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

Araiza-Alba, Paola; Keane, Therese; Kaufman, Jordy

doi:10.35542/osf.io/ux8hs

Cited by 5 publications

(5 citation statements)

References 52 publications

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“…While there is growing evidence that interactive VR applications can have educational benefits (Araiza-Alba et al, 2020;Merchant et al, 2014;Mikropoulos & Natsis, 2011) [Author (2020).To be added following double blind review], studies using 360° VR videos with children for educational or training purposes are less common. However, two recent studies using 360° panoramas (virtual field trips) using VR HMD suggest that motivation, presence and engagement can be enhanced by the use of this technology (Cheng & Tsai, 2019;Han, 2019).…”

Section: The Use Of 360° Vr Videos In Educationmentioning

confidence: 99%

The potential of 360-degree virtual reality videos to teach water-safety skills to children

Araiza-Alba

Keane

Matthews³

et al. 2021

Computers & Education

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This study investigated the potential of Virtual Reality (VR), using 360-degree (360°) videos, as a tool to teach children about water-safety skills. Children (n = 182) aged 10 to 12 years were randomly assigned to learn about water safety using one of three instructional mediums: 2 360° VR videos, traditional video, or poster. The training was designed to address specific themes that contributed to drowning in coastal environments, allowing children to learn about dangers of rip currents in a relatively safe environment. Overall, 95% showed improved knowledge of water safety after participating in the water-safety workshop and retained their knowledge during the subsequent tests both one and eight weeks later. No difference was found in the learning outcomes obtained across the three mediums; however, participants in the 360° VR medium reported higher levels of interest and enjoyment than participants using the other two mediums (91% of students in the 360° VR video group found the activity engaging versus 61% for traditional video and 51% for the poster). Teacher feedback also indicated that 360° VR videos are a useful, engaging, and effective method of learning.Overall, we found support for the hypothesis that 360° VR videos are a useful tool to teach targeted skills, and that using 360° VR videos is more motivating and engaging than using traditional learning methods. We also found evidence to support the hypothesis that 360° VR videos are an effective tool for self-directed learning.

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Section: The Use Of 360° Vr Videos In Educationmentioning

confidence: 99%

The potential of 360-degree virtual reality videos to teach water-safety skills to children

Araiza-Alba

Keane

Matthews³

et al. 2021

Computers & Education

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“…In their own meta-analysis, Coban et al (2022) , considered fourteen previous meta-analyses and 105 independent ESs (Effect Sizes) from 48 primary studies: They found an overall ES of g = 0.38, which corresponds to a small to medium positive effect. Araiza-Alba et al (2020a , b) arrived at a similar conclusion concerning the use of desktop VR and IVR with children.…”

Section: Introduction and Goalmentioning

confidence: 56%

Immersive virtual reality for learning about ecosystems: effect of two signaling levels and feedback on action decisions

Porte,

Boucheix,

Rapet

et al. 2024

Front. Psychol.

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IntroductionThe goal of the present study was to test the effect of signaling associated with feed-back in learning forest ecosystems in the context of realistic living forest simulator, in IVR conditions for students in agriculture. Two signaling modalities, corresponding to two signaling levels, were investigated: visual flashing of forest elements (tree species, plants, flowers, fungi, wet-areas etc.) and marker-stones, both with text in pop-up windows, in a 2x2 experimental plan.MethodsNinety-three pupils of an agricultural technological high school had to explore (including physically), interrogate (search for) and select (using the joysticks) relevant elements of the forest in three living forest areas (visually delimited inside of a broader forest area) in order to choose (and justify) the best area, among the three, in which an equipped public-tourist reception site (picnic, resting, reception site) could be built. The chosen site must have the least possible negative impact on the ecosystem of the forest and its development over time. After their decision (and justification) they were provided a feed-back with a series of VR desktop multimedia slides showing the effect of this choice on the ecosystem of the chosen area. After the feed-back they had to decide and justify again whether they would change or maintain their first decision. Finally, subjective scales were also used in order to investigate presence, cognitive complexity, sickness and overall enjoyment.Results and discussionResults showed significant positive effects of both signaling levels, and of the feed-back on the correct decision answers. Further, the combination, and interaction, between signaling and feedback seemed to enhance, the activation and retrieval from memory, of the task-relevant concepts. In addition, the results indicated a significant positive effect (medium size) of presence on decision performances, a finding which is consistent with the immersion principle.

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“…Finally, no statistically significant difference between non-immersive VR and immersive VR shares a critical insight into VR resource selection for teachers and school administrators. While immersive technology provides users with the most realistic experience, the costs associated with HMDs and possible health concerns can be barriers to integrating VR with children (Araiza-Alba, Keane, & Kaufman, 2022; Park et al, 2019). The study found not much difference in terms of knowledge development, classroom engagement, and historical empathy development between immersive VR and non-immersive VR.…”

Section: Discussionmentioning

confidence: 99%

“…Park and her colleagues (2019) also reported other health concerns with the use of VR including dry eyes, headaches, and sweating. VR device manufacturers restrict using the device with children under the age of 13 years although they have not provided a rationale for such age restrictions (Araiza-Alba, Keane, & Kaufman, 2022). Interestingly, Tychsen and Foeller (2020) assessed visuomotor effects of VR headset use among 50 children aged 3–10 years old and concluded, “Young children tolerate fully immersive 3D virtual reality game play without noteworthy effects on visuomotor functions….…”

Section: Literature Reviewmentioning

confidence: 99%

“…The three-dimensional and immersive environments created by advanced VR technology can provide unique and engaging learning experiences that traditional learning resources (e.g., videos, books) cannot provide (Araiza-Alba et al, 2022). In particular, the use of VR in a social studies lesson has the possibility to create authentic learning environments where students interact with historical figures or explore historical events, potentially helping students better learn the historical concept of the time period that they are being studied (Kusuma, Adipranata, & Erandaru; 2017; Zhang, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Virtual Reality Integration in Social Studies Classroom: Impact on Student Knowledge, Classroom Engagement, and Historical Empathy Development

Riner¹,

Hur

Kohlmeier

2022

Journal of Educational Technology Systems

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While virtual reality (VR) technology can provide students with first-hand and situational learning experiences, limited studies have integrated VR in a K-12 classroom, resulting in the lack of understanding of the benefits and challenges of VR use in classroom settings. To examine the impact of VR on student learning, this study employed a mixed-methods quasi-experimental research approach and integrated a fully immersive VR (i.e., Oculus Quest) and non-immersive VR (i.e., 3D website) into 9th-grade social studies classrooms. The findings demonstrated that while the quantitative data did not demonstrate statistically significant improvement in knowledge development and classroom engagement after students use VR, qualitative data showed positive learning benefits and classroom engagement. Furthermore, statistically significant growth was observed in the development of historical empathy with VR use. The findings share critical insight into the impact of VR on student learning and the challenges of VR integration in a K-12 classroom.

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

Cited by 5 publications

References 52 publications

The potential of 360-degree virtual reality videos to teach water-safety skills to children

The potential of 360-degree virtual reality videos to teach water-safety skills to children

Immersive virtual reality for learning about ecosystems: effect of two signaling levels and feedback on action decisions

Virtual Reality Integration in Social Studies Classroom: Impact on Student Knowledge, Classroom Engagement, and Historical Empathy Development

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