While Augmented Reality systems enhances the physical real-world by overlaying virtual objects in real time, Virtual Reality (VR) technology, or Virtual Environment as known by Milgram, completely immerse users in a synthetic world (Carmigniani et al., 2011). It deals with an immersive 3D environment that is created with realistic images and other sensations via a computer screen-based display such as in EverQuest or head-mounted display such as the Oculus Rift. VR has been used for various purposes as seen in the educational and medical context to help visualise difficult concepts (e.g. the solar system), or for psychological treatments (e.g. phobias). VR can create an environment that facilitates student’s creativity by allowing students to generate new ideas and see things in a new way (ACARA, 2018).

Southgate (2018) states that immersion in a stimulated environment can enhance education by allowing multiple perspectives, situated learning and transfer. This can be explored through the VR application CoSpaces. CoSpaces is an authoring environment application that provides opportuntiies for both students and teachers to become designers of VR, providing an authentic learning context. This can facilitate higher order thinking skills as creative thinking is encouraged (Ealy, 2016). It not only encourages students to become creative but can also allow student students to demonstrate their knowledge for a particular learning area as CoSpaces can be adapted to any subject. For example, using CoSpaces to explore and demonstrate concepts such as the human heart, respiratory system or the process of pollination.

Further, the affordances of VR-based google expeditions (GE) comes from the innovative features that the tool offers. For example, GE are guided field trips that allow students to experience VR places on a mobile device through a VR viewer called Google Cardboard. It provides visualisation of locations that may not be easily accessible in real life (e.g. Great Barrier Reef) by providing a 360 degree photosphere of the location.

Despite its advantages, it has been found that VR can lead to reduce performance in the classroom, particularly in Science. Makransky (2019) argues that incorporating immersive VR into the classroom can increase student presence but less learning. This may be due to cognitive overload due to difficulties functioning the system and design of VR. Nevertheless, VR as an illustrative and safe technological tool can be beneficial in the educational context. However, it is important that VR is utilised in the classroom effectively as to facilitate and support collaborative learning considering how it is so first-person centered.

References

Australian Curriculum, Assessment and Reporting Authority [ACARA] (n.d.). Critical and Creative Thinking. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/

Carmigniani. J., Furht. B., Anisetti. M., Ceravolo. P., Damiani, E., & Ivkovic. M. (2011).  Augmented Reality Technologies, Systems and Applications. Multimedia Tools and Applications, 341-377.

Ealy, J. (2016). Visualization of Kinetics: Stimulating Higher-Order Thinking via Visualization. Journal of Chemical Education, 93(2), 394-396.

Makrasky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab stimulation causes more presence but less learning. Learning and instruction, 225-236.

Southgate, E. (2018). Immersive virtual reality, children and school education: A literature review for teachers. DICE Report Series Number 6. Newcastle: DICE Research. Retrieved from https://ericasouthgateonline.files.wordpress.com/2018/06/southgate_2018_immersive_vr_literature_review_for_teachers.pdf