Learner-Centered Technology Integration

Team Members:
Shelley Sheldon Jacquie Zaski Jennifer Martin Deana Cicero

1. What is Virtual Reality?

“Virtual reality or virtual realities (VR), also known as immersive multimedia or

computer-simulated reality, is a computer technology that replicates an environment, real or

imagined, and simulates a user's physical presence in that environment in a way that allows the

user to interact with it” (​Disabled World, ​2016). VR is computer generated technology that

allows the user to experience environments that otherwise would not be possible due to location,

safety, or various other difficulties. As cited by John and Leng (Essays, 2013), there are three (3)

main types of VR technology:

● Head gear that the user wears (and ‘places’ him/her in an artificial environment)

● Computer tracking that tracks the movements of the user and ‘places’ the user in an

artificial environment

● An environment that uses images that simulate a three-dimensional version of the

environment

In addition to the VR technology, there are several ways the user can interface with the VR

environment. The more common of these methods is by using a computer workstation

(DEERING), using head mounted display (HMD), or using the projection model (CAVE)

(​Virtual Reality​, 2004). ​The environment is created using technology that “tricks the brain into
thinking these experiences are real. A technique called stereoscopy send a slightly different

image to each eye”, creating the illusion in your brain that the environment is 3-D (Konkel,

2017).

VR is more than the static, flat photograph of the museum wall or the Colorado River. VR

provides the user the feeling of physically existing within that environment. This technology is

particularly successful in gaming and in education/training.

Definition of Virtual Reality

According to Merriam Webster dictionary, the definition of virtual reality is as follows: “An

artificial environment which is experienced through sensory stimuli (such as sights and sounds)

provided by a computer and in which one's actions partially determine what happens in the

environment” (​Merriam Webster​, 2017).

The user of virtual reality (VR) is totally immersed in the computer generated environment.

Virtual Reality allows the user to move to this artificial environment, totally immersing

themselves in this artificial location​. Formerly, when the student could only read about the

Smithsonian Museum or NASA’s Juno mission to Jupiter, now they can become part of the ‘trip’

through VR.
Characteristics of Virtual Reality:

● Simulated environment

● Computer-generated graphics

● 3-Dimensional

● Extremely interactive, user totally immersed in the environment

● Involves human senses (especially sight and sound)

● Additional technology such as computer desktop, headgear, arm gear, gaming system,

etc. is required to complete the venture into the VR environment

1. Applications of Virtual Reality

Case 1:
Context Virtual field trips in the classroom (K-12, Informal Learning,
Higher Education)
Purpose To explore various locations without having to physically
visit them (many places that are now available would, under
normal circumstances be unobtainable
Content Areas Science (NASA), Art (Various museums), Music
Learners K-12, Higher Education, Informal Learning
Application Using hardware as simple as a smartphone and Google
Cardboard glasses, students can visit locations such as the
Louvre Museum, the Smithsonian, ‘participate’ in festivals
around the world, and ‘Fly with NASA’s Juno Mission to
Juniper’ - all without ever having to leave their desk in the
classroom. Using VR technology, the students are able to
experience and learn ‘first hand’ about places that they are
studying in the classroom.
Sources: Catapano, J. (n.d.). Technology in the classroom: Google's
virtual field trips. Retrieved from TeachHub website:
http://www.teachhub.com/technology-classroom-googles-vir
tual-field-trips

Morlin-Yron, S. (n.d.). Students swim with sharks, explore

space, through VR. Retrieved from CNN website:
https://www.cnn.com/2017/09/18/health/virtual-reality-scho
ols/index.html

