Virtual Reality in Education

Link to article used: http://www.newhorizons.org/strategies/technology/shaffer.htm

Summary:

Virtual reality is a type of technology that uses computer programs to stimulate real-world situations. In most cases by wearing a special headgear it allows students to see images and hear sounds that make them feel they are really at the chosen learning destination.

When you wear this virtual-reality head gear you can find yourself exploring the rain forest, touring Germany, or even an event from the past without even leaving the room!

It assists teachers to utilize the various technology tools that get their students involved with their learning environment. Virtual reality can allow students to experience an event or area of the world first hand. This is a unique experience because some places or events are too far away from a classroom and traveling to them is impossible. Virtual reality can also increase a student`s physical level of response to the visual information given.

A seventh grade Science teacher by the name of John Shaffer learned how to integrate virtual reality around the United States and other parts of the world. Mr. Shaffer was interested in the Visual Perception Reaction Training (VPRT).

He gives many different examples showing how to effectively use VPRT such as the development of "VR math flash cards". VR math flash cards incorporate vision, color, touch and sound. Others are bilingual reading, which is walking into a virtual reality room and touching items in order to receive feedback, and in the subject of Social Studies a virtual reality globe can show students where a country is and get automatic feedback on the countries geography, culture, and spoken language. Last but not least in the subject of Science students can use virtual reality to see photosynthesis in action, see demonstrations relating to cells, experience outer space, and observe geology.

This article also discusses research between using virtual reality in the classroom and the visual/auditory cortex growth. This research used virtual reality in the classroom as a stimulant for the cortex.

Before beginning research, it was important to establish a measurable correlation between the visual cortex and visual stimuli. Primarily the research consisted of top athletes, whom were all performing very well in their respective sports. The perceived rate of motion played a big role in creating a measurable correlation between the two.

The article provides the example of riding a motorcycle. As stated in the article, "In professional motocross, motorcycle road racing, Cart, Indy, Nascar, Trans-Am, for example, the speeds are sensational to visual and physical reaction. In these sports, speeds often reaching 200 miles per hour are visually adjusted to fit the conditions given for each type of event. An illustration of speed adjustment is noted when a motorcycle road racer falls and slides across the pavement. When falling and sliding, the rider slows to a level that feels controllable only to find that he has misjudged the speed. This judgment error results in his body cartwheeling end over end and then coming to a violent stop."

The next phase of the research that contributed to this project was a research article that was according to the article, written by Dr. David Ferster, Department of Neurobiology and Physiology, Northwestern University. As stated in the article, "In Dr. Ferster's research paper on Excitatory and Inhibitory Conductance Changes in Simple Cells of Cat Visual Cortex, he made a statement regarding his research findings that he found membrane conductance grew by 20-200 percent with stimulus contrast." After additional research, John Shaffer, concludes that "Using the direct application of Virtual Reality, that would provide the ultimate in visual and auditory stimulus, it is projected to show that a multisensory experience has application in many areas."