My understanding of Virtual Reality (VR) evolved over the past week, which “energized” me to keep learning more. Thank you, Team Yellow, for incorporating the VR activity, which prompted me to carve out time in my schedule to try two VR software/hardware options. I’ll share this unflattering picture of me from the trial and some VR learning reflections.
As for the most surprising thing I learned, I was surprised about feeling nauseated while using one VR software program. I have members in my family who get ill while riding in vehicles, but that isn’t me. I was shocked! I went into the experience fully expecting to be able to experience the whole VR program from start to finish, which was not the case with one program. Interestingly, my colleague struggled in this instance as well. However, the VR program that worked well involved me standing in one place. As a result, I now know VR stationary programs are the most likely for procurement consideration.
In my professional practice, I envision using VR as a supplemental active learning tool for students. When courses are being designed, VR can be included in the list of learning resources to explore. During our synchronous discussion, I mentioned that engaging with learning beyond a textbook was impactful for retention in my educational journey.
To close, more research on best practices for incorporating VR learning experiences is required on my end. My colleagues shared some books to help me get started. The first two books are located at the RRU library if you are interested in exploring more too:
Frehlich, C. (2020). Immersive learning: A practical guide to virtual reality’s superpowers in education. Rowman & Littlefield.
Southgate, E. (2020). Virtual reality in curriculum and pedagogy: Evidence from secondary classrooms. Routledge.
Staat, D. W. (2021). Virtual reality in higher education: Instruction for the digital age. Rowman & Littlefield.
Matt
Hey Marni,
I’m glad you see the potential for VR as a supplemental active learning tool. Your point about nausea is really important and something I’ve experienced as well. I was initially apprehensive about tackling this subject without everyone having access to the immersive experience, but I’m really pleased you got to try it out firsthand. It makes such a difference when discussing the potential applications and challenges.
Do you think overcoming the sensory issues will be the biggest hurdle for mainstream adoption, or are there other challenges you foresee based on your experience?
Marni Russell
Thanks for the question, Matt. Right after I read it, I found my research on change management from LRNT 525 to answer you. John Kotter’s Leading Change is a staple in my office. My mind went to my experiences with rolling out educational technology over the past decade and the adoption hurdles I encountered. I then stopped and decided to consider the VR hurdles more granular as this hardware/software will not be an enterprise-wide deployment in my case. Instead, the hurdles would be considered on a course-by-course basis.
For instance, I will investigate using VR for our architectural drawings in a blueprint course. One hurdle I was made aware of is the requirement for a large area when using this VR software. Students need to be able to spread out, and space could be a hurdle, depending on the classroom. Also, since writing my original post, I’ve reflected on vision as another potential hurdle. I wear glasses and cannot wear contacts. My vision was fine; however, how about others who wear glasses? I am curious about their experiences. These are only a couple of hurdles I’ve pondered since using the application. I am sure there will be more that come into play.
As I am eager to learn more, I can keep you posted on my exploration. Thanks again to you, Tracy T. and Tracy W., for such an engaging week of learning!
Reference
Kotter, J. (1996). Leading change. Harvard Business Review. https://royalroads.on.worldcat.org/search?queryString=john%20kotter%20leading%20change&clusterResults=true&groupVariantRecords=false