Links: https://www.louvre.fr/en/visites-en-ligne

https://naturalhistory.si.edu/vt3/

www.cnn.com/2017/09/18/health/virtual-reality-schools/inde
x.html

https://vr.google.com/cardboard/

www.teachhub.com/technology-classroom-googles-virtual-fi
eld-trips
Case 2:
Context Medical Field treating PTSD
Purpose Treating PTSD
Content Areas Training (Medical)
Learners EMT, Doctors, Nurses, Psychologist, Psychiatrists
Application Using Head Mounted Displays, traumatic events are
“triggered”. The patient repeatedly experiences these events
to allow them to process the event and reduce stress and
symptoms. With prolonged exposure therapy, patients
suffering from Post-Traumatic Stress Disorder from military
service gain the skills to diminish their symptoms. Scenarios
include repeated exposure to realistic battlefield experiences.
The equipment used in several cases is based on gaming
systems. The use of these systems is familiar to soldiers and
they are more comfortable and receptive to this therapy as
compared to traditional face to face therapy.
Sources: Friedrich, K. (2016). Therapeutic Media: Treating PTSD
with Virtual Reality Exposure Therapy. ​Mediatropes, Vol 6,
Iss 1, Pp 86-113 (2016)​, (1), 86.

Rizzo, A., & Hartholt, A. (2018). Bravemind: Virtual reality

exposure therapy.
Retrieved from University of Southern California website:
http://ict.usc.edu/prototypes/pts/
Links: https://www.nbcnews.com/mach/innovation/how-virtual-reali
ty-helping-heal-soldiers-ptsd-n733816
https://www.youtube.com/watch?v=VA6FEXLN5KA
https://www.youtube.com/watch?v=dVmxmDFCMlQ
http://ict.usc.edu/prototypes/pts/
Case 3:
Context Training for Olympic Games
Purpose To Improve competitive performance

Content Training (Athletic)

Areas
Learners Athletes, Sports Medicine, Trainers
Application Using a simulation program and head-mounted VR gear with a
single scene projected display, or full holodeck with
surrounding imagery. Athletes train in a virtual environment.
Training systems utilize motion sensors and eye gaze trackers,
which allow algorithms to increase challenges for the athlete.
Utilizing VR in training leads to a reduction in training injuries
as well as utilizing the data and session recordings to be use for
post training analysis.
Using virtual reality in athletic training results in less body
strain. The result is the ability to complete more repetition and
the athletes mental training becomes more rigorous. With more
practice repetitions reaction time is increased. Athletes can
make quicker decisions and movements.
Sources: Booten, J. (2018, January 23). U.S. ski team trained in virtual
reality for
Pyeongchang Olympics. ​SportTechie​. Retrieved from
https://www.sporttechie.com/
u-s-ski-team-trained-virtual-reality-pyeongchang-olympics/
Ford, J. (2016). Virtual reality puts athletes on track. Engineer
(Online Edition), 1.

Marks, P. (2013). Virtual sparring partner will get Olympians

ready. New Scientist, 219(2932), 22.
Links: http://strivr.com/sports/
https://www.sporttechie.com/u-s-ski-team-trained-virtual-reality-py
eongchang-olympics/
Case 4:
Context Training aircraft pilots and military pilot
Purpose VR can be used to train aircraft (pilots) prior to ever
stepping foot into a (potentially) dangerous situation;
Training use VR is beneficial when the potential for
danger or harm is great for the inexperienced trainee
Content Areas Science
Vocational Training
Learners Aircraft personnel, Military pilots
Application Prior to ever having to participate in potentially
dangerous/life threatening situations, aircraft personnel
can train using VR. Aircraft pilots can not only ‘fly’ in
different type regions, but they can also ‘experience’
potentially damaging and life threatening situations and
learn to react and deal positively. The use of the VR
provides inexperienced personnel additional knowledge
and confidence before actually leaving the ground. Using
the totally immersive environment in VR, the pilot is
‘placed in the aircraft’ where he/she can ‘fly’. The VR
environment allows the user to gain confidence and ability
without having placed an inexperienced person in the
aircraft, flying, without sufficient skill.
Sources: Carr, C. (1992). Is Virtual Reality Virtually Here?.
Training & Development​, ​46​(10), 36

Charlton, A. (2014, October 23). Virgin Atlantic to use

Samsung gear VR headset to train airline pilots.
International Business Times.

