– By DESTINY DAVID –
Virtual Reality (VR) is a digital technology using visual, auditory and other sensory stimuli provided through a head-mounted display, to create the illusion that a learner is present in a different environment and context.
VR in education offers an immersive learning experience that allows students to interact with their environment in a way that was previously impossible. The technology can be used to create simulations of real-world scenarios, allowing students to practice skills in a safe and controlled environment. For example, VR can be used to simulate a science experiment or a historical event, allowing students to experience it firsthand. This immersive learning experience can lead to increased engagement and retention of information, as students are more likely to remember what they have experienced rather than what they have simply read or heard about.
These virtual environments are created in two ways primarily, either the virtual reality environment is artificially created inside software for example; a game engine such as Unity and Unreal) allowing users to move around and interact in a computer generated scenario creating an immersive experience. Alternatively, a more cost-effective alternative is to use 360° video where a camera shoots video of the real-world in two directions, stitching the two video feeds together to create a sphere allowing the learner to stand in the position of the camera in the scene and look around from a fixed point. When using 360° video, a new environment can be captured or a scenario can be acted out to convey a learning experience to a viewer.
The use of virtual reality in education has enabled the possibility of representing abstract concepts and virtually manipulating them, providing a suitable platform for understanding mathematical concepts and their relation with the physical world. In this contribution, we present a study that aims to evaluate the students’ experience using a virtual reality (VR) tool and their learning of three-dimensional vectors in an introductory physics university course. We followed an experimental research design, with a control and an experimental group, for measuring students’ performance in a pre-post 3D vectors questionnaire. We surveyed the experimental group about their perception of VR use regarding their learning objectives, their experience using VR as a learning tool during the sessions, and the value of using VR in class. We found that on the items in which visualization was important, students in the experimental group outperformed the students in the control group. Students evaluated the VR tool as having a positive impact on their course contents learning and as a valuable tool to enhance their learning experience. We identified four hierarchical categories in which students perceived the use of virtual reality helped them learn the course contents: Visualisation, 3 D Visualisation, Identification, and Understanding. Overall, this study’s findings contribute to the knowledge of using virtual reality for education at the university level. We encourage university instructors to think about incorporating VR in their classes.
In the dynamic world of education, embracing innovative tools to enhance the learning experience for students is essential, especially when considering the diverse needs of special education.
The introduction of immersive environments through virtual reality (VR) technology in the education sector has sparked a trans formative shift, proving particularly advantageous for primary school students who require tailored support.
The magic of VR lies in its ability to bring complex subjects and concepts to life, fostering more profound emotional reactions and generating a richer understanding. By providing a captivating and interactive experience for students, VR allows learners to explore intricate topics, from history to science, within a safe and controlled space.
These virtual field trips, designed to cover a range of subjects, empower special education students to engage in active learning, thus bridging the gap between abstract ideas and tangible experiences.
For instance, imagine a student with mobility limitations embarking on a virtual expedition to the Jos National Museum where he or she can learn about historic arts and culture, or a child with autism navigating a bustling historical marketplace – all from the comfort of their classroom.
By immersing students in such vivid scenarios, VR enables them to grasp complex concepts and form meaningful connections, regardless of their individual challenges.
As the education sector continues to evolve, it is crucial that educators recognise the immense potential of virtual reality to revolutionised special education, enriching the learning journey for students with diverse needs and fostering an inclusive, engaging environment for all.
Schools are also leveraging virtual reality technology to help facilitate distance learning. In situations where physical barriers or limitations (such as the COVID-19 pandemic) may prevent teachers and students from being in the same classroom together, VR can provide a viable alternative. Rather than relying on two-dimensional video conferencing, VR can create an immersive learning environment that allows teachers and students to be present within the same “room” virtually.
VR allows educators to create risk-free virtualisation learning environments for students to learn, practice, and most importantly, make mistakes. Unlike in the real world, students are free to conduct experiments or practice dangerous skills in VR without having to worry about accidentally creating explosions, noxious fumes, or bodily harm. VR allows educators to take theoretical concepts from the pages of textbooks and render them into immersive and interactive experiences within a virtualisation learning environment. This allows students to wrap their heads more easily around a topic, making them more engaged, motivated, and ultimately translating to student success.
Since virtual reality is not constrained by physical limitations, all students, regardless of their abilities, backgrounds, or geographical location can benefit from VR-driven learning experiences.
Since students learn through hands-on activities, they are more likely to retain information. In VR-based learning, students are immersed in three-dimensional virtual environments where they are able to perform and act in targeted, realistic situations. The use of immersive VR-based lessons has been shown to promote improvements in comprehension, cognition, and overall fact retention across a range of subjects and activities, no matter the complexity government and NGO’s or people doing charity can help in providing the facilities being used in virtual learning to schools in rural areas or public schools because there are a lot of schools who cant provide for their students those facilities due to high cost of purchase and maintenance. With help of financial aid these facilities can be provided to the schools to help make the educational future of students brighter and better, with the way the world is developing technology has solved many problems and made a lot of things easier and faster.
