Are we ready for virtual reality in K–12 classrooms?

Abstract

Virtual reality technology has existed since the late 1950s; however, its use in the educational sector has been limited because of the cost of the equipment, inaccessibility of the technology, issues of usability, and lack of appropriate educational content and educator training. New technological advances have resolved some of these limitations. Additionally, affordable virtual reality equipment that has been predominately used with adults shows compelling results, highlighting the potential of this technology when used with children for educational purposes. This paper presents an overview of immersive virtual reality's potential as a learning tool with children, highlighting its current uses, research with children for educational purposes, and the existing barriers for the applicability and implementation of immersive virtual reality in school settings.

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

“…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.…”

“…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).…”

Comparison of the anxiety levels of teacher candidates during actual and 360° video virtual reality presentations

“…VR in its simplest form can be defined as a computer-generated three-dimensional (3D) environment that allows the user to perceive content more realistically (Araiza-Alba et al, 2022). Furthermore, according to Carrozzino and Bergamasco (2010), VR is defined as three-dimensional practices where individuals can have real-life experiences in a virtual environment through interaction through a variety of tools, such as computers, mobile devices, databases and the internet.…”

“…'Presence', on the other hand, is concerned with the experience of 'being there' and can be defined as a user response that depends on the individual and the context (Slater & Wilbur, 1997). VR environments can be divided into different computer-based system and Immersive Virtual Reality (IVR) groups according to the presence, feeling of immersion and interaction possibilities they provide (Araiza-Alba et al, 2022). Among these classifications, a sub-dimension of IVR: 360° video VR (or 360° video-based VR), has attracted attention, especially in recent educational literature, as a new technology that combines the strengths of 360° videos and VR (Mathende, 2021).…”

How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach

“…Compared with immersive VR, the group collaboration, low costs, and convenience offered by IVR are more conducive to the mass adoption of this technology in education, such as in the case of units equipped with portable VR glasses (Vergara et al, 2017b). Moreover, evidence suggesting that IVR applications are beneficial for educational development is increasing (Mikropoulos and Natsis, 2011;Merchant et al, 2014;Araiza-Alba et al, 2022). Therefore, we have reason to believe that IVR experiential learning will become more common in educational settings.…”