Metaverse and Motivation: The Impact of VR on Education and Instructional Design

Introduction

Virtual reality (VR) is defined as technology which allows a user to interact with a three dimensional environment, whether that environment is a simulation, based on reality, or a world created by one’s imagination (Dailey- Hebert, 2022). When you hear the word virtual reality, you may immediately think of gaming using tools such as PlayStation VR or an Oculus, but have you ever imagined merging this immersive technology with the field of education? Many experts would say that the future of VR in the classroom is inevitable and would welcome designers and educators to explore the idea of motivating learners through VR and the metaverse. The metaverse is an interactive and engaging digital environment where learners can take on an active role while gaining knowledge, collaborating, and having fun. This includes but is not limited to moving across space and time and even encountering new worlds, people, animals, and adventures. VR has become more prominent due to its ease of use, affordability, improved graphics, ability to simulate, and provide various scenarios and phenomena while embarking on intense three dimensional experiences (Graeske and Sjöberg, 2021).

Why Choose Virtual Reality over traditional teaching styles and methodologies?

I see and I forget. I hear and I remember. I do and I understand. —-Confucious

What better way to satisfy the curiosity of learners than to engage them in an interactive learning experience. Edgar Dale explained the concept of the Cone of Experience in 1946 to describe the difference between active and passive learning in relation to the retention of the learner (Janoska, (2021, May 12). When taking an in depth look at the cone, the hierarchy of retention and skills can be noted as well as the difference between concrete vs. abstract learning, and the senses used in the learning process. By taking part in active learning with VR, students are able to experience the learning first hand which will promote 90% retention and enable students to engage in higher order thinking skills.

Janoska, (2021)

According to Graeske and Sjöberg (2021), advantages of using virtual reality technology tools have been proven to:

1. Improve motivation and accelerate learning

2. Provide more efficient communication, collaboration, and evaluation

3. Promote better understanding of complex systems through good graphics

4. Enable adaptation for individual needs

5. Incorporate environmental friendliness and little usage material

6. Increase Cost Effectiveness

With virtual reality inspired lessons and activities, students will say farewell to boredom as their curiosity is aroused. Instead of working on a two dimensional project or activity, the world of learning and exploration comes to life right before a learner’s eyes. Imagine being in a classroom or remote location and being able to travel to the moon, view the pyramids in Egypt, simulate a flight, or even perform a medical procedure. Such active learning leads to a deepened understanding of content with heightened retention, and endless possibilities of exploration. This form of learning also allows students to explore their epistemic curiosity and gain knowledge to answer questions that are plaguing them. One important factor to consider if students are motivated and engaged is whether students are bored. “Boredom results from being in an environment that is filled with uniform unchanging stimuli (Reiser and Dempsey, 2018, p. 80)”. This is definitely not the case when using VR as students are able to get an in depth look and observe a 360 degree view on an environment or object while interacting and exploring in a goal oriented fashion.

Keeping the End Goal at the Forefront of Learning

Goals can be specific, nonspecific, or emotionally based such as wanting to feel good about oneself, a desire to partake in friendly social interactions, or to be engaged by challenging activities (Reiser and Dempsey, 2018). This notion is tied to “Constructivism, a learning paradigm which argues that humans generate meaning through an active, constructive process (Kavanagh, 2017, p.95).” When immersed in an activity, students are able to work towards achieving their aligned goals while using their schema to build upon and make sense of new information learned. In order to accomplish this task, material should be presented that is meaningful and relevant. Relevance can be acquired by creating meaningful challenges which in turn can increase the level of competence a person feels regarding learning and achievement (Reiser and Dempsey, 2018). Competence influences intrinsic motivation in which task completion is rewarding and allows learning goals to support acquisition of new skills and problem solving strategies (Essmiller et. al., 2020). Virtual Reality Learning Environments (VRLEs), like the metaverse, can provide the opportunity for students to collaborate which is a form of social constructivism. and is aligned to Vygotsky's Zone of Proximal Development (Kavanagh, 2017). VR also holds the potential to tailor lessons and cater to the individualized needs of students with varying abilities. As a result, students are able to work at their own pace or repeat lessons as needed to increase their effort and motivation. Studies also revealed that the use of VR aided in relationship building while promoting a sense of belonging, decreasing feelings of anxiety, breaking down barriers, reducing prejudice, and improving communication between children by encouraging collaboration (Kavanagh, 2017).

