to Siegle (2019), we see 3D naturally through stereoscopic vision, that occurs when the brain puts two images together to form one image with depth. This occurs because our eyes are 2 to 4 inches apart from one another. The right and left retina receive separate images, causing them to be offset, creating the illusion of 3D. How we can view 3D movies, is by using eyeglasses that knocks out the horizontal glare in one eye and knocks out the vertical glare in the other, allowing only one eye to see each image. This is done by using specialized polarized lenses.

Children can construct their own viewers out of card board, that allows them to see one object per eye, creating the illusion of 3D 

https://youtu.be/eamKy74n-vM.

I created a power point with hyperlinks to demonstrate how teachers can hyperlink lessons to 3D images and 360° views, because I too believe that seeing is believing. Hyperlinking to Create lessons using 3D images and 360 views-v5qoew

 

Virtual, Augmented, and Mixed-Reality (VR, AR, And MR)

 

We already discussed AR in the previous section, a digital layer over something real [like a building, flower, picture etc.] and VR [360° immersive view, with the ability to look up, down, left and right]. But, we have not yet discussed mixed reality or MR. It is the blending of digital and real world, like Pokémon go (Johnson, 2019). These experiences help with recall and prompt more questions.

According to Johnson (2019), six hundred million dollars will be spent by 2025, on these tools by educational technology users. These gadgets are being used in the maker space and learning commons. They are used to support the curriculum, such as a 360° view video from YouTube’s VR channel. You can search a subject and stream for 360° view videos.

As stated by Johnson (2019), you could use it in a geography lesson by logging on to https://www.360cities.net/

or National Geographic 360° videos https://youtu.be/jz2CZZeJsDc

You could teach history by allowing students to log onto Google Arts & Culture 360° videos and see how the Met preserves artifacts https://youtu.be/-0HW-fhRA9w.

You can even take students on college tours, with YouVisit.com https://www.youvisit.com/tour/gsu This way you can take them to Georgia State University, Yale or Princeton University with out ever leaving the class. You could discover science, technology and culture by logging onto Seeker VR or by logging onto NASA.gov. You can even discover man-made or naturally created structures around the globe with AirPano.

There are limitless ways to involve and immerse with these technologies. The 360° cameras will make for fun projects for children, especially on projects such as “What we did on summer, spring or Christmas break?” There are also limitless opportunities with MR such as historical events like: the civil war, 1964 civil rights march, and old south new south antebellum houses, the historical events of that era could be overlaid and blended into the real-world.

Mobile Augmented Reality: the potential for education

Combining technology with pedagogical foundation has changed the face of education. The rising popularity of Augmented Reality on mobile devices globally, such as smartphones and tablets has been widespread. To improve teaching and learning, there has been an increasing interest in the integration of technology. The opportunity to design learning environments that are realistic, authentic, engaging and extremely fun is on the rise. There are many different technologies integrated in the educational arena, such as the use of computer, multimedia, internet, e-learning, social web, simulations and mobile devices and immersive environments such as games, virtual worlds and augmented reality.

Augmented Reality is defined based on a system that fulfills three basic criteria 1. Combination of real and virtual, 2. Interactive in real time, 3. 3D registration of virtual and real objects. The space between real environment and virtual environment is called mixed reality(MR). AR has an ability to encourage kinaesthetic learning. There have been a number of studies that have found that mobile devices play a major role in education and sees the impact and advantages of these devices in regards to the potential for pedagogical view. For example, collaborators developed an augmented reality simulations called Environmental Detectives. This game required students to play the role as an environmental engineers and to give students experiences in conducting the environmental investigation in real world. Student could see their location on a map because they were given a mobile device equipped with GPS. As a result of using the application, Environmental Detectives assisted students to understand the socially situated nature of scientific practice. When developing the AR application, it is advisable to focus also on pedagogical and learning theory, due to its positive impact and encouraging results.

Augmented reality in education: current technologies and the potential for education

Augmented Reality is a new medium, combining aspects from ubiquitous computing, tangible computing, and social computing. Augmented Reality bring virtual information or object to any indirect view of user’s real-world environment to enhance the user’s perception and interaction with the real world. It is an interactive environment where a real life is enhanced by virtual things real time. Augmented Reality and Virtual Reality use same hardware technologies and share lots of factors like computer generated virtual scenes, 3D objects and interactivity. The main devices for augmented reality are displays, computers, input and tracking devices. See through and Monitor-based displays are two major types of displays used in augmented reality. Head-mounted device is a kind of display which worn on the head or as part of a helmet. It has a small display optic in front of one or each eye.

