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Before the 2020 COVID-19 disruption in education, online and blended pedagogy was well-established in academic higher education programs; however, blended learning is less prevalent in technical and vocational education and training (TVET) programs (Burke & Larmar2020; Dziuban et al., 2018; Herman et al., 2019; Vinden et al., 2021). Blended learning mixes face-to-face classes with online instruction using various educational technologies, including simulations or virtual reality, to enrich the learning experience (Vogt, 2014; Dziuban et al., 2018; Herman et al., 2019). Virtual reality can play many beneficial roles in TVET teaching and learning, for example, practising motor skills, working with avatars in simulations with virtual humans, and practising unfamiliar situations for behaviour training to prepare for emergencies (UNESCO-UNEVOC, 2022). This blog post critiques virtual reality as a technology to facilitate deep learning in blended TVET learning environments by describing (a) innovation; (b) impact on learning; (c) reliance on technology; (d) usability; (e) assess risk, and (f) value proposition. First, innovation in teaching and learning refers to a new pedagogical technique, tool or strategy that improves learning (Steph, 2022).
Virtual reality is innovative in the specific context of blended TVET because it addresses the need for experiential learning and motor skills training in a way different from traditional face-to-face approaches (UNESCO-UNEVOC, 2022). Virtual reality is a computer-based technology that creates an immersive experience with visual, auditory, and stimuli, providing the feeling of being present in a virtual setting and that provides individualized immediate feedback from body movement (Hu-Au & Lee, 2017; Karageorgaskis, 2020; Sánchez et al., 1997; UNESCO-UNEVOC, 2022). Although virtual reality is often associated with gaming and military training, it is innovative in TVET with the potential to adapt to specific learner needs, to be linked to authentic job site learning, and to engage and motivate learners (Fragkaki et al., 2020; Khukalenko et al., 2022; UNESCO-UNEVOC, 2022). Virtual reality engages students in practical skills in classroom settings, online environments, and training outside of school (for instance, learning on the job) (Fragkaki et al., 2020; Steph, 2022). Furthermore, virtual practice allows learners to gain confidence and safely practice dangerous or complicated techniques, lessening risks and reducing costs of material and equipment (Steph, 2022; UNESCO-UNEVOC, 2022). In addition, virtual reality provides benefits beyond engagement to promote deeper learning.
Fragkaki et al. (2020) proposed that virtual reality impacts learning by promoting deeper learning in blended learning settings. Fragkaki et al. (2020) advocated that deeper learning goes beyond content memorization and repetition to develop critical thinking, collaboration, and communication skills. Deeper learning is associated with increased retention, intrinsic motivation and a lasting understanding of the experiences and principles being studied (Fragkaki et al., 2020). Virtual reality also provides an approach that can evoke feelings of empathy in learners to encourage learners to take interactive and collaborative roles in learning (Fragkaki et al., 2020). Virtual reality enhances teaching and learning, but education faces some reservations due to teachers’ perception of instructional technologies, teaching approaches, and reliance on technology (Fragkaki et al., 2020; Karageorgaskis, 2020; Khukalenko et al., 2022).
Virtual reality relies on technology, and various input-output devices are used to immerse learners, usually headsets and handheld devices (Karageorgaskis, 2020; Fragkaki Khukalenko et al., 2022). Khukalenko et al., 2022 identified several barriers to virtual reality adoption, including limited budgets to develop applications, teachers’ low confidence in using new technologies and the lack of support, and resistance to changes and innovation. Also, Khukalenko et al. (2022) stated that virtual reality research provides mixed or negative evidence of virtual reality being more effective in achieving learning outcomes than other learning supports. Additionally, some risks of using virtual reality are gear overheating and cybersickness (mainly headaches, dizziness, nausea, fatigue, and increased heart rate) (Khukalenko et al., 2022). Lastly, Khukalenko et al. (2022) suggested that the lack of teacher training poses the risk of ineffective integration of virtual reality that does not address the learning challenges students may face.
In summary, I see virtual reality as an innovation in teaching and learning because it incorporates new pedagogical media and methods relevant to blended TVET. As well, virtual reality is valuable as it has the potential to provide opportunities to learn remotely or in person. For example, virtual welding and heavy equipment simulators provide beginners and advanced students with training modules to improve their skills remotely while conserving resources. Importantly, virtual simulations can promote deep learning through collaboration and problem-solving scenarios. However, educators need time, support, and technical skills to design experiences to meet learning outcomes.
References
Burke, K., & Larmar, S. (2020). Acknowledging another face in the virtual crowd: Reimagining the online experience in higher education through an online pedagogy of care. Journal of Further and Higher Education, 45(5), 601–615. https://doi.org/10.1080/0309877x.2020.1804536
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-017-0087-5
Fragkaki, M., Mystakidis, S., Hatzilygeroudis, I., Kovas, K., Palkova, Z., Salah, Z., Hamed, G., Khalilia, W., & Ewais, A. (2020). TPACK instructional design model in virtual reality for deeper learning in science and higher education: From “apathy” to “empathy”. DOI:10.21125/edulearn.2020.0943
Herman, C., Gracia, R., Macniven, L., Clark, B., & Doyle, G. (2019). Using a blended learning approach to support women returning to STEM. Open Learning, 34(1), 40–60. https://doi.org/10.1080/02680513.2018.1554475
Karageorgaskis, T. (2020). What is the impact of virtual reality in education? [Blog]. What is the impact of Virtual Reality in Education? — Educraft
Khukalenko, I., Kaplan-Rakowski, R., An, Y., Vera, Lushina, V. (2022). Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey. Education and Information Technologies, 27, 11591–11613 (2022). https://doi.org/10.1007/s10639-022-11061-0
UNESCO-UNEVOC. (2022). Using augmented and virtual reality in TVET: MilleaLab – the all-in-one VR platform for education. [Video]. https://youtu.be/9jlK7jygSO0
Vinden, S., Flinn, C., & Carson, T. (2021, May 17). Strengthening digital teaching &learning for trades, vocational, education and training practitioners. BCcampus. https://bccampus.ca/2021/05/12/strengthening-digital-teaching-learning-for-trades-vocational-education-and-training-practitioners/
Vogt, R. (2014). Experiences with blended learning program delivery for apprenticeship trades: A case study. International Journal of Higher Education, 3(4). https://doi.org/10.5430/ijhe.v3n4p85