Key points:

• Stay up to date on the latest trends about learning in the digital age

I thought I was ahead of the times when I acquired virtual reality headsets and other
mixed reality technology via a grant award in late 2019. The pandemic shutdowns halted my plans to use the acquired virtual reality headsets for virtual field trips and other STEM investigations. Returning to in-person learning just six months later, the prospect of utilizing this tech for meaningful integration seemed more daunting and less appealing.

Feedback from my students revealed that they had already consumed hours of 360° views while gaming on their home computers and were well versed in digital travel because teachers frequently used video tours as engagement tools during the pandemic.

To overcome my discouragement, I recalled that in 2020, Natale et al. published a review of recent research related to learning with virtual reality and concluded that VR is not as impactful on learning when done with non-immersive tools such as the Chromebooks students were issued when they were forced into distance learning.

Holding fast to the prospect that the virtual reality headsets would be the key to pushing past the passive consumption of video and games by providing impactful immersive learning, I patiently awaited the opportunity to integrate this tool.

Shockingly, at the mention of being able to use virtual reality headsets this year, my students responded with something to the effect of “Yeah…like an Oculus? Eh…I’ve already played a lot with that because I have one at home.” Once a novel technology, the current mindset seemed to be that VR was just another toy used to consume games and other media. I was not looking to use VR to gamify my classroom. I wanted my students to be able to use virtual reality as a medium for developing the higher-order thinking skills that McQuiggan et al. (2015) described as critical for
thriving in today’s digitally connected society.

To push them past the consumption mindset, I developed an immersive design adventure that awakened and inspired the 4Cs of learning: creativity, critical thinking, collaboration, and communication.

To begin our adventure, I presented students with the opportunity to create their own virtual world or space with no limitations (other than their own imaginations). They used a web-based mixed reality application called CoSpaces to create their worlds. Providing very little direct instruction, I encouraged students to play around with the tools and see what their creative imaginations could produce.

After a while, I unveiled some design challenges that would push their critical thinking skills and encourage them to use instructional resources. One of the design challenges was to create an object that makes sense in their virtual world. With this challenge, I introduced another 3D web-based design program called Tinkercad. The object had to be exported from Tinkercad and imported into their virtual world. Other project challenges incorporated the use of environment design, 3D building blocks, and coding tools within CoSpaces. To finish this project, the students used VR headsets to explore and play around in the virtual worlds they created.

It was clear that the project had engaged them creatively, yet there were lingering tones of consumption when the end result was “getting to play” in the worlds through the VR headsets. Other than opinionated reactions, I observed very little communication or collaboration between students during this part of our design adventure.

The second part of the 3D and VR design adventure centered around the concept of
design for a purpose. The learning goal in this design challenge was to invent something that did not already exist on Earth to solve a problem. The set of pre-written problems students selected from were similar to real-life problems. To unlock the potential for fantastical ideations, we pretended that people were trying to settle a civilization on a new planet and needed the help of our creative students to solve their problems. With this modification to the challenge, students were poised to engage in the human-centered engineering design process, and take on roles as inventors. Students were no longer encumbered by the physics or materials of Earth, but still needed to apply human empathy and critical thinking to fully understand the problem and ideate potential solutions.

After creating a prototype of their invention in the 3D design software, students uploaded them to a shared virtual space with others whose problems were of a similar social category (health, transportation, etc.). The shared virtual spaces served as an additional collaborative and critical thinking design challenge for the students. Students worked together to create a representation of the landscape of the new planet based on clues from their citizen’s problems.

After that was done, students viewed their shared worlds and prototype models through the VR headsets to evaluate the placement and scale of their models in relation to the landscape elements. The experience of viewing, manipulating, and rotating their invention prototypes through the VR headsets allowed the students to analyze their designs and understand what needed to be changed or improved. With that knowledge, students could return to the 3D design software or utilize tools within the VR design platform to change the size, colors, or other aspects of their prototypes without worrying about material waste.

The collaboratively-designed virtual worlds served as virtual invention presentation
galleries. To push past mere consumption through viewing, students needed to have a way to communicate the purpose and function of their inventions. Instead of having their classmate explain the design as the student explored it through the virtual reality headset, students created a sign next to their invention prototype to explain how it works and solves the problem. This communication method was selected partly because research by Huang et al. (2019) showed that it is difficult to process and retain auditory information during immersive visual experiences in VR. After viewing the galleries through the headsets, students engaged in peer reflection discussions. This time, I observed them asking relevant questions about each other’s creative processes and ideations.