Handheld Displays. Small computing devices with a display that the user can hold in their hands. Smartphones, PDAs and Tablets with cameras, digital compasses, GPS units for their six degree of freedom tracking sensors and fiducial marker systems used as a handheld display in augmented reality. Pinch gloves, wand with buttons and smart phones that signals its position and orientation from camera images are main input devices used in augmented reality. Pinch gloves use a pinching gesture that can be used to grab a virtual object and provides a reliable and low cost method of recognizing natural gestures. There are four main ways of interaction in augmented reality applications: tangible, collaborative, hybrid and emerging multimodal interfaces. Another interesting application of this technology is in augmented reality textbooks. The technology allows any existing book to be developed into an augmented reality edition after publication. Augmented Reality can be applied for learning, entertainment, or edutainment by enhancing a user’s perception of and interaction with the real world.

 

Virtual Reality, Augmented Reality and Mixed Reality-Trends in Pedagogy

The use of technology has a prominent influence in the field of education and pedagogy. In 1986, Ivan Sutherland creates the very first head-mount device that he calls The Sword of Damocles. Augmented reality refers to a combination between the virtual and the real environment, meaning that the virtual set user can interact with real objects around him.
What are the advantages and disadvantages of the implementation in training young people and adults to effectively implement VR/AR/MR technologies in teaching. Teacher training gives us the opportunity to change the level of professional preparation and even culture. A virtual classroom involves instructional and formative activities that can capture exactly the essence of long-term training. By implementing VR, AR, MR into the classroom, both students and teachers are given a new perspective on learning. The collaboration between students and teachers is maximized by the need to find new solutions for new situations. Integrating an innovative classroom system will keep students engaged, by keeping their attention stimulated. Students can widely develop their imagination from the opportunities they offer.
Disadvantages of implementing VR, AR and MR training is certain educational institutions cannot afford even the cheapest VR, AR, MR technologies due to the financial situation of the region. Most teachers are not quite ready to include these technologies in the education system. Many teachers prefer to emphasize theory instead of practice, along with the fear of new. Legislation can be limiting. Students show their preference for technology to the detriment of books, textbooks or other traditional materials. The frequent and long-term use of certain VR, AR, and MR technologies may have medical repercussions such as the occurrence of migraines or vision issues.

A Case Study of the Development of Using Augmented Reality in Teaching Nature and Life Technology to Junior High School Students in Southern Taiwan

Summary of Case

The qualitative case study was conducted in Southern Taiwan, in one of Okinawa’s Junior High Schools. It was conducted around the problem that students couldn’t understand abstract concepts using text books and illustrations. The field they were most interested in was “Nature and Life Technology” sciences: star movement unit, plate tectonics unit, and electromagnetic.

They used 140 ninth graders., using random sampling of four classes, 76 boys and 64 girls. they used the augmented reality teaching system (ARTS). The study had two purposes and four research questions. The two purposes were: to create a curriculum for students in 1-9 grade in the movement of stars, plate tectonics, and electromagnetic inductions. This was done to assist educators teach, as well as students learn.

The four research questions were:

1] How to use augmented technology in school?

2] How to choose and design units?

3] How to use teaching applications with AR and is it important?

4] Will it motivate students and change attitudes?

The researchers used a program called augmented reality teaching systems (ARTS), to explain and deliver the units of study. ARTS is divided into two sections: design and technology. The design presents the interface and the technology uses lighting studios which provides augmented reality enviroment and image recognition functions, by using a graphic card in front of the camera. They designed three AR teaching lessons.

They wanted to build a perfect AR teaching system, by using literary analysis . They did this by using a flexible system development method, stressing a rapid design, then building a prototype and analyzing the pros and cons of the systems construction. They used a nonexperimental design or survey research) design, as well as interviews (McMillian & Schumacher, 2006, p.25). This is done in educational research, to obtain attitudes and beliefs.

The results of the case study were effective and had positive outcomes on both teaching and learning. The students were able to recall, and transfer learned materials easily. Teachers can use 3D models to explain concepts they could not easily understand. They hope that in the future teachers would be able to make new AR educational programs and to study the behavior of learning and mind applications.

 

Initial Problem Statement

The students in Okinawa, Japan had a hard time understanding concepts that were abstract, such as moving stars and oxidation and reduction. They only had textbooks and illustrations to explain these complex concepts. They needed to get the students motivated, so they introduced virtual reality computer media to enhance learning and reduce the fear of new technology. They also did this in hopes to design educative teaching materials for students, in the Nature and Life Science Technologies.