Success is Attainable

Another important factor related to success is the idea of personalization using an avatar which promotes a connection and increases motivation. The realistic nature of the learning activity also creates a presence and a feeling that the learner is truly part of the learning experience with hands-on interaction. With the use of the VR headset, distractions and disruptions in the physical learning environment that could keep students from being on task and engaged are decreased as well.(Gorman et. al., 2021)

Virtual reality is a medium that has the potential to be used for distance learning as well. The user’s geographic location would not be a factor and students will be able to access learning materials and resources from anywhere around the world (Kavanagh, 2017). A central concept related to building confidence in mastering learning tasks is that of control (Reiser and Dempsey, 2018). To ensure positive results and committed students, Gee’s Design Principles(Graeske and Sjöberg, 2021) suggest that assignments must be planned and co-designed with students, learning should be customized and students should solve problems and consider their own learning. This gives them a sense of ownership and students have a say regarding their area of focus to achieve their desired goal (Graeske and Sjöberg, 2021). Users work their way through levels of increasing difficulty which enables engagement, increases effort, and builds self-efficacy. Pursuits of learning goals can generate a growth mindset, resulting in students believing that they can, through their own effort, learn and improve in meaningful ways (Essmiller et. al., 2020, p. 5).

Virtual Reality and Instructional Design

How does using virtual reality as a learning tool affect instructional designers?

“Instructional designers have to estimate learners' motivational characteristics and then design the learning environment to match the students’ motivational requirements (Reiser and Dempsey, 2018, p. 82).” VR can be used to facilitate training, most likely in the form of a simulation or exploration in a virtual environment that would otherwise be considered not feasible or far too dangerous (Kavanagh, 2017). According to Kapp (2017), to ensure learning is achieved, instructional designers will need to:

1. Carefully craft a virtual reality learning environment

2. Implement the appropriate pedagogy

3. Ensure correct authoring tools, software, and/or hardware is utilized

4. Apply the right instructional strategy

This will give instructional designers the opportunity to create effective experiences capable of yielding tangible results that extend beyond simply being fun. Kapp (2017) also noted three key strategies instructional designers could use to ensure effectiveness. First, designers can use key concepts as a means to teach by providing examples and non-examples to promote understanding. Secondly, designers can promote the need for learners to plan for unexpected occurrences. This helps to better prepare the learner to react when dangers could be presented and allows one to consider the impact it could have on affective and cognitive domains. Lastly, learners should be provided design materials that require realistic interaction as if being faced with challenges in the real world. Rules should be applied that enable the learner to conduct steps, procedures, and protocols in a realistic fashion within the virtual setting. While keeping these principles in mind, instructional designers will be better prepared to embrace the ever evolving technological world and provide meaningful and realistic learning experiences.

References

360 Immersive. (2018). Instructional Design in VR Training. Retrieved July 10, 2023, from https://www.youtube.com/watch?v=U_7wqReL_DU.

Dailey-Hebert, A. (2022). Student Perspectives on Using Virtual Reality to Create Informal Connection and Engagement. InSight: A Journal of Scholarly Teaching, 17, 28–46. https://doi-org.oclc.fullsail.edu/10.46504/17202202da.

Essmiller, K., Asino, T. I., Ibukun, A., Alvarado-Albertorio, F., Chaivisit, S., Do, T., & Kim, Y. (2020). Exploring Mixed Reality Based on Self-Efficacy and Motivation of Users. Research in Learning Technology, 28. https://login.oclc.fullsail.edu/login?url=https://search-ebscohost-com.oclc.fullsail.edu/login.aspx?direct=true&db=eric&AN=EJ1257625&site=ehost-live

Gorman, D., Hoermann, S., Lindeman, R. W., & Shahri, B. (2022). Using Virtual Reality to Enhance Food Technology Education. International Journal of Technology & Design Education, 32(3), 1659–1677. https://doi-org.oclc.fullsail.edu/10.1007/s10798-021-09669-3 https://link.springer.com/article/10.1007/s10798-021-09669-3

Graeske, C., & Sjöberg, S. A. (2021). VR-Technology in Teaching: Opportunities and Challenges. International Education Studies, 14(8), 76–83. https://files.eric.ed.gov/fulltext/EJ1309404.pdf

Janoska, L. (2021, May 12). What really is the cone of experience?. eLearning Industry. https://elearningindustry.com/cone-of-experience-what-really-is

Kapp, K. (2021, May 12). 3 instructional design strategies for virtual reality learning. eLearning Industry. https://elearningindustry.com/instructional-design-strategies-virtual-reality-learning

Kavanagh, S., Luxton-Reilly, A., Wuensche, B. & Plimmer, B. (2017). A systematic review of Virtual Reality in education. Themes in Science and Technology Education, 10(2), 85-119. Retrieved July 10, 2023 from https://www.learntechlib.org/p/182115/

Market Watch. (2019). Why classrooms will have more VR applications than books. Retrieved July 09, 2023, from https://www.youtube.com/watch?v=ou2qE74vGbg.

Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design and Technology (4th ed.). Pearson Education (US). Retrieved from https://bookshelf.vitalsource.com/books/9780134237015

Reuters (2023). “Metaverse school” teaches students using VR. Retrieved July 09, 2023, from https://youtu.be/4nwQ36m9aDE.

TEDx Talks. (2022). Living and Learning in the Metaverse. Retrieved July 09, 2023, from https://www.youtube.com/watch?v=BpnLKoAK1YE.