Task 6 - Immersive Virtual Reality

Immersive virtual reality (VR) in education refers to the use of VR technology for students to explore and experience 3D objects all around. It allows students to be very interactive and creates unique learning experiences (Makransky & Lilleholt, 2018). There are many tools that VR is useful in a classroom, this includes VR360, Google Cardboard and CoSpaces.

Fostering Creativity

VR is a very unique technology tool as it allows students to explore anything around the world without having to actually be there. The video is an example where a girl is sharing her life story but in a 360 viewpoint. This fosters a more engaging classroom and gives students the ability to be creative by giving them the opportunities to make their own 360 video on a relevant topic (Southgate, 2018).

Clouds Over Sidra. (n.d.). Www.youtube.com. https://www.youtube.com/watch?v=mUosdCQsMkM

Immersive virtual reality gives teachers the ability to enforce a more pedagogical classroom where students’s learning is a priority. It enhances a learning experience, allows students to be more active in their learning, it gives students the opportunity to customise their own learning style, and it gives students the ability to be more diverse in their learning by using other technology tools and stepping outside their comfort zone.

This was taken during tutorial lesson

NSW Syllabus Outcome

According to the Australian NSW Syllabus version 8.4, immersive virtual reality supports students in allowing the freedom to explore different learning methods. It gives both teachers and students the opportunity to use VR in all their classrooms such as science, history, geography and arts. An example that teachers can benefit from VR is by teaching a history lesson especially for students in stage 6. Students can explore different artefacts and be able to learn about important history dates by actually being able to see everything.

CoSpaces

CoSpaces is a platform where students are able to create and animate their own VR reality. It gives students the option to choose different elements and environments, where students have to code how they want their VR to look like. It is a great platform for younger students to use to help guide them to design their own VR reality. It also allows the students to be more interactive and hands-on in their learning (Lee & Hwang, 2022).

This was done during tutorial lesson

Limitations

Having VR in a classroom can be expensive and not all students will have their own. With CoSpace, the limitation is that it can be difficult for younger students to use and it can take up time.

References

Clouds Over Sidra. (n.d.). Www.youtube.com. https://www.youtube.com/watch

v=mUosdCQsMkM

‌Lee, H., & Hwang, Y. (2022). Technology-enhanced education through VR-making and

metaverse-linking to foster teacher readiness and sustainable learning.

Sustainability, 14(8), 4786.

Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the

emotional value of immersive virtual reality in education. Educational Technology

Research and Development, 66(5), 1141-1164.

Primary (K–6) syllabuses | Primary | NSW Curriculum | NSW Education Standards Authority

(n.d.). Curriculum.nsw.edu.au. https://curriculum.nsw.edu.au/stages/primary

Southgate, E. (2018). Immersive virtual reality, children and school education: A literature

review for teachers. DICE Report Series Number 6. Newcastle: DICE Research.

Wang, M., Callaghan, V., Bernhardt, J., White, K., & Peña-Rios, A. (2018). Augmented

reality in education and training: pedagogical approaches and illustrative case

studies. Journal of ambient intelligence and humanized computing, 9, 1391-1402.