Benefits+of+Virtual+Reality

Virtual Reality Benefits to Education - Linda Buckner - Draft # 1
==== Virtual Reality (VR) has been an integral part of the gaming world. Students enjoy being a part of an interactive environment in which they feel actively participate in the decision making process. Virtual realities relation in education bridges the gap for students in different parts of the world to become a part of the learning environment, regardless of their physical or geographical location. Students benefit from various learning styles. The distance learner is afforded the opportunity to enroll in classes while working or from home and acquire advanced degrees, attend virtual conferences; all from the click of a mouse. ==== ==== The onset of the “No Child Left Behind” (NCLB) Act places a tremendous burden on the teachers, pressured with the task of raising student performance to meet proficiency in reading and math by the year 2013 – 2014. While the emphasis is placed on student achievement, results must be attainable and measurable. Teachers are held accountable for ensuring that their students meet the Adequate Yearly Progress (AYP) mandates under the No Child Left Behind. The AYP indicates whether the school district is exhibiting annual improvement in achieving their academic goals instituted by each state. Measurements are evaluated by these three methods: ====

3. Attendance Rate (Elementary and Middle Schools)
==== If a school is rated “low performing” for two consecutive years, it is under the scrutiny of Texas Education Agency until two consecutive years of improvement are shown. If the school does not show improvement with the rating of “Acceptable, Recognized, or Exemplary,” the school may be closed and the entire staff may have to seek employment elsewhere. In light of this tremendous pressure being placed on teachers to ensure student performance, this paper will explore the advantages and trepidations of student participation in virtual reality educational environments and how VR may assist teachers in achieving their AYP goals. ==== ==== Dr. James Gee may have a solution to the dilemma facing today’s teachers for improving test results which are an integral part of today’s educational market. Dr. Gee, a leading authority on gaming says that students may learn best if instruction was infused with video games to improve learning. In the virtual reality environment, where students are not necessarily involved in gaming, they are engaged in a virtual classroom environment. ====

The benefits in utilizing a virtual environment to enhance education are:
==== The beginnings of virtual reality are said to be prevalent components of computer gaming, science fiction, military training simulations. In the article, //Virtual Reality Simulations,// the authors explore methods in which virtual reality is utilized in education. ==== ==== Two types of virtual environments exist: the desktop and total immersion environments. The user wears the head mount and data glove which enables the user to move throughout the environment. This allows for students to move around in real time. According to Yair, Mintz, and Litvak, (2001) “VR bridges the gap between concrete world of nature the abstract world of concepts and models. Students can test theories by developing alternate realities. In the review of the literature, the researchers discovered that math and science are the most frequent content areas. Of the 31 studies surveyed, 22 explored the areas of science and math. The benefits, however, are applicable to all content areas. The learning in this environment is controlled by the student. Prior research conducted in 1997 using 2000 elementary, middle, and high school students indicated thorough enjoyment of the environment but more research was needed to improve disorientation complications. The authors are careful to acknowledge whether virtual reality enhances student learning because of the absence of quantitative data to substantiate their outcomes. Skill development was shown to have improved from 12 out of 11 studies. However, the skill development part of the research still proved to be inconclusive. Some of the data collected did not include a pre-test or post-test for a measurement comparison. ==== ==== New Zealand has just opened a new virtual school in Christchurch. This pilot program will have far-reaching effects for students if proven efficacious. The schools plan is to employ state-of-the-art ICT technology. The school is said to be environmentally sustainable. Paper goods will be recycled and used sparingly. Office space will be minimalized. The vision of this school is in putting students first, enhancing community involvement, using current technology to augment learning and motivate teachers so that they, in turn, motivate the students they teach. The documents that the school has in place are policy handbooks, committee handbooks, and a procedures manual, and a behavioral management plan for students. ==== ==== The collaborative goals of the New Zealand Virtual School Trades Academy are in being sensitive to the economic needs as well as to businesses, vocational training programs, and in providing apprenticeships to students. The school is committed to literacy, numeracy, and in maintaining a commitment to achieving success in attaining National Certificate for Educational Achievement (NCEA) qualifications. ==== ==== Corey Murray reports that in Florida, their premier public online school’s enrollment increased more than 50% over the previous year. Louisiana’s virtual school’s enrollment increased by 18%. The international virtual high school, now present in 30 states and in 25 countries experienced remarkable growth by 24%. ====
 * 1) ==== Students may experience virtual environments that bridge distance and time ====
 * 2) ==== Assists students in 3rd World countries experience education that they would not ordinarily experience because of the environment; ====
 * 3) ==== Assists student with disabilities to perform activities ====
 * 4) ==== Tests can be performed in virtual spaces ====

As of 2011, Christchurch, New Zealand has been ravaged by massive floods and possible damage to their infrastructure. Another flood warning has been issued in March 2011.
====Another study was designed to explore the effects of virtual reality on tertiary education. The student preference indicated that the visual effects assisted student comprehension of the subject matter. This method of delivery addresses all learning styles; the visual, auditory, and kinesthetic in the same way that studying music does. Learning effectiveness was the objective in this research project. Nursing and business students were used in the study. Findings indicated visual features and realistic images assisted with student comprehension .The researcher’s state how medical students can operate of virtual patients. 58% of high school students in Queensland, Australia preferred the visual aspect s of lessons. Students surveyed using Web Enhanced Multimedia Learning Environment (WEMLE) preferred visual learning. Researchers concluded that the effects of VR were applicable to all educational areas of study. ====

==== The negative aspects against virtual reality in education raise questions about the safety of engaging in virtual environments are that people may choose to reside in the virtual environment. Another concern was that the environment may attempt to control the user through conditioning in the simulated worlds. As stated in previous articles, technology does not improve education; it is how the technology is used to supplement learning which enhances the learning environment and actively engages the student that makes the difference. ====

====Ithaca College. (2007). Virtual Reality at Ithaca College, Retrieved January 9, 2011, from [] ====

 Jon, A., (2010). New Zealand Virtual Schools Trades Academy, Retrieved February 2, 2011, from []
====Nooriafshar, M., Williams, R., Maraseni, T. (2004)). The use of Virtual Reality In Education, Nooriafshar, M., Williams, R., Maraseni, T., Retrieved February 21, 2011, from [|www.**e**prints.usq.edu.au/6706/2/**Nooriafshar**_Williams_Maraseni_ASBBS_2004_AV.pdf] ==== ==== Strangman, N., Hall, T. (2009).  Virtual Reality Simulations, Retrieved March 7, 2011, from [] ==== ====(n.d) Virtual Reality Learning Environments, Potentials and Challenges, Retrieved March 9, 2011, from [] ====