Performance Analysis

The phenomena being studied was the student’s inability to understand abstract concepts. They used a nonexperimental design (questionnaire research design) (McMillian & Schumacher, 2006, p.25). They did this by conducting interviews and surveys, from both students and teachers after exposure to the lessons. The research questions were interactive (McMillian & Schumacher, 2006, p.23).

Cause Analysis

After careful interpretation of findings, the three causes were identified:

• Textbooks had only illustrations (students and teachers)
• lack of motivation (students)
• lack of educational tools (teachers)

Intervention

The researchers used the software “Lightning Studios”, to produce augmented reality, and to design units for teaching “Science and Life Technology”. They concentrated on the areas: star movement unit, plate tectonics unit, and electromagnetic. They did the study on 140 students from four classes and conducted surveys and interviews using interactive questions to obtain data for further analysis. The case used a 5-point Likert scale style surveys and only questioned five students from the four classes chosen at random (Morling, 2015, p.159).

Evaluation

The case study did well, they had positive feedback and motivated students and teachers in the use of AR in the explanation of complex abstract concepts. It helped teachers teach and students learn effectively. Teachers found that the VR tools can be used in lectures and in learning activities.

Critique

The augmented reality teaching system (ARTS), seemed very elementary, more like the stereoscopic 3D photographs of the 1800’s. The participants put the graphic card in front of the camera, the picture emerges on the screen. This technique is very similar to stereoscope cameras used in the 1800’s. I am not impressed with the technology used but am impressed with the results.

I also feel that they should have interviewed more than just five students out of the 140 to get a varying insight on the phenomena being researched. They also did not reveal the interactive questions they used on the five children, to get the positive feedback. They used 140 students from the same junior high school. I feel that construct validity, how well it was manipulated and external validity, how well the effects from the sample of children can be generalized to larger populations was compromised (Morling, 2015, p.69).

.

Reference

A Case Study of the Development of Using Augmented Reality in Teaching Nature and Life Technology to Junior High School Students in Southern Taiwan. (2018). 2018 1st International Cognitive Cities Conference (IC3), Cognitive Cities Conference (IC3), 2018 1st International, IC3, 145. https://doi.org/10.1109/IC3.2018.00-41

McMillian, J. H., & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry, sixth edition (pp. 100-156). Boston, MA: Pearson.

Morling, B. (2015). Research Methods in Psychology: Evaluating a World of Information (2^nd ed.). New York, NY: Norton

Chapter Summary

Interactive, immersive, augmented reality, virtual reality, and mixed reality are not scientific innovations for the future of education, these methods are here today. Educational institutions are discovering and creating using these technologies and tools, in pedagogical content and research. These technologies are being used to inspire creativity and innovation to impact future generations.

 

• Virtual Reality as an Extension of the classroom-This section discusses virtual reality as a visual reproduction of an environment delivered by a computer through visual imagery and sound, which allows for the manipulation of visual-spatial abilities by one’s actions. It is used to create 3-D models of environments. It is used to support pedagogical lesson plans.
• Using Augmented Reality and Virtual Reality in the Classroom- This section discusses augmented reality overlaying real time environments with computer images, sound or video. Teachers are using 360° images and websites to teach geography, biology and other sciences. This section discusses the websites that are created for teachers to use these technologies, in their pedagogical tutorials.
• Virtual, Augmented, and Mixed-Reality (VR, AR, And MR)- This section discusses Mixed reality or MR as the blending of digital and real world, like Pokémon go. It is the space between real environments and virtual environments. To support teachers and their curriculum, approximately six million dollars will be spent by 2025, on educational technologies. The sky is the limit, to what can be done with these interactive immersive technologies.
• Mobile Augmented Reality: the potential for education- This section discusses mobile apps and how they are changing the way we use classroom space, transforming them into immersive environments. . Augmented Reality is defined based on a system that fulfills three basic criteria 1. Combination of real and virtual, 2. Interactive in real time, 3. 3D registration of virtual and real objects. It is an interactive environment where a real life is enhanced by virtual things real time. When doing these activities, the focus should always be on pedagogical and learning theories.
• Augmented reality in education: current technologies and the potential for education- This section discusses several tools that are used in augmented reality and virtual reality to make them immersive. These tools are: head mount devices, pinch gloves and augmented reality textbooks. Head-mounted device is a kind of display which worn on the head or as part of a helmet. It has a small display optic in front of one or each eye.. Pinch gloves use a pinching gesture that can be used to grab a virtual object and provides a reliable and low-cost method of recognizing natural gestures. Augmented reality textbooks allow any existing book to be developed into an augmented reality edition after publication.
• Virtual Reality, Augmented Reality and Mixed Reality-Trends in Pedagogy-This section discusses the advantages and disadvantages of the implementation in training with VR/AR/MR technologies in the classroom. The advantages are that we are training innovative minds of the future. Disadvantages are that some schools can’t afford the technology while some teachers would rather teach theory than real-world application.