Links: https://www.youtube.com/watch?v=pDbrDZKZVPw

http://www.realitytechnologies.com/aviation
Case 5:
Context Higher Education
Purpose To prepare future teachers in the area of classroom
management
Content Areas Teacher Training, Classroom Management, Behavior
Management
Learners Higher Education, New Teachers, Teachers on TKES Plans
Application College students taking classes to become teachers are
placed in VR classrooms and presented with realistic
classroom management situations so that they can learn
how to best handle them. Professors are able to give
critiques and have students practice situations that present
problems for them. This type of training does not replace
practicum classes or student teaching experiences. Teachers
in training are able to practice techniques and become
comfortable with them before entering the classroom with
actual students.
Sources: Bendici, R. (2017, November 23). ​College
Teachers-In-Training Prep with Virtual Students​. Retrieved
from University Business:
https://www.universitybusiness.com/article/college-teachers
-training-prep-virtual-students

Donachie, P. (2017, November 27). ​Teacher ed programs

turn to virtual reality​. Retrieved from Education Dive:
https://www.educationdive.com/news/teacher-ed-programs-
turn-to-virtual-reality/511608/

Loewus, L. (2017, September 5). ​How virtual reality is

helping train new teachers​. Retrieved from Education
Week:
https://www.edweek.org/ew/articles/2017/09/06/student-tea
chers-get-real-world-practice-via.html

Links: https://www.universitybusiness.com/article/college-teachers
-training-prep-virtual-students

https://www.educationdive.com/news/teacher-ed-programs-
turn-to-virtual-reality/511608/

https://www.edweek.org/ew/articles/2017/09/06/student-tea
chers-get-real-world-practice-via.html
Case 6:
Context VR in the workplace
Purpose To train employees
Content Areas Training / Safety
Learners Employees
Application Using 41 cameras with Sony CMOS sensors, a green screen,
and 8i’s Patent pending software, a volumetric hologram is
created. Volumetric means that the participant is able to move
around the person they are watching. Participants wear HTC
Vive and headphones and can watch the trainer. L’Oreal is
launching this virtual reality education training in order to
provide the best training for their employees.
Sources: Stuart, S. (2017). How VR holograms can train everyone from
hairdressers to astronauts. ​PC Magazine​, 17-21.

Takahashi, D. (2016, November). L’Oréal launches virtual

reality hair education for salon stylists [Blog post]. Retrieved
from
https://venturebeat.com/2016/11/01/loreal-launches-virtual-re
ality-hair-education-for-salon-stylists/
Links: https://8i.com/
Case 7:
Context Higher Education
Purpose To train medical students how to care for patients, perform
procedures and learn anatomy
Content Areas Medical Training, Science
Learners Future Doctors, Nurses, Lab Technicians
Application Medical students are using VR in their beginning classes
to learn anatomy, making the learning more realistic and
impactful. Students are also able to practice medical
techniques and try-out new equipment using VR. These
new practices are reducing the cost and space
requirements of training. Safety is increased with more
practice time without having to use cadavers or actual
patients. Students may also train in patient
care/assessment in VR situations in order to hone their
skills and practice bedside manner.
Sources: Baker, M. (2017, September 18). ​How VR is
revolutionizing the way future doctors are learning about
our bodies​. Retrieved from University of California San
Francisco:
https://www.ucsf.edu/news/2017/09/408301/how-vr-revol
utionizing-way-future-doctors-are-learning-about-our-bodi
es

Bobo, C. (2017, August 15). ​The future of medical

training potentially lives in virtual reality​. Retrieved from
Medical Training Magazine:
https://medicalsimulation.training/technology/future-medi
cal-training-vr-technology/

Cortez, M. B. (2016, August 30). ​3 Ways med students

can use virtual reality​. Retrieved from EdTech Magazine:
https://edtechmagazine.com/higher/article/2016/08/3-ways
-med-students-can-use-virtual-reality

