Virtual Reality Laboratories: A Way Forward for Schools?

Abstract

In recent years, the applications of virtual reality (VR) in learning environments has received considerable attention. This attention occurs as a part of a wider trend seen since the early millennium. This trend is that of increasing attention being placed on modes of instruction that can supply greater realism and immersion in the science classroom. VR is used in this study as a digital learning environment support tool. VR is defined as the use of three-dimensional graphic systems in combination with various interfaces to provide the effect of immersion and interaction in computer generated environments. The purpose of this study was to investigate the barriers to content learning and immersion of a VR laboratory designed to replicated hands-on laboratory for a large university system. The primary means for data collection was the use of a combination multiple choice and open-ended survey response in conjunction with interviews. Twelve faculty and 285 students took part in a pilot program testing a VR based laboratory system as a part of an undergraduate life sciences class. Overall, the results suggest the VR system as it is currently implemented is not yet ready for large-scale implementation due to barriers related to immersion and interface in the classroom. This study also provides design recommendations that may assist in the further development for VR use in the classroom in future iterations.

CBRNe Training in Virtual Environments: SWOT Analysis & Practical Guidelines

“…The emergence of innovative new technologies such as VR and the continuous improvement of these technologies continue to open up new potential in computer-based training applications [10]. VR is an especially useful tool to design and set up regular simulation training that can complement more traditional learning methods, such as classroom-based learning and live training simulations [6,11,12]. Simulation training in VR offers great advantages over real-life simulation.…”

Virtual robotics in education: The experience of eighth grade students in STEM

“…It is important to point out the benefits associated with using virtual robotics in a webmediated learning process that is cited by the participants, including: achieving the desired outcomes related to STEM skills and knowledge; mobility and fixability; more student accessibility; lower costs; reinforcing knowledge through trial and error with no consequences; critical thinking; promoting interpersonal skills; improving team work; and improving problem solving and reasoning skills. These outcomes are also associated with learning with physical robotics, as established by many studies ( Witherspoon et al, 2016;Anwar et al, 2019;González-García et al, 2020;Lamb et al, 2020;Wright et al, 2021;Mistretta, 2022;Tengler and Sabitzer, 2022). The main barriers that were noted were associated with web-mediated cultural norms, lack of interest, and regulations/policies promoting positive practices related to virtual learning with robotics.…”

“…Additionally, cost, flexibility, mobility (Alsoliman, 2018;Hammack and Ivey, 2019;Tengler and Sabitzer, 2022), and, more recently, unpredictable global circumstances such as the COVID-19 pandemic, are factors that should be considered when deciding on which STEM teaching methods, facilitated by robotics, should be implemented. Studies have highlighted that virtual robotics can compensate for the lack of physical presence by offering features like mobility, flexibility, and accessibility to all students (Gucwa and Cheng, 2017;Lamb et al, 2020). Therefore, it's important to explore the validity of virtual robotics as a contemporary and future solution for improved and accessible STEM teaching.…”

Anatomical self-efficacy of undergraduate students improves during a fully online biology course with at-home dissections

“…One of the core competencies for graduating biology majors is the ability to implement the process of science, and departments often delegate the achievement of this core competency to laboratory experiences (24,25). To achieve some of these outcomes in online settings, educators have used computer software simulations, remotely controlled laboratories (e.g., controlling a telescope through a computer), and, more recently, virtual reality simulations (26)(27)(28). Research indicates that students in online laboratories can master subject matter to an equal or greater extent than students in physical laboratories, but few studies have evaluated other learning outcomes, such as understanding the process of science or developing scientific reasoning (22).…”