Risks and uncertainties in virtual worlds: an educators’ perspective

Farahmand, Fariborz; Yadav, Aman; Spafford, Eugene H.

doi:10.1007/s12528-013-9067-5

“…Virtual reality technology opens the way to create an active learning environment where students can not only construct their knowledge through active participation, collaboration, and exploration but also where they can have fun while learning, resulting in a boost of students' engagement and attention during the learning process (Connolly, 2005;Farahmand, Yadav, & Spafford, 2013). Studies have suggested that VR has the potential to be used as a pedagogical tool and as an immersive space for student learning, providing the learners with an authentic context where they can develop their scope of learning, visualize situations and concepts that are not possible to display on other mediums, and obtain more meaningful knowledge (Chen, 2016;Huang, Rauch, & Liaw, 2010;Ibáñez et al, 2011) Furthermore, people learn more and retain more when information is presented multiple times and through multiple channels, providing an opportunity to address the 'preferred' learning style of each student (Mayer, 2003).…”

Section: Introductionmentioning

confidence: 99%

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

Araiza-Alba

¹

,

Keane

²

,

Kaufman

³

2022

Technology, Pedagogy and Education

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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.

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“…reading the terms and conditions. Furthermore, it has been argued that when risks are imposed without consent, they may be considered less acceptable than when undertaken voluntarily (Farahmand, Yadav, and Spafford 2013).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

Non-institutional learning technologies, risks and responsibilities: a critical discourse analysis of university artefacts

Berry

¹

2019

Research in Learning Technology

2

0

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Non-institutional technologies include external or third-party technologies that are not officially sanctioned or supported by higher education institutions (HEIs) but may be used by staff for educational purposes. These include free, open-source and open-access technologies such as social media sites, apps and online services. The literature identifies a number of risks and ethical considerations when using digital technologies, such as security, safety, privacy and legal compliance (Common Sense n.d.). This study analyses institutional artefacts, including policy and guidance documents, to explore how institutions are addressing the risks of educational technologies identified throughout the literature. Critical discourse analysis was conducted on nine artefacts, obtained from seven UK HEIs. The study found that institutional policies and guidance documents do not sufficiently address some of the key risks identified in the literature (e.g. security risks), nor consider the ethical issues emerging from the use of profit-making educational products. Users of these technologies (including teaching staff) are assigned a broad range of complex and potentially time-consuming responsibilities concerning the evaluation, selection and operation of these technologies. For example, to ensure compliance with data protection legislation, however, no artefact stated how this should be achieved. The study therefore identifies significant inadequacies in institutional policies and guidelines, and questions whether appropriate quality assurance processes and safeguards are in place when non-institutional technologies are used for higher education.

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“…Virtual reality technology opens the way to create an active learning environment where students can not only construct their knowledge through active participation, collaboration, and exploration but also where they can have fun while learning, resulting in a boost of students' engagement and attention during the learning process (Connolly, 2005;Farahmand, Yadav, & Spafford, 2013). Studies have suggested that VR has the potential to be used as a pedagogical tool and as an immersive space for student learning, providing the learners with an authentic context where they can develop their scope of learning, visualize situations and concepts that are not possible to display on other mediums, and obtain more meaningful knowledge (Chen, 2016;Huang, Rauch, & Liaw, 2010;Ibáñez et al, 2011) Furthermore, people learn more and retain more when information is presented multiple times and through multiple channels, providing an opportunity to address the 'preferred' learning style of each student (Mayer, 2003).…”

Section: Introductionmentioning

confidence: 99%

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

Araiza-Alba¹,

Keane²,

Kaufman³

2020

Preprint

View full text Add to dashboard Cite

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.

show abstract

Risks and uncertainties in virtual worlds: an educators’ perspective

Cited by 11 publications

References 13 publications

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

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

Non-institutional learning technologies, risks and responsibilities: a critical discourse analysis of university artefacts

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

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