Links: https://medicalsimulation.training/technology/future-medi
cal-training-vr-technology/

https://www.ucsf.edu/news/2017/09/408301/how-vr-revol
utionizing-way-future-doctors-are-learning-about-our-bodi
es

https://edtechmagazine.com/higher/article/2016/08/3-ways
-med-students-can-use-virtual-reality
 3. A Critique of Current Uses of Virtual Reality

Through researching the many applications of Virtual Reality (VR), we have determined that VR
is a valuable teaching tool and is incredibly meaningful as a tool for students to use to learn and
gain experience. As the STEM fields become the focus of guiding instruction, the review of our
literature reinforced the need for students to gain knowledge in the area of VR. Whether it is
assisting athletes to reach their goals, training pilots and teachers or working in the medical
field, our research supports the importance of using Virtual reality in the classroom. The various
applications of VR that were reviewed included medical, athletic training, workplace application,
classroom use, and pilot training. Each of these field have proven applications of VR that allow
the user to learn and experience ‘real life’ situations in their field without ever having to actually
be ‘in the field’.

Rizzo and Harthold (2018) explain that exposure therapy allows the patient to experience the
traumatic experiences to develop the skills to reduce stress. This type of therapy is viewed as a
viable alternative to traditional therapy as younger soldiers have experience with gaming
systems and it feels comfortable. Previously, patients would need to imagine the scenarios
through memory. Through the use of Virtual Reality exposure therapy, patients can experience
the scenario under controlled circumstances to ensure their safety. The use of virtual reality in
exposure therapy is an exciting and promising solution to a disorder that afflicts many soldiers
and former soldiers. VR is an excellent tool that assists in overcoming obstacles through ‘real
life’ experiences (Wiederhold, 2012).

Another use of virtual reality is that of athletic training. Athletic training spans the field from golf
to the athletes competing in the Olympics. Marks, 2013, describes how boxers use virtual
sparring partners to improve their physical and mental performance. The virtual reality program
uses “predictive algorithms” (Marks, 2013) to anticipate moves based on eye movements and
motion sensors. The use of VR in training has significantly reduced training injuries and
improved competitive performance.

Training future educators through VR is becoming more widely used. Colleges and universities
use VR to train students how to incorporate appropriate classroom management techniques into
their skill set before ever stepping foot into a classroom. Donachie (2017) explains, students
are placed in various scenarios with avatar students so that they can practice their management
techniques. Professors facilitate the virtual experiences by giving feedback, altering situations
and having their students practice techniques multiple times in order to perfect decision making
skills. Having this prior experience prepares students to enter “real” classrooms with more
confidence and a proactive attitude.

Not only are our educators being trained using VR, once in the classroom, our teachers have
the ability to use VR to teach our students. In the past, when studying different parts of the
world, students had to settle for a flat, static photograph or a video to see visuals of the area
being studied. Now, with VR, the students can attach a smartphone to a pair of Google glasses
and visit the Louvre Museum or visit various animal habitats, all from their seat in the classroom.
Instead of being a passive observer, the students are immersed in the 3-Dimensional, 360
degree environment (Catapano,n.d.). Using Google glasses is an inexpensive VR tool (cost
approximately $15 per set of glasses) that teachers can employ that provides students with a
‘view’ of the subject at hand. Using VR, teachers can even go on field trips to places and
events in history (Leech, 1997). The use of VR provides views into history and science that
would not otherwise be available to our students. Ben Schrom, produce manager of Google
Expeditions, states the aim [of Google Expedition VR] is to provide a tool that could supplement
classroom lessons that are already being taught by teachers (Morlin-Yron, 2017).

Virtual reality can be a great teaching tool in the workplace as well. According to Stuart (2016),
L’Oreal trained more than 2 million hairdressers globally in 2015. By using VR, student
numbers can increase tremendously. Not only can the trainee learn valuable hair techniques,
but by using this VR tool, it is cutting down on travel expenses and can reach employees and
students worldwide. You are able to train up close without having to actually be there. This VR
experience will let the hair stylist view the trainings from any angle. He or she can even step into
the stylist’s body (or hologram) and see exactly how they style the model’s hair from a
first-person view. Then, at the end of the training, the “before” and “after” holograms of the
model will appear next to each other.

