Virtual Reality (VR) is made possible through simulations that “replace or amplify (Innocenti, 2017; Makransky, Terkildsen & Mayer, 2019, p.226)” the real world. There are currently two types of Virtual Reality; Desktop VR and Wearable VR. Desktop VR allows simulations to be viewed off a screen such as laptops, tablets, smartphones and televisions. Wearable VR on the other hand can be split into two kinds of functions – tethered and untethered VR. Both of these types of Wearable VR require a headset, formally known as a Head Mounted Device (HMD) (Southgate, 2018).
One basic way students can use Wearable VR is by using the Google Cardboard Camera app to take a 360-degree photo on a smartphone.
This application then allows the students to place the smartphone into the physical cardboard viewer which then converts the 360-degree photo into a 3D virtual simulation.
The next step up in the advancement of technology is the VR 360fly – a more advanced device than the google cardboard. Here it is a similar concept of viewing what is showing through the application on the phone – whether it is a previously photographed scene or a documentary, students’ can learn information as they usually do – passively.
Similarly, when using HMD VR 360fly, students can use the application called ‘Within’ which is abundant in documentaries and educational content.
However, it is viewed passively without engaging the critical or creative mind. For this reason, it is suggested that teachers scaffold learning to foster student creativity rather than disregard its existence.
In order to do this, teachers can use CoSpaces (https://cospaces.io/edu/). This application provides students an avenue to create and control their own virtual worlds. Additionally, once students are happy with the worlds they have created, CoSpaces has the functionality to share and view these spaces using a HMD. As well as engaging students and igniting their creativity, students learn how to code and create a world compatible with VR Software.
The video clip below demonstrates how students can create their own environment and code objects to move, speak and act in certain ways to achieve a certain result. In order to code, students use CoBlocks which operates the same way as Scratch (Matteson, 2019)
Overall, research shows that Virtual Reality application and immersion using HMDs improves student spatial understanding, increase motivation and engagement as well as improve student communication skills (Dalgarno & Lee, 2010; Southgate, 2018). For this reason, teachers are encouraged to find and familiarise themselves with VR technologies that have the capability to engage and enhance student creativity and learning.
References
Dalgarno, B. & Lee, M.J.W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10-32.
Innocenti, A. (2017). Virtual reality experiments in economics. Journal of behavioural and experimental economics, 69, 71-77.
Makransky, G., Terkildsen, T.S. & Mayer, R.E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225-236.
Matteson, A. (2019). Explore AR/VR with CoSpaces Edu. School Library Journal. 65(1), p.16
Southgate, E. (2018). Immersive virtual reality, children and school education: A literature review for teachers. DICE Report Series Number 6. Newcastle: DICE Research. Retrieved from https://ericasouthgateonline.files.wordpress.com/2018/06/southgate_2018_immersive_vr_literature_review_for_teachers.pdf
Digital Creativity and Teaching ;) 
Hi Sezen,
I enjoyed your post on virtual reality using Google Cardboard, 360 Fly and CoSpaces. I agree that technologies such as 360 Fly, whilst they are incredible and exciting technologies, don’t enable students to do anything but passively receive the information that is being displayed. It doesn’t provide many opportunities for students to engage creatively with the content and become creators themselves. I enjoyed your inclusion of CoSpaces in enabling students to become creators of content. I also enjoyed how you linked CoSpaces to the wearable headsets you previously explored, in that, after creating a virtual environment, students are presented with the opportunity to explore their own environment and engage with its elements. Do you believe there are any other pedagogical implications that come with the incorporation of these technologies into classrooms? Overall, a great read, thank you!
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