Recent Learning Innovation – Immersive Virtual Reality (IVR)

Recent Learning Innovation – Immersive Virtual Reality (IVR)

Immersive virtual reality (IVR) is a recent learning innovation in education that has the potential to revolutionize how students learn. In this blog post, I will discuss immersive virtual reality (IVR) as a learning innovation in the context of higher education, including its impact on learning, reliance on technology, usability, risk assessment, and value proposition.

What is Immersive Virtual Reality (IVR)?

Immersive virtual reality (IVR) is the most immersive type of virtual reality technology, which creates a fully immersive learning environment using virtual reality (VR) head mounted displays (HMD) and cave automatic virtual environment (CAVE), where pictures are projected on the walls, ceiling, and/or floor of a room and the three-dimensional effect is created by special glasses or auto-stereoscopic screens (Di Natale et al., 2020; Bower et al., 2020). According to  Hodgson et al. (2019), “immersive virtual reality (IVR) enables users to have an experience that perceptually surrounds them and gives them a sense of presence, or actually being within it.” They can then explore and interact with the 3D environments that are created, allowing them to engage in meaningful learning experiences.

Impact of IVR on Learning:

Immersive virtual reality (IVR) has been demonstrated to positively impact learning by increasing students’ motivation and engagement (Di Natale et al., 2020). It gives students the chance to learn in a way that is more interactive and interesting than traditional methods like lectures and reading. Wu et al. (2020) meta-analysis of 35 studies on the effectiveness of immersive virtual reality (IVR) on learning performance revealed that IVR improved knowledge and skill development and maintained the learning effect over time. Furthermore, immersive virtual reality (IVR) provides an opportunity for students to be immersed in a realistic environment, allowing them to practice skills and acquire knowledge in a safe, controlled environment. IVR can be used to simulate difficult or dangerous situations, giving students the opportunity to explore these scenarios in a safe environment (Hamilton et al., 2020). This is particularly useful in fields such as medicine, engineering, and law enforcement, where students can practice and develop their skills without the risk of real-world consequences.

The Reliance of IVR on Technology:

Immersive virtual reality (IVR) relies heavily on technology. It utilizes both hardware and software to create a fully immersive experience. The software component includes the platform that powers the VR experience as well as any content or applications that run on the platform. The hardware component consists of VR headsets or glasses that allow the user to see and interact with the virtual environment, as well as input devices such as controllers or gloves that allow the user to manipulate objects and navigate the virtual space (Hamilton et al., 2020). With the advent of smartphone headsets like Google Cardboard, teachers can easily include IVR learning experiences into their lessons by downloading free or low cost instructional apps (Bower et al., 2020). With lower costs and greater accessibility, IVR has the potential to revolutionize education.

Usability of IVR:

A number of factors can impact the usability of IVR in higher education, including the availability and cost of hardware and software, the technical skills and training of users, and the quality and relevance of the content. While the cost of implementing and maintaining IVR technology may still be prohibitive for some schools and educators, the price of VR hardware and software has decreased significantly over the past few years, making it more accessible to students and educators (Bower et al., 2020; Bower & Jong, 2020; Hamilton et al., 2020). In order for educators to fully grasp the potential of IVR for pedagogically meaningful purposes, they need access to IVR equipment, training, technical guidance, and support, just as they would with any other new technology (Bower et al., 2020). With the right support and guidance, educators can leverage IVR technology to increase student engagement, motivation, and learning outcomes.

Risk Assessment and the Value Proposition of IVR:

Some of the risks associated with implementing immersive virtual reality (IVR) include changes in technology after the initial investment costs. As these systems are constantly evolving due to technological advancement (de Back et al., 2020), this could result in getting stuck with IVR equipment that is outdated or not compatible with new software. Furthermore, IVR technology can also be a source of disruption if educators are not properly prepared to use it. Therefore, training and support for both teachers and students are critical for the successful implementation of IVR.

Moreover, when using immersive virtual reality (IVR), some users experience cybersickness and other negative effects such as discomfort, headache, dizziness, nausea, and disorientation, as well as blurred vision, difficulty focusing, and double vision (Di Natale et al., 2020). To reduce the risk of these side effects, it is essential to ensure that the IVR environment is well designed, users have received adequate training on how to use it, and safety mechanisms have been incorporated.

In spite of these caveats, IVR as a learning innovation offers considerable promise. If used effectively, immersive virtual reality (IVR) has the potential to improve students’ academic outcomes and pique their interest in learning (Di Natale et al., 2020). It provides a risk-free setting for students to practice difficult skills. (Hamilton et al., 2020). Despite the risks and difficulties associated with its implementation, the potential benefits for students are substantial. By providing a fully immersive and interactive learning environment, IVR has the potential to transform the way in which students learn and engage with course material, ultimately leading to a greater depth of comprehension and retention of information.

References:

Bower, M., DeWitt, D., & Lai, J. W. M. (2020). Reasons associated with preservice teachers’ intention to use immersive virtual reality in education. British Journal of Educational Technology, 51(6), 2215-2233. https://doi.org/https://doi.org/10.1111/bjet.13009

Bower, M., & Jong, M. S. Y. (2020). Immersive virtual reality in education. British Journal of Educational Technology, 51(6).

de Back, T. T., Tinga, A. M., Nguyen, P., & Louwerse, M. M. (2020). Benefits of immersive collaborative learning in CAVE-based virtual reality. International Journal of Educational Technology in Higher Education, 17(1).

Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive Virtual Reality in K-12 and Higher Education: A 10-Year Systematic Review of Empirical Research. British Journal of Educational Technology, 51(6), 2006-2033.

Hamilton, D., Mckechnie, J., Edgerton, E. A., & Wilson, C. (2020). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8, 1-32.

Hodgson, P., Lee, V. W. Y., Chan, J. C. S., Fong, A., Tang, C. S. Y., Chan, L., & Wong, C. (2019). Immersive Virtual Reality (IVR) in Higher Education: Development and Implementation. In M. C. tom Dieck & T. Jung (Eds.), Augmented Reality and Virtual Reality: The Power of AR and VR for Business (pp. 161-173). Springer International Publishing. https://doi.org/10.1007/978-3-030-06246-0_12

Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review, 33(3), 937-958. https://doi.org/10.1007/s10648-020-09586-2

Wu, B., Yu, X., & Gu, X. (2020). Effectiveness of immersive virtual reality using head-mounted displays on learning performance: A meta-analysis. British Journal of Educational Technology, 51(6), 1991-2005. https://doi.org/https://doi.org/10.1111/bjet.13023