In terms of use in the medical education field, the possibilities are endless for VR. From
beginning medical students all the way to practicing doctors and nurses, VR can place the
students into realistic situations without the fear of harming a patient, reducing liability. Students
can also practice procedures multiple times and from multiple angles, all while getting feedback
from professors or mentors facilitating the learning process. Costs and space requirements are
reduced, as well as, the need for cadavers or live patients. As Bobo (2017) reports, VR training
is more cost-effective, realistic and reliable. Cortez (2017) further states that VR is way for
medical students to practice their assessment of patients and bedside manner skills before
facing actual patients and their families in critical situations. This practice environment makes it
easier for doctors to be more comfortable and calm when dealing with traumatic cases.

Exposure to liability can also be part of pilot training. Imagine having an inexperienced pilot
flying the plane when an engine failed or some other adverse situation occurred. Pilots have
been using VR to gain flight experience without having to actually fly the aircraft. This is of great
benefit as an error in judgement when mid-air could be catastrophic. The VR flight simulator
contains a cockpit and controls which replicat the actual aircraft. The pilot control the VR aircraft
as he/she would an actual airplane (Virtual Reality, 2004). the ability to train in the VR
environment is less costly than an actual airplane and give the pilot the opportunity to
experience situations that might occur once in air. This also is true for military pilots as well. In
addition to actual flight training, the military pilots are provided with the opportunity to train for
combat missions and to train flying on unfamiliar terrains.
The review of literature on VR has shown that VR allows the user to become fully immersed in a
safe environment while learning, training, or even gaming. The use of VR allows the user to
have a ‘real life’ experience in the safety and convenience of the VR environment.
4. Guidelines for Using Virtual Reality to Facilitate Learner-Centered Instruction
The guidelines for using Virtual Reality in a Learner Centered environment are
detailed in the ThingLink below. After opening the ThingLink, click on the icons to
learn about VR in the classroom.
https://www.thinglink.com/scene/1020907464914108418
 References
Baker, M. (2017, September 18). ​How VR is revolutionizing the way future doctors are learning

about our bodies​. Retrieved from University of California San Francisco:

https://www.ucsf.edu/news/2017/09/408301/how-vr-revolutionizing-way-future-doctors-

are-learning-about-our-bodies

Bell, K. (2016, October 28). How to use virtual reality and google expeditions in the classroom.

Retrieved from Shake it up learning website: ​http://shakeuplearning.com/blog/

use-virtual-reality-google-expeditions-classroom/

Bendici, R. (2017, November 23). ​College Teachers-In-Training Prep with Virtual Students​.

Retrieved from University Business:

https://www.universitybusiness.com/article/college-teachers-training-prep-virtual-student

Bobo, C. (2017, August 15). ​The future of medical training potentially lives in virtual reality​.

Retrieved from Medical Training Magazine:

https://medicalsimulation.training/technology/future-medical-training-vr-technology/

Booten, J. (2018, January 23). U.S. ski team trained in virtual reality for Pyeongchang Olympics.

SportTechie. Retrieved from ​https://www.sporttechie.com/u-s-ski-team-trained-virtual

-reality-pyeongchang-olympics/

Carr, C. (1992). Is Virtual Reality Virtually Here?. Training & Development, 46(10), 36.

Catapano, J. (n.d.). Technology in the classroom: Google's virtual field trips. Retrieved from

TeachHub website:

http://www.teachhub.com/technology-classroom-googles-virtual-field-trips
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to train airline pilots. International Business Times.

Cortez, M. B. (2016, August 30). ​3 Ways med students can use virtual reality​. Retrieved from

EdTech Magazine:

https://edtechmagazine.com/higher/article/2016/08/3-ways-med-students-can-use-virtual-

reality

Donachie, P. (2017, November 27). ​Teacher ed programs turn to virtual reality​. Retrieved from

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https://www.educationdive.com/news/teacher-ed-programs-turn-to-virtual-reality/511608
/

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