Virtual Reality (VR) refers to a computer-generated simulation in which a person can interact within an artificial three-dimensional environment using electronic devices, such as special goggles with a screen or gloves fitted with sensors (Mitchell, 2020). This project focuses on implementing two VR devices—Oculus Quest 2 and Google Cardboard.
Oculus Quest 2 Google Cardboard
Oculus Quest 2 is a new device that was recently released on the market in October 2020 and it is a completely stand alone VR set, which is a new and impressive milestone in the development of VR technology. It has a built-in single system that is necessary for processing power, sensors that allow for realistic interaction in the virtual environment, and a high definition screen that allows for smoother interface that allows for the user to walk around to better experience the virtual environment. Google Cardboard, on the other hand, is a device that still provides an immersive VR experience but in a simpler and less interactive setting. It has limited processing power and capabilities that can be used primarily for looking at 360 images and videos. It has no interactivity capabilities or sensors, but it is a useful technology when looking for an inexpensive option for virtual tours. VR, as a whole, was mainly introduced to the public as an entertainment tool; however, as it has developed and become more accessible, it has provided other aims with education being one of them.
VR in education can potentially be a tool to enhance learning and engagement of students in the classroom. However, there is a lot of research that is required to determine how, when and where this technology should be implemented in education to ensure a beneficial way of learning. Since the early 1990s, the idea of having virtual reality in the classroom has been greatly desired by both teachers and students. Researchers and teachers believed that the future of VR would provide exciting breakthroughs in education and allow students to explore new ways of learning that would not have been previously possible. “By reflecting the real world, the simulation gives a participant the chance to try out different options without the dangers, expense, or time consumption which doing the “real thing” might involve. One may also try out scenarios that are actually impossible to do in the real world, and determine which scenarios present the best chance of accomplishment.” (Pantelidis, 1993, p. 25). Thirty years ago, accessing virtual reality technology, especially head-mounted displays, was not easy; the only available VR software program that was used in classrooms was Virtus WalkThrough, a desktop VR in which “the user construct[ed] a model of an object, [saw] it on the monitor as it appear[ed], in three dimensions, and “walk[ed] through” the object” (Pantelidis, 1993, p. 26). Despite receiving much recognition for being a breakthrough product in the VR world, Virtus WalkThrough was discontinued in 2009 as a result of new and more advanced forms of this technology. Similar to Virtus WalkThrough, there have been other recent forms of VR such as Google Daydream and Oculus Rift that have been discontinued due to its rapid development and constant modifications. This is certainly something to be aware of when deciding which VR systems to use in education and how often Lafayette College may want to replace devices, and this will be further discussed in the economic piece of the report.
This project examines where and in what way VR could be integrated into the educational system, where it can benefit multiple curriculums and what challenges to be aware of, and how effective this technology is as an educational tool at the college level, specifically at Lafayette College. VR in education has normally been used in the STEM field; however, the technology is not just limited to these disciplines and can be used in various classroom settings and different fields of study. For instance, VR is currently being used among some professors and students at Lafayette, and there are plans to develop a hub specifically for VR, so that there are devices made available to professors and students who wish to use them to enhance their learning experience. Among these professors are Professor López, who teaches Computer Science and Mechanical Engineering; Professor Shulman, who teaches Anthropology & Sociology; and Professor Hupe, who teaches Art History. Having spoken with these professors we have identified how VR devices work in different settings and whether or not it is believed that VR has enhanced the learning experience among Lafayette students.
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