Virtual Reality Theme Park

Virtual reality is not a new concept, but its applications in the world of education are still in the initial stages of development. One company that is working to make both virtual and augmented reality a common strategy in the educational world is ClassVR, which provides all-in-one headsets that give access to a virtual world filled with games and curriculum-based activities.

Using Virtual and Augmented Reality to Spark Curiosity In 2020, we saw a global pandemic change the way we interact with one another. Its impacts on education are still manifesting as teachers fight to keep students engaged in a situation where they have zero control over their student's environment. How do they keep students engaged and avoid distractions? Virtual and augmented reality, using an all-in-one headset, is one way to give students a fully immersive, distraction-free environment to learn (ClassVR by Avantis, 2017). Allowing students to explore a virtual environment is a wonderful way to spark their perceptual curiosity, which in turn motivates them to stay engaged and continue learning. Perceptual curiosity, as defined by Reiser and Dempsey in Trends and Issues in Instructional Design and Technology (2018) are the reflexive reactions to unexpected and intrusive stimuli such as a loud noise or unexpected movement detected in one’s peripheral vision (p. 80). What better way to trigger that response than by creating a fully-immersive interactive virtual world?

Using Fun to Master the Content ClassVR will be introducing a new educational virtual reality theme park in 2021 that allows students to explore different lands that have different curriculum themes called Avanti’s World (Avantis Systems, 2020). The virtual reality aspect is the perfect form of gamification to help encourage students to want to master the work. This desire to master the content, as well as the belief that it is even possible, are both huge motivators when it comes to a student's desire to learn. This is important because when "people do not have positive expectancies for success or when they have been unable to avoid failures and catastrophes over which they have no control, they can develop feelings of helplessness” (Reiser & Dempsey, 2018, p. 81). Using this digital interaction with the content, and “through hands-on activities and demonstrations, learners connect abstract concepts to their physical environment” (Madden et al., 2020).

VR Control towards Confidence The very nature of virtual reality allows one to control their environment, albeit in an artificial way, there is still the inherent aspect of control. This is important because it allows students to build confidence in their skills and their ability to comprehend and apply the content. The satisfaction of building up such confidence is its own intrinsic motivation. This may help students find connections and make relevance with their personal goals, which may be as simple as finding control in their school work. “Among other factors that help produce relevance are activities that contribute to increases in a person’s feelings of competence” (Reiser & Dempsey, 2018, p. 81). This feeling of accomplishment and relevance can help students gain confidence in all aspects of their learning.

References

[ClassVR by Avantis]. (2017, June 27). ClassVR Introduction: Virtual Reality for Schools [Video]. YouTube. https://www.youtube.com/watch?v=C8tuXxCA1PQ

Madden, J., Pandita, S., Schuldt, J. P., Kim, B., S. Won, A., & Holmes, N. G. (2020). Ready student one: Exploring the predictors of student learning in virtual reality. PLoS ONE, 15(3), 1–26. https://doi-org.oclc.fullsail.edu/10.1371/journal.pone.0229788

Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design and Technology. New York, NY: Pearson.