TOPIC 6: VIRTUAL REALITY

What is Unique about Virtual Reality

When immersing into virtual reality (VR) experiences individuals feel like they are actually in the virtual environment and wherever they look it is surrounding them. Different types of VR technology create different levels of immersion of experiences where the user feels highly immersive in environments where they can freely manipulate, navigate, interact and create a customised experience (Cooper, Park, Nasr, Thong, & Johnson, 2019).

Virtual Reality in Education

VR can enhance students’ ability to acquire a broader range of skills. Simultaneously, the new generations of students are enthusiastic to embrace the latest technologies that can help them develop the skills demanded by an increasingly competitive job market (McGovern, Moreira, & Luna-Nevarez, 2020).

VR  experiences allows for a 360-degree experience that feels ultimately real. In a VR setting, students can interact with what they see as if they were really there which allows for the potential to enhance their understanding of relevant concepts (Southgate, 2018).

VR can bring academic subjects to life, offering students new insights and refreshing perspectives (Southgate, 2018).Learning can become a social learning experience as immersive virtual reality replaces the world with an artificial or simulated reality.

Immerse Virtual Reality through Cospace

  • In Cospaces, Individuals can create and explore VR concepts and adapt to any subject and is suitable for grades 5 and 6 but a guardian or teacher needs to be present.
  • it allows students to build their own 3D creations and helps develops 21st Century learning skills and digital literacy while enhancing creativity. It helps fosters collaboration in the classroom and can be utilised in many subject areas from STEM , social sciences, , arts and makerspaces.
  • It can be accessed through the web app on a computer or tablet and be used with a headset.
  • Cospaces allows students to Code with all CoBlocks or script languages that allows individuals to build their creativity skills while allows engaging in virtual reality experiences (Cospaces, 2021).
  • Teachers and children can be creative while using the app as they bring aspects of their lessons to life in their 3D scenes in a constructivist approach in learning and some key learning areas (KLAS) such as writing in english (Cospaces, 2021).
  • CoSpaces Edu is designed for teachers to enhance student’s creativity skills through allowing them to create tasks for students (Matteson, 2019).
https://www.youtube.com/watch?v=KnP4iBlqs44
created by Lauren Davidson in EDUC3620 Tutorial.

Limitations

Cospaces has limitations in how many worlds you can make without paying a fee and students’ need an account before starting a project which could become an issue and timely in the classroom. a Wi-Fi connection is always essential when using the app. The app can also become quite complex at times, therefore, only making it appropriate for stage 3 or older years. Further, the app could foster creativity more effectively if it allowed individuals to build their own characters with different colour and size options. Another app as an alternative could be Orbulus, which allows individuals to feel an image come to life and feel like they are actually there. Orbulus is suited for ages 6 and above but does not foster creativity as well as Copsaces and does not fit into curriculum as effectively.

References

Cooper, G., Park, H., Nasr, Z., Thong, L. P., & Johnson, R. (2019). Using virtual reality in the classroom: preservice teachers’ perceptions of its use as a teaching and learning tool. Educational Media International56(1), 1–13. https://doi.org/10.1080/09523987.2019.1583461

CoSpaces Edu for kid-friendly 3D creation and coding. (2021). Retrieved from https://cospaces.io/edu/

Matteson, A. (2019). Explore Ar/vr with Cospaces Edu. School Library Journal65(1), 16. https://web-a-ebscohost-com.simsrad.net.ocs.mq.edu.au/ehost/detail/detail?vid=0&sid=f98a7ea4-0dbc-4a7c-b54a-e303a8dd937a%40sessionmgr4006 &bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=134419547&db=aph

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 Business95(7), 490–496. https://doi.org/10.1080/08832323.2019.1703096

Southgate, E. (2018). Immersive virtual reality, children and school education: A literature review for teachers. Available at: https://ericasouthgateonline.files.wordpress.com/2018/06/southgate_2018_immersive_vr_literature_review_for_teachers.pdf

https://cospaces.io/edu/schools.html

2 thoughts on “TOPIC 6: VIRTUAL REALITY

  1. Hi Lauren
    I liked that you mentioned the KLAs that CoSpaces aligns to but would have liked to have learnt more about the role of teachers in the successful application of the program. For example, do teachers need to establish clear instructions before assigning a task, or would students benefit more from engaging in the technology through exploration and trial and error?
    You clearly highlighted the limitations that you experienced when engaging with CoSpaces Edu. Have you considered how teachers may overcome any of the limitations or alternative programs that do not display the same issues?
    Jasmine

    Like

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

Create your website with WordPress.com
Get started
%d bloggers like this: