Virtual Reality Learning Environments
Virtual Reality Learning Environments:
Potentials and Challenges
Computer graphics technology enables us to create a remarkable variety of digital images and displays that, given the right conditions, effectively enrich education [Clark 1983]. Real-time computer graphics are an essential component of the multi-sensory environment of Virtual Reality (VR). This article addresses the unique characteristics of emerging VR technology and the potential of virtual worlds as learning environments. I will describe several key attributes of VR environments and discuss them in relationship to educational theory and pedagogical practice. I will then identify three challenges that must be met before VR can be integrated into educational settings: cost, usability, and fear of the technology.
The practical potential of VR is still being explored. Of the number of application areas that suggest themselves, education is clearly worth immediate investigation. VR was devised to enable people to deal with information more easily, and it has been successfully developed to facilitate learning and task performance for over 20 years in the U.S. Air Force [Furness 1978]. Public education and training applications are a natural extension of this work.
The national mandate for educational improvement is based on increasingly grim statistics. Between 25%-30% of our children donít graduate from high school, and of those who do, at least 700,000 are functionally illiterate. Our students rank at the bottom of 19 industrial nations in reading, writing, and arithmetic. ìOne thing is for certain: the information revolution is changing our lives, and we need to prepare ourselves to cope with its promise and potential.î [Gore 1991] How might VR help?
Virtual Reality as a Learning Environment
Using a head-mounted audio-visual display, 6-D position sensors, and tactile interface devices, we can inhabit computer-generated environments. We can see, hear and touch virtual objects. We
Potentials and Challenges
Computer graphics technology enables us to create a remarkable variety of digital images and displays that, given the right conditions, effectively enrich education [Clark 1983]. Real-time computer graphics are an essential component of the multi-sensory environment of Virtual Reality (VR). This article addresses the unique characteristics of emerging VR technology and the potential of virtual worlds as learning environments. I will describe several key attributes of VR environments and discuss them in relationship to educational theory and pedagogical practice. I will then identify three challenges that must be met before VR can be integrated into educational settings: cost, usability, and fear of the technology.
The practical potential of VR is still being explored. Of the number of application areas that suggest themselves, education is clearly worth immediate investigation. VR was devised to enable people to deal with information more easily, and it has been successfully developed to facilitate learning and task performance for over 20 years in the U.S. Air Force [Furness 1978]. Public education and training applications are a natural extension of this work.
The national mandate for educational improvement is based on increasingly grim statistics. Between 25%-30% of our children donít graduate from high school, and of those who do, at least 700,000 are functionally illiterate. Our students rank at the bottom of 19 industrial nations in reading, writing, and arithmetic. ìOne thing is for certain: the information revolution is changing our lives, and we need to prepare ourselves to cope with its promise and potential.î [Gore 1991] How might VR help?
Virtual Reality as a Learning Environment
Using a head-mounted audio-visual display, 6-D position sensors, and tactile interface devices, we can inhabit computer-generated environments. We can see, hear and touch virtual objects. We
References: Furness, T. Retinal Scanners for Head-Mounted Display. Washington Technology Center Presentation, Seattle WA, 1991. Goodman, N Gardner, Booth (Governor, WA). in, A New Learning Enterprise. Business Week, Dec. 10, 1990 Gore, Al (Senator, TN) Kohlberg, L. Early Education: A cognitive-Developmental View. Child Development, 1968 Vol. 39, pp.1013-1062 Laurel, B Perelman, L.J. A New Learning Enterprise. Business Week, Dec. 10, 1990 Rogers, C Silberman, C. Crisis in the Classroom. New York: Random House, 1970 Sturman, D.J., Zeltzer, D., Piper, S Vygotsky, L. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press, 1978 Zeltzer, D