Virtual Reality and Augmented Reality in Educational Settings - A Review

Introduction

As environments like Virtual Reality (VR) and Augmented Reality (AR) become more popular in educational settings it is important to consider how we evaluate their effectiveness for teaching and learning. These specialized software are capable of supporting as well as impeding learning. Therefore, asking the right questions can ensure desired outcomes and foster authentic learning experiences. Let's start by briefly defining Virtual Reality (VR) and Augmented Reality (AR). Next we'll explore how to determine the suitability of these types of software. And finally we will review two examples of VR and AR you can use to create interactive lessons.

What is Virtual Reality or VR? What is Augmented Reality or AR?

Virtual Reality (VR) and Augmented Reality (AR) involve digital representations of the world.

VR: “Virtual reality technology is the use of 3d graphics generation technology, multiple sensing interactive technology and high resolution display technique…” (Chang, Zhang, & Jin, 2016, p. 77).

Virtual Reality or VR is an "imagined world in which humans interact using representations of themselves called avatars. Within this computer simulated environment users can interact with virtual objects and with others in a game-like environment. An example of Virtual Reality (VR) is Second Life. Users login to a website and are able to view other users that are logged in. Each user has a figure that represents them (avatar). Users can move the avatars around, interact with each other and with the artificially created environment-like a town.

AR: “One of the newest developing technologies is augmented reality (AR), which can be applied to many different existing technologies, such as: computers, tablets, and smartphones” (Antonioli, Blake & Sparks, 2014, p. 96).

Augmented Reality or AR combines elements of the real world with information like images, illustration, video or text. While users interact with their physical world they are able to get and share information from objects and places around them using specialized software. Google glasses are an example of Augmented Reality (AR). Users wear glasses that they can see through but the glasses also have the ability to display information on the lens like it would on a screen.

How do I Do an Analysis of VR and AR Software for Teaching?

You start by evaluating VR and AR the way you would any other type of material you use for teaching and learning. Play with it! See what ideas you come up with for a lesson. Then write the software features you think are advantageous and those you think are not. Ask yourself if you can use the software to create a lesson for situated or project-based learning. Alternatively, you take a quest-based or scenario focused approach. Treat the software like any other tool you would use for interactive teaching in your "classroom". Ask yourself if the lesson plan is a good fit for the software capabilities. Consider the following:

• Will students be able to collaborate?
• Can learners work at their own pace?
• Are there sufficient and effective mechanisms for learner support?
• Is the user interface intuitive, in other words does the application appear easy to use?

The most important questions to ask however, have very little to do with the software.

• What is your learning objective?
• Is there appropriate rigor in your lesson?
• Is there enough time to complete the assigned tasks?
• Will possible distractions affect learning outcomes?
• Can you achieve your learning outcomes with the activity you have designed?

Is Your Assessment Authentic?

Remember that because students are motivated, have fun, or enjoy the learning experience does not mean the desired learning effect will take place. It is important therefore to be deliberate in designing your instruction to meet your desired objective(s). Start the process by considering an authentic assessment. Consider assessments that solve a problem, come up with a solution or create an artifact.

My Review of a VR and an AR I Have Used.

The following is a review of two software applications that can be used to engage students and foster deep learning. "Answerables" is a Virtual Reality (VR) software designed specifically for educational purposes. "WallaMe" is an Augmented Reality (AR) social entertainment software.

VR- Answerables

Synopsis: There are several notable Virtual Reality (VR) games and game engines designed specifically for education. Among them is a software known as Answerables (https://answerables.com). The multiplayer game-based learning system provides opportunities for students to interact with each other, instructors, subject matter experts, and with 3 dimensional learning objects. Students are rewarded with badges as they successfully navigate the learning environment. Strong game mechanics are present throughout the environment. Multimedia placement and functions were obviously given serious consideration, are situated well, and function consistently.

Learners are able to access these tools easily and use them to support inquiries, view presentations, view external websites, conduct research, and receive instructions. The software’s intuitive navigation facilitates ease of use. While there are multiple opportunities for learner interactions, the ability to better display participants’ work is needed. Developing affordances for a project-based design approach may have been helpful as well. Learner and technical support are exceptional. Customization for virtual classrooms and learning objects are encouraged by the developers.

