Multimedia Learning in Virtual Reality
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Contents |
Introduction
Sue Cobb introduces this chapter by defining virtual, virtual reality, and virtual environments.
Virtual Something that can be done or seen using a computer and therefore without going anywhere or talking to anyone.
Virtual Reality (VR) A set of images produced by a computer, which seems to represent a place or situation that a person can take part in. Cobbs further defines VR as a description of the combination of systems- computer processing, a 3D platform, and peripherals used for input and display.
Virtual Enviornments (VE) The 3D environments created by VR systems. These environments can be explored in real time and change with user interaction. These environments are then used for different purposes such as training (industrial, medical, military), design, visualization, and modeling. When used for educational purposes, these environments are called Virtual Learning Environments or VLEs.
Virtual Environment Technology
The technology used to create VEs is a combination of Software and Hardware. The software is comprised of a 3D modeling programs which allows the creation of realistic objects that users would be able to interact with in the VEs. Then, specific tool kits are used to bring in the 3D objects together in a virtual space and programmers program how the objects interact and react in a form of artificial intelligence.
Hardware
How Can VEs Be Used for Learning?
Various agencies and programs have utilized Virtual Environments to teach. The Military, space, and aviation industries use the technology for training purposes. However, as the technology becomes more affordable and advanced, there has been more development in the applications of VEs in other fields - medicine, rehabilitation, way-finding, social skill training, mainstream and special needs education.
It is thought that this technology could successfully motivate individual learners. Much of the learning applications, however, were focused on supporting the learning of a specific activity or skill and evaluation of the learner's progress and success is was based on the learner's application of the skill set learned.
How VEs Have Been Used to Support Learning
Constructivist Learning
Virtual environments could be developed to allow a user to explore and interact with the 3D environment and learn through experience and experimentation. This environment would also allow the user to visualize complex and abstract ideas (ie a molecule in a compound or a complex chemical reaction). Cobb and Fraser cites research that shows that learning in the 3D virtual environment was substantially better than that of a 2D model. Programs have been developed that would allow students to simulate Biology and Chemistry Labs. The benefits gained from lab work - real life 3D experiential and exploratory learning - was seen in the work done through virtual labs.
Constructionist Learning
Not only does VEs offer learners to experience, explore, and experiment, but it also allows learners to build upon their prior knowledge in a form of authentic assessment. Students use their prior knowledge, skills, and research to create or re-create. Cobb and Fraser cites the virtual reality roving vehicle (VRRV) project where learners age 12- 14 were to use their knowledge of wetland cycles to design and build a virtual environment that would represent the wetland cycle. The learners were able to use research, internet research, multimedia resources, and traditional learning to accomplish the task.
Situated Learning
Many uses of Virtual Reality technologies are suited to special needs education. Systems and environments have been specifically developed for users with physical and/or learning disabilities. These programs and virtual environments provide the users with functional training, the opportunity to practice daily life and social skills, and the opportunity to hone spatial cognition.
Limitations of Research in Multimedia Learning in VR
Cobb and Fraser states that there is limited research in the areas of virtual reality and how it relates to education. There have been studies that report success in motivation and interest building form the students, but the research also speculates that the motivation and interest may be due to the novelty of the technology. According to the research Cobb cites, researchers report usability issues with input devices. However, the research is more than a decade old. Today's human interface devices are much more sensitive and substantially more advanced than that of the 1990s.
Designing Virtual Learning Environments
Cobb and Fraser also states that there is little agreement on designing effective VEs for learning. They believe that design should be directed by pedagogy rather than technology. However, virtual environments developed today may not have taken any learning theory into account. Also, there few guidelines to help designers and developers know how to best construct VLEs to support learning.
Cobb and Fraser concludes that much more research in Virtual learning environments and their effectiveness in educational environments. With the wide range of learning theories, needs, situations, and stages of cognitive development, it's important to make sure that the appropriate technology is applied to the learning situation. Differences in the learners themselves would attribute to possible differences in results, so not only do the VLEs need to be appropriate for the material being taught, but to also appropriate to the learner.
