What is Virtual Reality (VR)
Virtual Reality technology creates the experience of being surrounded by a 3D, usually interactive environment (Pellas et al., 2021). The main types of VR are Immersive VR (IVR) using head-mounted displays or Desktop VR on screens. Full headsets can be expensive. Cheaper alternatives like Google Cardboard still require a phone, limiting VR accessibility for low socio-economic areas. On the plus side, interactive VR allows for situated learning to enhance problem solving skills (Dede, 2009) which promotes critical and creative thinking (ACARA, n.d.).
Evelyn Chan using IVR headset in EDUC3620 tutorial CC BY Renae Cunningham
How VR fosters Creativity
The video Clouds over Sidra 360 offers a 360° view of life in a refugee camp. This immersive experience can help students build empathy by viewing different perspectives (Southgate, 2018). It can also inspire students to strive for change using creative solutions. For example, students could be inspired to write a persuasive letter to a member of parliament, demanding change.
CoSpacesEdu
CoSpacesEdu is a platform that allows students to create, animate and explore their own VR world. VR enables students to be transported to areas that are otherwise inaccessible. For example, students could create a VR CoSpace to explore physical features of an ancient civilization (ACDSEH002 (NESA, 2012)) or model the solar system (SC4-12ES (NESA, 2018)).
Walk through exploring a rainforest environment with interacting characters created in CoSpacesEdu CC BY Renae Cunningham
A benefit of CoSpacesEdu is the option for scaffolding using pre-made backgrounds and animations, or an empty canvas and coding blocks. This helps differentiate activities depending on students’ abilities. However, coding in CoSpaces is very time-consuming meaning it may require multiple lessons to complete. For example, when testing code, it plays from the beginning every time even if you only want to test something from the end.
Time lapse of creating the CoSpacesEdu environment CC BY Renae Cunningham
Coding for above CoSpacesEdu environment CC BY Renae Cunningham
Pedagogical Implications
Certain safety precautions need to be considered when implementing IVR into lessons. IVR can only be used for limited periods due to the risk of cybersickness (Southgate, 2018). Constant supervision is also required to prevent collisions, despite warning systems (Southgate, 2018). This can make IVR difficult to use in small classroom spaces. Another ethical consideration surrounds young children's (<9 years old) inability to distinguish what is real and what is VR (Baumgartner et al., 2008). Teachers would need to be explicit with explaining the simulation, or use VR exclusively for older children.
References
Australian Curriculum, Assessment and Reporting Authority (ACARA), (n.d.). Critical and Creative Thinking (Version 8.4), <https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/>.
Baumgartner, T., Speck, D. Wettstein, D., Masnari, O., Beeli,G., & Jäncke, L. (2008). Feeling present in arousing virtual reality worlds: Prefrontal brain regions differentially orchestrate presence experience in adults and children. Frontiers in Human Neuroscience, 2(8), 1-12. https://doi.org/10.3389/neuro.09.008.2008
Dede, C. (2009). Immersive Interfaces for Engagement and Learning. Science (American Association for the Advancement of Science), 323(5910), 66–69. https://doi.org/10.1126/science.1167311
NSW Education Standards Authority. (2012). History K-10 Syllabus <https://educationstandards.nsw.edu.au/wps/wcm/connect/55f81fec-7312-45ff-b7a7-0a92a868c675/history-k10-syllabus.pdf?MOD=AJPERES&CVID=>.
NSW Education Standards Authority. (2018). Science Years 7–10 Syllabus. < https://educationstandards.nsw.edu.au/wps/wcm/connect/57e31750-9802-4808-a6ce-7a3c2df0ff04/science-years-7-10-syllabus-2018.pdf?MOD=AJPERES&CVID=>.
Pellas, N., Mystakidis, S., & Kazanidis, I. (2021). Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature. Virtual Reality : the Journal of the Virtual Reality Society, 25(3), 835–861.
Southgate, E. (2018). Immersive virtual reality, children and school education: A literature review for teachers. DICE Report Series Number 6. Newcastle: DICE Research.
Hi Renae,
You've produced an engaging blog! Clear written blog with good links with literature and tutorial experience. I see how writing a persuasive letter to a member of parliament , demanding change would suit a a student's IVR experience. Good example!
Your coding process through CoSpaces looks like you've spent a lot of time and effort on it. I guess, students would need a lot of patience with getting through their own IVR project, especially if it uses coding.
Nice work. I look forward to consider using IVR technologies, in my future teaching!
Regards,
Shekane
Hello,
Thank you for your blog post! It was insightful to see how you have explored a range of IVR platforms to discuss how it can nurture creativity in students. I highly agree that IVR can promote creativity in students by offering them opportunities for them to be immersed in an environment that may not be possible in their day-to-day lives. By placing students in an unfamiliar or foriegn envrionment, like in an another country, in another time period or even in a fantastical world, this catalyses students to think outside-the-box and open their imagination.
In addition to the limitations of IVR that you have mentioned, IVR is costly and it requires educational institutions to have appropriate resources necessary to…