I think this is one of the keys to the success of the software wherein personalization and individualization of the learning process become realistic and attainable. One major drawback with this software is the color selection for the interface. The purple adornment of the environment detracts from an otherwise very professionally designed virtual learning environment. The color of the user interface does not create enough contrast especially for learners with low vision. The user interface color is also likely to solicit reactions for learners with strong color aversions.

Lesson Evaluation: The opportunities for collaboration are not obvious. Learner autonomy is evident, rigor can related to characteristics of each environment and the nature of the objective. There are help aides but they are limited and require some knowledge of game-based environments. The interface is consistent with immersive games and requires some experience to navigate. Time can be a factor if your objectives aren't specific as there are a lot of potential distractions.

AR-The WallaMe App

Synopsis: Software, like the WallaMe are AR apps not designed specifically for education. Yet this app, like many other apps can be used to meet learning objectives. The WallaMe software works on a very simple premise. Users create messages and fellow users are then able to view these messages through the app by using the camera on their mobile devices. The app allows users to create messages usually on a wall, in locations around the world. Users note the location by adding photos of the spot they wish to tag then create hidden messages that are visible only to other WallaMe app members. Upon entering the vicinity of the tagged area WallaMe app members or private groups within the WallaMe app are able to access the message as an overlay on their mobile devices.

There are several ways in which the app is being used in educational settings. Teachers use the service in history and civics lessons to tag locations students will try to locate based on clues provided about the site. Upon finding the site learners gather important information and or receive more clues to find other locations. One of the more interesting ways the app is being used is in social studies, mathematics and geography. Primary and secondary school students are being taught basic coordinates, longitude, latitude, and cardinal points by identifying locations based on information the teacher provides. When students navigate to the tagged area, which is usually in their neighborhood or on the school grounds, they are rewarded with the information that they are in the correct location. This type of exercise is important not only from an academic or technology enhanced point of view. It is also important because using apps in this way can help to develop intrinsic motivation within learners.

The interface is simple and fairly intuitive. The writing feature is a bit “clunky” and currently offers a limited variety of mostly decorative fonts. This reduces the ability to quickly and easily leave detailed information for users. Long messages are generally not desirable however. The goal should be to leave short, direct messages consistent with many mobile learning exercises and the app provides that ability. An important note is that in some instances font that is difficult to read can promote greater comprehension.

Lesson Evaluation: The opportunities for collaboration are evident. Learners can and perhaps should work in pairs or groups to enhance safety and promote social learning. Learner autonomy is must be built into the exercise if a group approach is used. Academic rigor will associated with your objective, subject, theme, volume of information, level of difficulty and prior knowledge of the learners. Barriers to using the software are limited. Again, well planned lessons will account for time spent moving from one area to another. Distractions are related to the movement of the learners so making it a timed event is crucial. Safety must be considered since learners are not in a confined area and monitoring large groups can be challenging.

Concluding Thoughts

Using both of these applications ought to be engaging and fun! Both applications can and should be used for educational purposes. Remember to experiment with the software and try the activities you plan before sharing anything with your learners. Provide clear instructions with a focus on your learning objective(s). And consider the assessment before fully developing your lesson. Have fun learning!

References

Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. Journal Of Technology Studies, 40(2), 96-107.

Chang, X. Q., Zhang, D. H., & Jin, X. X. (2016). Application of virtual reality technology in distance learning. International Journal of Emerging Technologies in Learning, 11(11).

DISCLAIMER: Please note relevant and appropriate privacy, ethical, legal, and moral considerations should be applied when assigning students software related tasks or otherwise using software applications for educational purposes. Rohan Webb and Interactive Teaching & Learning (ITAL) are not liable for actions taken based on the statements provided herein.

DISCLOSURE: I was a consultant for the Answerables platform. I provided feedback, made recommendations, shared research and ideas with the management of the organization over a period of several months during the early stages of their development.