 

Key Concepts

Augmented reality is done by overlaying real time environments with computer images, sound or video. Augmented Reality is defined based on a system that fulfills three basic criteria 1. Combination of real and virtual, 2. Interactive in real time, 3. 3D registration of virtual and real objects. It is an interactive environment where a real life is enhanced by virtual things real time. 

Augmented reality textbooks The technology allows any existing book to be developed into an augmented reality edition after publication.

Handheld Displays  is a small computing devices with a display that the user can hold in their hands.

Head-mounted device is a kind of display which worn on the head or as part of a helmet. It has a small display optic in front of one or each eye.

Innovative classroom system will keep students engaged, by keeping their attention stimulated. Students can widely develop their imagination from the opportunities they offer.

Mixed reality or MR is the blending of digital and real world, like Pokémon go. It is the space between real environment and virtual environment.

Pinch gloves use a pinching gesture that can be used to grab a virtual object and provides a reliable and low cost method of recognizing natural gestures.

Stereoscopic vision that occurs when the brain puts two images together to form one image with depth.

Teacher training gives us the opportunity to change the level of professional preparation and even culture.

Virtual classroom involves instructional and formative activities that can capture exactly the essence of long-term training.

Virtual reality is a visual reproduction of an environment delivered by a computer through visual imagery and sound, which allows for the manipulation of visual-spatial abilities by one’s actions.

Review Questions

https://forms.gle/MvcYcSaaN8RqWGdy6

Learning Activities

https://forms.gle/LqVVZV2E8dmHv27T9

List of Resources

https://poly.google.com/creator/tours/

VR Resources

20 Top Virtual Reality Apps that are Changing Education

https://www.hongkiat.com/blog/augmented-reality-apps-for-education/

https://www.edutopia.org/blog/ar-apps-for-student-learning-monica-burns

https://shakeuplearning.com/blog/5-augmented-and-virtual-reality-creation-tools-for-students/

www.quivervision.com/

 

For Further Reading

A Case Study of the Development of Using Augmented Reality in Teaching Nature and Life Technology to Junior High School Students in Southern Taiwan. (2018). 2018 1st International Cognitive Cities Conference (IC3), Cognitive Cities Conference (IC3), 2018 1st International, IC3, 145. https://doi.org/10.1109/IC3.2018.00-41McMillian, J. H., & Schumacher, S. (2006).

Călin, R. A., (2018) Virtual Reality, Augmented Reality and Mixed Reality – Trends in Pedagogy. Social Sciences and Education Research Review, (5) 1, 169-179.

Chongyu Ma1, M. co. (2018). Teaching Application of Computer Virtual Reality Technology in International Education of Chinese Language. Educational Sciences:  Theory & Practice, 18(6), 3837–3843. https://doi-org.ezproxy.gsu.edu/10.12738/estp.2018.6.297

Johnson, J. jjohnson@ridgefieldps. ne. (2019). Jumping into the World of Virtual & Augmented Reality. Knowledge Quest, 47(4), 22–27. Retrieved from http://ezproxy.gsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=134920240&site=eds-live&scope=site

Kesim, M., & Ozarslan, Y., (2012) Augmented Reality in Education: Current Technologies and the Potential for Education. Procedia – Social and Behavioral Sciences:47, 297-302.

McMillian, J. H., & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry, sixth edition. Boston, MA: Pearson.

Merriam-webster.com (n.d.). Virtual reality, In Merriam-webster.com. Retrieved March 26, 2019, from https://www.merriam-webster.com/dictionary/virtual%20reality

Morling, B. (2015). Research Methods in Psychology: Evaluating a World of Information (2^nd ed.). New York, NY: Norton

Nincarean, D., Alia, B.M., Halim, N. D. A., & Rhaman, M.H. A., (2013). Mobile Augmented Reality: The Potential for Education. Procedia – Social and Behavioral Sciences:103, 657-664.

https://www.sciencedirect.com/science/article/pii/S1877042813038305

Siegle, D. del. siegle@uconn. ed. (2019). Seeing Is Believing: Using Virtual and Augmented Reality to Enhance Student Learning. Gifted Child Today, 42(1), 46–52. https://doi-org.ezproxy.gsu.edu/10.1177/1076217518804854

 

 

Authored by: Jesse Regalado & Julie Woods