Are we ready for Virtual Reality in K-12 classrooms?

The Real

In recent years, immersive virtual reality technology (IVR) has seen a substantial improvement in its quality, affordability, and ability to simulate the real world. Virtual reality in psychology can be used for three basic purposes: immersion, simulation, and a combination of both. While the psychological implementations of IVR have been predominately used with adults, this review seeks to update our knowledge about the uses and effectiveness of IVR with children. Specifically, its use as a tool for pain distraction, neuropsychological assessment, and skills training. Results showed that IVR is a useful tool when it is used either for immersive or simulative purposes (e.g., pain distraction, neuropsychological assessment), but when its use requires both simulation (of the real world) and immersion (e.g., a vivid environment), it is trickier to implement effectively.

Immersive Virtual Reality Technology: Frank Biocca and Ben Delaney

Communication in the Age of Virtual Reality ◽

10.4324/9781410603128-9 ◽

2013 ◽

pp. 63-130

Keyword(s):

Virtual Reality ◽

Virtual Reality Technology

How Teachers Use Instructional Design in Real Classrooms

Encyclopedia of Information Science and Technology, First Edition ◽

10.4018/978-1-59140-553-5.ch237 ◽

2005 ◽

pp. 1344-1348

Author(s):

Patricia L. Rogers

Keyword(s):

Virtual Reality ◽

Instructional Design ◽

Teaching And Learning ◽

Instructional Media ◽

Post Secondary ◽

Back Seat ◽

Learning Practices ◽

Computer Based ◽

K 12

From filmstrips and mimeographs, to computer-based simulations and virtual reality, technology seems to dominate teachers’ lives as they master the new instructional media for use in their classrooms. Good teaching and learning practices tend to take a back seat while the focus on mastery of the technology reduces teaching into basic presentations and lectures, a format most easily controlled by the instructor. While most pre-K-12 and post-secondary instructors do develop effective courses in which students learn, many would be hard pressed to describe how they arrive at certain goals and teaching strategies.

Hypnosis Associated with 3D Immersive Virtual Reality Technology in the Management of Pain: A Review of the Literature

Journal of Pain Research ◽

10.2147/jpr.s231737 ◽

2020 ◽

Vol Volume 13 ◽

pp. 1129-1138

Author(s):

Floriane Rousseaux ◽

Aminata Bicego ◽

Didier Ledoux ◽

Paul Massion ◽

Anne-Sophie Nyssen ◽

...

Keyword(s):

Virtual Reality ◽

Review Of The Literature ◽

Virtual Reality Technology

The Design of Injection Mold Assembly System Based on the Virtual Reality Technology

Key Engineering Materials ◽

10.4028/www.scientific.net/kem.522.757 ◽

2012 ◽

Vol 522 ◽

pp. 757-760

Author(s):

Jian Zhang ◽

Wen Lei Sun ◽

Xiang Long Wang ◽

Chun Xiang Wang ◽

Shu Jun Guo

Keyword(s):

Virtual Reality ◽

Information Exchange ◽

External Control ◽

Assembly System ◽

Injection Mold ◽

Display Devices ◽

New Information ◽

Assembly Technology ◽

The Cost

Traditional injection mould development needs longer cycle and higher cost, while the use of virtual assembly technology can greatly reduce the cost of the design process. Besides, the cost of newly designed products injection mold shaping and its die trial was very expensive; yet virtual mold assembly system can reduce the cost in the process of actual assembly. The simulation system of injection mold assembly and modeling can be designed by applying the virtual reality technology and its virtual roaming displaying can be achieved with external control and display devices on the virtual interaction platform of the Nvision. Finally utilizing man-machine interface technology can make users immersed in a virtual environment, realize man-machine interaction and provide a brand-new information exchange interface superior to the traditional manifestation way.

Immersive Virtual Reality Implementations in Developmental Psychology

International Journal of Virtual Reality ◽

10.20870/ijvr.2020.20.2.3094 ◽

2020 ◽

Vol 20 (2) ◽

Author(s):

Paola Araiza ◽

Therese Keane ◽

Jennifer L. Beaudry ◽

Jordy Kaufman

Keyword(s):

Virtual Reality ◽

Neuropsychological Assessment ◽

Real World ◽

Developmental Psychology ◽

Skills Training ◽

Substantial Improvement ◽

The Real

In recent years, immersive virtual reality technology (IVR) has seen a substantial improvement in its quality, affordability, and ability to simulate the real world. Virtual reality in psychology can be used for three basic purposes: immersion, simulation, and a combination of both. While the psychological implementations of IVR have been predominately used with adults, this review seeks to update our knowledge about the uses and effectiveness of IVR with children. Specifically, its use as a tool for pain distraction, neuropsychological assessment, and skills training. Results showed that IVR is a useful tool when it is used either for immersive or simulative purposes (e.g., pain distraction, neuropsychological assessment), but when its use requires both simulation (of the real world) and immersion (e.g., a vivid environment), it is trickier to implement effectively.

Learning Affordances: Theoretical Considerations for Design of Immersive Virtual Reality in Training and Education

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181321651293 ◽

2021 ◽

Vol 65 (1) ◽

pp. 883-887

Author(s):

Gregory McGowin ◽

Stephen M. Fiore ◽

Kevin Oden

Keyword(s):

Virtual Reality ◽

Learning Theory ◽

Theoretical Evaluation ◽

Cognitive Sciences ◽

Training And Education ◽

Technological Advances ◽

Theoretical Considerations ◽

And Training ◽

The Way

Technological advances have led to a rapid increase in the implementation of virtual reality (VR) across multiple sectors of society. Further, we are seeing more researchers explore how the technology can be used to promote learning and training in a variety of domains. But there is a problematic gap between development of VR for training and education and learning theory to ensure its efficacy. We address this need by providing a theoretical lens through which to evaluate existing research in VR. We consider technology developments that have made VR more sophisticated and draw from research in the learning and cognitive sciences to evaluate their utility as learning affordances. With this, we examine existing research as a way to illustrate the practical value of theoretical evaluation. We conclude with a discussion how this theoretical framing can point the way for both better designed studies to accelerate learning and training as well as for more innovative adaptations for accelerating learning in immersive virtual reality.