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On the Horizon Research Paper: Virtual Reality

Miyuki Sekimitsu

Johns Hopkins University

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On the Horizon Research Paper: Virtual Reality

Introduction to Virtual Reality

Virtual reality in the classroom is a current trend that has recently become a part of

education discussions across a national and global scale. As we consider 21st century learning

and the different needs of our learners, it is important to consider inclusive technologies. An

emerging technology that is slowly becoming a forerunner in the industry is virtual reality.

The New Medium Consortium Horizon Report, K-12 Edition (2017) describes virtual

reality as a tool that “can make learning more authentic, allow for empathetic experiences, and

increase student engagement” (p. 46). Virtual reality is a computer- generated real life simulation

that mirrors certain experiences, perspectives, and environments. A variety of models at a variety

of price points are available to the public, and can be integrated into the classrooms. Most

recently, virtual field trips and model making tools have started appearing in more and more

classrooms as engaging experiences.

While research is still minimal when it comes to virtual reality and the impact it has on

student learning, it is evident that promising findings and positive classroom experiences have

pushed virtual reality into the spotlight as a new technology trend. Virtual reality has the power

to bring learning content into student’s grasps, provides visually engaging content material,

promotes student engagement and collaboration, and simulates real life experiences in order to

prepare our 21st century learners for their future.

Virtual Reality’s Impact on Society and Global Economy

According to the New Medium Consortium Horizon Report (2017), virtual reality has

had quite an impact on the global economy. As new research pertaining to teaching and learning

emerges, we are learning more about student learning preferences and how to engage and
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motivate learners to prepare them for later years. When envisioning what the future has in store

for our learners, we must consider essential skills that will benefit them. As the world becomes

more global, and as classrooms have begun to focus on more individualized and personalized

learning experiences that are engaging and “student-centered” (NMC Horizon, 2017, p. 46),

virtual reality has stepped in to fill a void. Virtual reality has become popular on a global scale,

with “Goldman Sachs predict[ing] that VR could reach 15 million learners by 2025” (NMC

Horizon, 2017, p. 46) and pouring in international revenue forecasted to total $13.9 billion in

2017 (NMC Horizon, p. 46).

Virtual reality is providing equitable access and opening doors within our school system

for diverse groups of learners. Children are able to go places that they could not usually access,

visualize content, collaborate with others, and experience specific situations or scenarios.

However, it is also important to note that virtual reality is still regarded as a potential or possible

resource, rather than a constant and “vital” (NMC Horizon, 2017, p.46). According to NMC

Horizon (2017), we must consider the evolution of curriculum, curriculum programs, and device

usage, and consider how long it takes to implement all of this on a large scale. As interest,

popularity, purchases, and usage increase, it is predicted that publishers, curriculum creators,

state institutions, private institutions etc. will increasingly lean into implementing virtual reality

on a more consistent and essential basis. (NMC Horizon, 2017) The future looks promising for

learners and virtual reality, as more and more learners are empowered and engaged by hands on

lessons that break through classroom and school barriers.

Virtual Reality in Society Today

Virtual reality in society has mainly attracted attention due to innovative ways of

bringing content to students, and providing new ways to create and do new things. Popular
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examples of virtual reality in classrooms today include, but are not limited to, virtual field trips,

role playing for English Language Learners, and video game engagement.

Virtual field trips have slowly gained momentum, especially considering problem and

project based lessons and tasks. Virtual reality tools allow students to go to places that they

usually cannot access, due to locate and/or cost. Stevenson (2001) discusses the burden that field

trip costs can have on a school, especially when anywhere from $10 to $15 is asked of each

student. Virtual reality offers a very similar experience at the fraction, or potentially no cost.

With “media-rich interactions” (Stevenson, 2001), virtual field trips bring specific environments,

scenarios, situations, or concepts into the classroom, and into our students’ reach. National

Geographic, Discovery Education, NASA, Google, Samsung, etc. all produce virtual reality

products or programs that bring learning content into the classroom (NMC Horizon, 2017).

English Language Learners can benefit from role play using virtual reality (Bonner &

Reinders, 2018) as well. Virtual reality benefits English Language Learners by providing a

focused environment with very little distractions, portability and flexibility to afford situated

learning, connecting and collaborating through mobile virtual reality devices, and providing

opportunities to interact between the virtual world and real world (Bonner & Reinders, 2018).

Bonner and Reinders (2018) describe a scenario where virtual reality assists students in learning

about geography, by giving a virtual tour. While concerns were noted in Bonners and Reinders

(2018) regarding privacy, licensing, and product quality, the visual aspect assists largely with the

learning of new content and vocabulary.

Annetta (2009) discusses the use of virtual reality in a fifth grade classroom while

exploring force and motion. While the study largely discusses the benefits of video games on

student engagement and learning (Annetta, 2009), this is an important example to note because it
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is a precursor and a bridge towards virtual reality. Engaging students with hands on activities that

show and allow students to manipulate concepts that were explored in class is a powerful tool,

which is an advantage of video game technology being infused with virtual reality.

Implications for Education and 21st Century Learning

Experiential learning and creative problem solving are dynamic and impactful processes

when students are able to engage and be immersed in a learning environment and/or project. This

is what our 21st century learners need in order to succeed. Virtual reality brings power to the

classroom by providing learning experiences that bring content closer to them, and provide more

concrete representations of abstract concepts.

As the New Medium Consortium Horizon Report (2017) points out, a “student-centered

approach” to education is crucial for student success. Virtual reality supports student-centered

practices, by providing multiple representations of concepts, and multiple creative options to

match learning styles and preferences (Chandrasekera & Yoon, 2018).

While virtual reality is expensive, still in the early stages (in the classroom), and poses

some issues with privacy and licensing, it is a worthwhile investment that opens doors to all

learners, provides equitable access, and engaging learning experiences. Because technology is

constantly being updated and improved, there is no doubt that virtual reality and the current tools

will continue to improve and be updated. Virtual reality will no doubt become more widespread,

but much of this depends on policy, popularity, and response to feedback. Virtual reality will no

doubt take time to become an essential part of learning, but will be well worth the wait.
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References

Annetta, L., Mangrum, J., Holmes, S., Collazo, K., & Cheng, M. (2009). Bridging Realty to

Virtual Reality: Investigating gender effect and student engagement on learning through

video game play in an elementary school classroom. International Journal of Science

Education, 31(8), 1091-1113. doi:10.1080/09500690801968656

Bonner, E., & Reinders, H. (2018). Augmented and Virtual Reality in the Language Classroom:

Practical Ideas. Teaching English with Technology, 18(3), 33–53. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1186392&site=eho

st-live&scope=site

Chandrasekera, T., & Yoon, S. (2018). The Effect of Augmented and Virtual Reality Interfaces

in the Creative Design Process. International Journal of Virtual and Augmented

Reality, 2(1), 55-75. doi:10.4018/ijvar.2018010101

NMC Horizon. (2017, October 06). Retrieved November 03, 2017, from

https://www.nmc.org/nmc-horizon/

Stevenson, S. (2001). Discover and Create Your Own Field Trips. MultiMedia Schools, 8(4), 40–

45.