At the conclusion of this immersive adventure, we celebrated the accomplishment of
pushing past consumption of virtual reality to find pride in becoming creators and designers with immersive technology. Students could now conceptualize the difference between just using or playing with virtual reality and being VR content creators. I was proud of my students and pleased with the successful integration of emerging mixed reality technology with the 4Cs skills that students need to thrive in today’s world and the world of the future

Key points:

• Stay up to date on the latest trends about learning in the digital age

As new VR technologies emerge, educators at all levels are finding new applications to augment the classroom experience – and for good reason. VR allows educators to move past pages in a textbook to create totally immersive experiences that stimulate and inspire students.

Imagine a social studies teacher leading a discussion about the Taj Mahal, for example. While educators and students used to be bound to traditional experiences like books, handouts, or PowerPoint presentations–now they can use the power of VR to take virtual tours of the monument, walking from space to space and seeing every detail of the carved stone.

The applications for VR in education are truly endless and open up an entirely new way of learning–with lesson formats that can literally bring students back in time for history class or transport them to different galaxies for science.

However, with VR in the classroom on the rise (and even VR-first schools like Optima Domi entering the market), the introduction of new technology always presents new challenges for educators. Just like we saw with the introduction of laptops in the classroom over the past decade, powerful technology has the ability to greatly improve the classroom experience, but also has the potential to be a burden to manage and is at risk of being abused.

So, what does it take to successfully deploy a VR program in the classroom? Let’s take a look at three key factors to consider:

Teachers need easy-to-use platforms

Most educators do not have the time or the technical know-how to manually sideload apps, manage configurations, update devices, or manually track their location and usage–and even if they did, teachers should not have to be part-time IT professionals anyway. However, these are all things that are necessary in a successful VR deployment, and therefore, schools should invest in fun, simple platforms that do not require technical expertise to manage.

The good news is that plenty of easy-to-use technology have entered the market in recent years that make it possible for teachers to spend their time focusing on actual lessons and immersive content rather than figuring out how to manage/configure a bunch of VR devices and apps. 

Students require focused experiences

Students need a simple interface that allows them to access content quickly and easily. Whether devices are being used in the classroom or at home, educators need to ensure that students are using the technology appropriately and are not using the headset for anything other than educational purposes. We don’t want students playing video games when they are supposed to be learning, for example. Proper device management plays an important role in ensuring that students have a focused experience, and quality content built for the classroom is needed for a good VR learning environment.

Content control is critical

Educators need to be confident that students only have access to relevant or approved content and that they are not able to load their own content onto the device. Certain device management solutions make it possible to present only approved apps to students, which helps avoid distraction and inappropriate content.

These solutions also allow you to manage every aspect of the VR headset remotely. Device configurations, content updates, tracking, and usage can all be controlled remotely so teachers are not spending classroom time maintaining devices, and students are not wasting time trying to find content. Schools can even put usage guardrails in place to manage when users are able to access device content.

The bottom line is that implementing VR in education should not have to be a chore. Finding good and easy-to-use VR deployment partners will take the frustration out of managing devices for tens, hundreds, or (in the case of Optima Domi) thousands of students and help you create a streamlined experience and take full advantage of all VR has to offer.

Key points:

• Stay up to date on the latest trends about learning in the digital age

Imagine you are a struggling reader. You dread reading…in any class. You feel like a failure, and you are starting to hate school. One day, your science teacher brings in a Microsoft HoloLens headset. You put on the mixed reality glasses and pick up the science article that the teacher wants you to read. You begrudgingly begin reading.

After only a few sentences you are lost because you don’t know what “light energy” means. Because your eyes stopped on that phrase, an animation jumps off the page through the glasses demonstrating an example of the concept with a voiceover explanation. Several moments later you read the word “photosynthesis” and another animation appears with an audio explanation. Suddenly, reading in science class takes on a whole new emotion…you are feeling success and are even interested in reading more about science.

Characteristics of struggling readers

Some students struggle with reading, and it’s a complicated situation. First, they struggle with anxiety. High anxiety is often present for struggling readers, and they tend to have reading anxiety along with general anxiety. Second, low-proficiency readers struggle with motivation. Essentially, struggling readers have a low reading self-concept, which is linked to lower motivation. Third, struggling readers have low achievement. Given the high anxiety and low motivation, struggling readers only perform at a low reading level. For these struggling readers, common instructional methods are insufficient…and they fall behind.

