Virtual Reality in Teaching and Learning – Experiences and Opinions of Educators
KeywordsVirtual Reality, emotions, education, educators, teaching, learning
The research problem consisted in the question: “What opportunities and limitations in the use of virtual reality (VR) in education do educators/health sciences specialists notice?”. The opinion on the use of VR in education was formed thanks to a combination of two perspectives of the educators: a learner’s perspective (the experience of immersion in VR), and a teacher’s perspective (professional experience). Methodological triangulation was employed, with both the quantitative and qualitative perspectives used. The following tools were employed in the research: The positive and negative emotions scale (SUPIN), version S.20 and the SDVR Questionnaire. The research was conducted at the Department of Health Sciences of the Wroclaw Medical University in Wroclaw, Poland, between October, 2019 and April, 2020. The research group consisted of 30 people specialising in various areas of health sciences. Specialists in health sciences believe that VR is a method which can make the process of education more attractive and facilitate achievement in the areas of knowledge, competences, and skills. The trainings in which educators can experience immersion in VR not only make it possible to generate ideas on how to use the equipment, but they also reduce their concerns as to using it. The realism of the experiences, the positive emotions, the multidimensionality of the images during immersion make it possible to employ VR in various areas of education in which VR may be treated as a means to practice clinical situations in a safe environment, as well as a tool illustrating various realms of knowledge (such as, e.g., human anatomy). What is considered by educators as the greatest obstacle in the popularisation of VR in education is the limited access to equipment. Other difficulties include: adapting software to the subject curriculum, working in large groups, and competences of the educators.
Ahmadi, J., & Nourabadi, S. (2020). Implementation Barriers in Virtual Education in Payame Noor University in Iran. Utopia y Praxis Latinoamericana, 25, 202–210, doi: 10.5281/zenodo.3809301.
Brzozowski, P. (2010). SUPIN – Skala uczuć pozytywnych i negatywnych Davida Watsona i Lee Ann Clark.. Polska adaptacja. Podręcznik [SUPIN – Polish Adaptation of PANAS – Positive and Negative Affect Schedule by David Watson and Lee Anna Clark. A Manual]. Warszawa: Pracownia Testów Psychologicznych.
Chen, N.S., Cheng, I.L., & Chew, S.W. (2016). Evolution is Not Enough: Revolutionizing Current Learning Environments to Smart Learning Environments. International Journal of Artificial Intelligence in Education, 26(2), 561–581, doi: 10.1007/s40593-016-0108-x.
Dunleavy, M., Dede, Ch., Mitchell, R. (2009). Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education and Technology, 18(1), 7–22.
Ghanbarzadeh, R., & Ghapanchi, A. H. (2018). Investigating Various Application Areas of Three‐Dimensional Virtual Worlds for Higher Education. British Journal of Educational Technology, 49(3), 370–384, doi: 10.1111/bjet.12538.
González-Zamar, M.-D., & Abad-Segura, E. (2020). Implications of Virtual Reality in Arts Education: Research Analysis in the Context of Higher Education. Education Sciences, 10, 225, doi: 10.3390/educsci10090225.
Grantcharov, T.P., Carstensen I., & Schulze, S. (2005). Objective Assessment of Gastrointestinal Endoscopy Skills Using a Virtual Reality Simulator. Journal of the Society of Laparoscopic & Robotic Surgeons, 9, 130–133.
Hubbard, R., Sipolins, A., & Zhou, L. (2017). Enhancing Learning Though Virtual Reality and Neurofeedback: A First Step. 7th International Learning Analytics and Knowledge Conference, 398–403, doi: 10.1145/3027385.3027390.
Ke, F., & Xu, X. (2020). Virtual Reality Simulation‐Based Learning of Teaching with Alternative Perspectives Taking. British Journal of Educational Technology, 51(6), 2544–2557, doi: 10.1111/bjet.12936.
Marks, S., White, D., & Singh, M. (2017). Getting Up Your Nose: A Virtual Reality Education Tool for Nasal Cavity Anatomy. SIGGRAPH Asia 2017 Symposium on Education, doi: 10.1145/3134368.3139218.
