A dive into the virtual reality of learning.

In my current role, I have been allowed the ability to manage and oversee our virtual reality lab. The lab is designed to present students with alternative perspectives in learning

For vocational or trade majors, the VR aspect can supplement their learning as a trial for real-world experience without some of the dangerous risks of working with tools or materials.

We are currently using several applications to support this approach.For instance, we have purchased a welding software to be an introduction to the tools that the students will be utilizing in the real welding lab. The software, Ocuweld, is a simulation that presents students with a real-world application and allows them to receive feedback in real time

We also have an interactive virtual reality anatomy and patient interaction software that we are currently demoing with our nursing and biology departments. The software, VR Patients, has an AI component where the simulated patient communicates with you in real time, allowing students to learn the interpersonal skills needed to communicate with their patients. This allows students to build confidence and experience before entering real-world environments.

According to (Papanastasiou et al., 2019), VR learning experiences have been noted to promote students' cognitive engagement and assist in understanding complex topics. That proves that with immersive type learning, students tend to retain the knowledge.

Pellas (2016) also explained that VR simulations and engagement bring students to real-world experiences that may be unavailable or unattainable due to their geographical reach.

This reminds me of an adult education ESL class that came to experience the VR lab and engaged with a virtual museum tour of a Roman chapel. As the support guide for the lab, being able to see students who may not have access to this type of technology or this type of experience completely in awe really gave me an appreciation for the work. It motivates me to continue helping students learn through different modalities.

I’m just so grateful for the opportunity I have to support learners in this way.

References:

Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019).Virtual and augmented reality effects on K-12, higher, and tertiary education students’ twenty-first-century skills. Virtual Reality, 23, 425–436.

Pellas, N. (2016).Unraveling a progressive inquiry script in persistent virtual worlds: Theoretical foundations and decision processes for constructing a socio-cultural learning framework. In Web design and development: Concepts, methodologies, tools, and applications (pp. 610–647). IGI Global