Virtual reality in the HE classroom: feasibility, and the potential to embed in the curriculum

Detyna, Michael; Kadiri, Margaret Osikhofe

doi:10.1080/03098265.2019.1700486

Cited by 37 publications

(18 citation statements)

References 32 publications

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“…Such technologies represent a unique opportunity for teaching and learning. Within the discipline of Geography, VR has been argued to enhance engagement with field environments and encourage greater student understanding and awareness by adding a new dimension to the pedagogical approach of experiential learning and the student experience (Detyna & Kadiri, 2019;Stojšić et al, 2017). However, there remains limited existing scholarship on the practicalities of using VR and their actual impact on teaching and student learning.…”

Section: Introductionmentioning

confidence: 99%

Using virtual reality (VR) for teaching and learning in geography: fieldwork, analytical skills, and employability

Bos

Miller

Bull

2021

Journal of Geography in Higher Education

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This article outlines how Virtual Reality (VR) technologies, software and content can be used as a resource for teaching and learning in Geography. Drawing on the authors' first-hand experiences of using VR for undergraduate and postgraduate teaching, we explore firstly how VR can enhance the development of fieldwork observational techniques, knowledge and understanding of place, prior to entering the field. Secondly, we show how VR can be used to enable students to develop critical analytical skills in relation to emergent visual technologies and the wider implications VR has for the representation of people, places and landscapes. Finally, the article will attend to the ways VR and Augmented Reality (AR) -due to its growing industrial application -can offer important opportunities for the development of unique practical employability skills which can be applied to the geovisualization of data and environments enhancing graduate career prospects.

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Section: Introductionmentioning

confidence: 99%

Using virtual reality (VR) for teaching and learning in geography: fieldwork, analytical skills, and employability

Bos

Miller

Bull

2021

Journal of Geography in Higher Education

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“…A range of digital tools and technologies exist to increase learner engagement in HE, such as: audience response systems, backchannel communication, screen mirroring, virtual reality (VR ) and augmented reality (AR) [9]- [13]. Alongside these tools, there are also different pedagogical approaches that can be used.…”

Section: Digital Tools and Immersive Technologiesmentioning

confidence: 99%

“…Immersive technologies (such as AR and VR) are emerging as tools that both HE staff and students express a great deal of interest in, and show promising results regarding engagement in different academic disciplines [9], [13]- [17]. Scavarelli et al [18] have conducted a literature review regarding the educational use of VR and AR within social learning spaces (e.g., classrooms and museums) and provided an overview of pedagogical foundations that support VR/AR learning, as well as explored several examples.…”

Section: Digital Tools and Immersive Technologiesmentioning

confidence: 99%

Investigating Mechanisms to Increase Student Engagement in Higher Education Learning Environments: Testing Emerging and Immersive Technologies to Meet Teaching Needs

Detyna¹,

Stojšić²,

Dommett³

2021

Proceedings of the International Scientific Conference - Sinteza 2021

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Based on the current research evidence on the effectiveness of lectures, it is possible to conclude that lectures can be of value, provided they are structured as interactive events and not periods consisting solely of presentations by the lecturer. With such a range of educational technologies available (including augmented and virtual reality), it is important to ensure that the appropriate digital tools are adopted. One of the key factors in this decision must be the views of staff and students. In this paper, a part of workshop-based research (involving teaching demonstration, direct interaction and feedback) about immersive technologies with staff and students (N = 33) from King's College London was presented. The findings have shown that participants had a wide variety of views about the use of augmented and virtual reality, as well as different needs regarding technological solutions in learning environments. Novelty of this research is demonstrated providing an overview of the landscape of pedagogical possibilities of immersive technologies using simplified didactic process maps.

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“…Though it is quite common for videos to be deployed within lectures, there has been little formal evaluation of their impact. Such videos are clearly popular, but the technology has advanced significantly and there is now the possibility of using immersive video, augmented or virtual reality in lectures, (Stojšić et al 2018, Detyna et al 2019.…”

Section: Introductionmentioning

confidence: 99%

An investigation into in-lecture digital tools for engagement: a feasibility study

Detyna

Dommett

2021

Compass

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Evidence suggests that lectures are of most value in Higher Education when they are interactive and support active learning. Using novel approaches within lectures can help go beyond the traditional university experience. Educational technologies offer several options for supporting this including: audience response systems, backchannel communication, mirroring and use of video. However, given the range available and the cost of implementation, it is important to ensure that the right technologies are adopted. The aims of this study were to i) investigate the feasibility of small group sessions to evaluate the use of specific technologies for lectures and ii) to better understand the potential uses of different technologies for lectures. Staff and students participated in a novel approach with hands-on interactive demonstration sessions before taking part in a focus group to give their views on a variety of technologies. The current study found that these small-scale interactive demonstrations were an effective way to evaluate technologies and that most of the technologies presented could be used to either i) enhance current lecture practice or ii) support new practice, provided they do not overwhelm or distract students. However, they must also be simple for staff and students to use.

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Virtual reality in the HE classroom: feasibility, and the potential to embed in the curriculum

Cited by 37 publications

References 32 publications

Using virtual reality (VR) for teaching and learning in geography: fieldwork, analytical skills, and employability

Using virtual reality (VR) for teaching and learning in geography: fieldwork, analytical skills, and employability

Investigating Mechanisms to Increase Student Engagement in Higher Education Learning Environments: Testing Emerging and Immersive Technologies to Meet Teaching Needs

An investigation into in-lecture digital tools for engagement: a feasibility study

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