Martín-Gutiérrez, J., Mora, C.E., Anorbe-Diaz, B., & Gonzalez-Marrero, A. (2017). Virtual Technologies Trends in Education. EURASIA Journal of Mathematics Science and Technology Education, 13(2), 469–486, doi: 10.12973/eurasia.2017.00626a.
Matome, T.J., & Jantjies, M.E. (2019). Student Perceptions of Virtual Reality in Higher Education. International Association for Development of the Information Society, doi:10.33965/celda2019_201911L012. Retrieved from: https://files.eric.ed.gov/fulltext/ED608662.pdf.
McGovern, E., Moreira, G., & Luna-Nevarez, C. (2020). An Application of Virtual Reality in Education: Can This Technology Enhance the Quality of Students’ Learning Experience? Journal of Education for Business, 95(7), 490–496, doi:10.1080/08832323.2019.1703096.
Panczyk, M., Gałązkowski, R., & Gotlib, J. (2016). Wykorzystanie symulacji do oceny umiejętności technicznych studentów medycyny i ratownictwa medycznego: aktualny przegląd badań [The Use of Simulation-Based Assessments of Technical Skills of Medical and Paramedic Students: An Up-to-Date Review of Studies]. Anestezjologian i Ratownictwo, 10, 184–193.
Parong, J., & Mayer, R.E. (2018,). Learning Science in Immersive Virtual Reality, Journal of Educational Psychology, 110(6), 785–797, doi: 10.1037/edu0000241.
Rosenthal, R., Gantert, W.A., Hamel, Ch., Metzger, J., Kocher, T., Vogelbach, P., Demartines, N., & Hahnloser, D. (2008). The Future of Patient Safety: Surgical Trainees Accept Virtual Reality as a New Training Tool. Patient Safety in Surgery, 2(16), 1–7, doi:10.1186/1754-9493-2-16.
Sánchez-Cabrero, R., Arigita-García, A., Barrientos-Fernández, A., & León-Mejía, A.C. (2019). Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters. Journal of Visualized Experiments, 22(153), e60188, doi: 10.3791/60188.
Schone, B., Wessels, M., & Gruber, T. (2019). Experiences in Virtual Reality: A Window to Autobiographical Memory. Current Psychology, 38, 715–719, doi: 10.1007/s12144-017-9648-y.
Sharma, L., Jin, R., Prabhakaran, B., & Gans, M. (2018). LearnDNA: An Interactive VR Application for Learning DNA Structure. Proceedings of the 3rd International Workshop on Interactive and Spatial Computing, ACM, New York, NY, USA, 80–87, doi:10.1145/3191801.3191810.
Sholihin, M., Sari, R.C., Yuniarti, N., & Ilyana, S. (2020). A New Way of Teaching Business Ethics: The Evaluation of Virtual Reality-Based Learning Media. International Journal of Management Education (Elsevier Science), 18(3), doi: 10.1016/j.ijme.2020.100428.
Sitterding, M.C., Raab, D.L., Saupe, J.L., & Israel, K.J. (2019). Using Artificial Intelligence and Gaming to Improve New Nurse Transition. Nurse Leader, 17(2), 125–130, doi:10.1016/j.mnl.2018.12.013.
Sung, B., Mergelsberg, E., Teah, M., D’Silva, B., & Phau, I. (2021). The Effectiveness of a Marketing Virtual Reality Learning Simulation: A Quantitative Survey with Psychophysiological Measures. British Journal of Educational Technology, 52(1), 196–213, doi: 10.1111/bjet.13003.
Velev, D., & Zlateva, P. (2017). Virtual Reality Challenges in Education and Training. International Journal of Learning and Teaching, 3(1), 33–37, doi: 10.18178/ijlt.3.1.33–37.
Żmigrodzka, M. (2017). Techniki wirtualnej rzeczywistości w procesie edukacji. [Virtual Reality Techniques in the Education Process], Marketing Instytucji Naukowych i Badawczych, 26(4), 117–134.
How to Cite
Number of views and downloads: 69
Number of citations: 0