Mixed reality science reading

At East Carolina University, we wanted to create something uncommon, so we created a science reading experience for 5^th grade students using the Microsoft HoloLens. The HoloLens is a mixed reality technology—it merges the real and virtual worlds to produce something entirely new. Young readers wore the mixed reality glasses and then looked at a page of scientific text in the real world. But we programmed the HoloLens to deliver supplementary content in the virtual world that could only be seen and heard within the glasses. Because abstract concepts can be intimidating for young learners, we focused on supplying additional information for difficult scientific concepts. When the students’ eyes paused on a particularly difficult word or phrase, the glasses would deliver audio-visual information to supplement the reading.

These young readers really responded to mixed reality reading! The students in our study were clearly attracted to the novelty of the technology. To use their words, it’s “cool” and “fun.” But the level of engagement goes beyond simply novelty. Students indicated that it was “a wonderful experience” and “it was pretty smart.”

During this study, we specifically saw how struggling readers can benefit from the affordances of reading science information through mixed reality glasses. The struggling readers were intrigued by the audio component of mixed reality reading. In the post-interviews, students mentioned the audio a lot, saying things like, “it read it to me,” and, “it will tell you more about it.” However, struggling readers were most affected by seeing videos and animations in the glasses. Some students simply mentioned the visual element with basic information like, “you see different pictures,” while others commented about the realistic nature of the video elements: “It just made me feel like I was there.”

Why is mixed reality better than regular reading?

We already have audio-visual technologies like iPads to support struggling readers, so what’s different about mixed reality reading? Basically, mixed reality reading is like reading on paper, but better.

First, students read better from paper than from a screen. The process of scrolling through digital text seems to impair reading comprehension. So mixed reality retains the real paper experience. Second, it’s a completely personalized experience. No one else sees the supplemental visual content or hears any of the audio content. Basically, when a reader’s gaze remains on an unknown word, supplemental content appears in the glasses, and no one else is privy to that content. Our study participants seemed particularly aware of this element of the experience; it may have reduced their anxiety. Lastly, the audio-visual enhancements are designed to help struggling readers increase their vocabulary retention and overall understanding of science. We know that our mixed reality experience increased their interest in reading and science, which is a good place to start on the path to being able to read-to-learn science.

At East Carolina University, we believe that reading scientific text with mixed reality glasses holds promise to help struggling readers. It’s a novel technology that provides an important, personalized audio-visual experience. As one female student who struggles with reading said: “It’s a very fun way…You can actually see it and…you can hear it while you’re reading it.”

We all know that augmented reality (AR) and virtual reality (VR) are super fun, but AR and VR tools can also be incredibly powerful when integrated into classroom learning.

What’s the difference? AR is the idea that the user brings something into their real world and using a device to see something that isn’t actually there–animation or 3D images come into the real world. VR immerses a person in the experience, as if they’re actually there.

AR and VR tools have a number of benefits for students, and because the tools are engaging, students are more likely to absorb classroom lessons and concepts. Plus, students are engaged in active learning with AR and VR tools.

Here’s a handful of fun and engaging AR and VR tools to get you started:

3DBear AR: This app combines immersive technologies and inspiring pedagogic content for the optimal learning results. Strategies include AR, VR, 360-photos, scanning, and 3D printing. Most of the app’s features are free.

Avanti’s World: Avanti’s World is the world’s first educational VR “theme park.” Created by Avantis Education, Avanti’s World offers an immersive and engaging educational experience where students can walk with dinosaurs, visit ancient civilizations, journey to distant planets, and experience other impossible adventures all from the safety of a ClassVR headset or a web browser. Avanti’s World is divided into four different “lands” — “Trip  Through Time Land,” “Super Science Land,” Engaging Earth Land,” and “Literacy Land,” with hundreds of scenes to explore. It includes reporting and assessment tools for teachers and a comprehensive set of educational resources for each land. Students can engage in a guided lesson, learn in groups, or explore Avanti’s World independently.

Catchy Words AR: This word game was made specifically with augmented reality in mind and has been used for students with dyslexia. Students have an immersive experience without touching the screen as they walk around, catch the letters with their device, and solve the word.

ClassVR: ClassVR, by Avantis Education, is a turnkey VR solution providing engaging content for students of all ages. Unlike other VR headsets, the ClassVR headset is a standalone, classroom-ready device that does not require any additional equipment, such as phones. The new ClassVR Premium Virtual Reality Headset, offered in 8- and 30-packs, includes several new features, including a new and improved 2K HD fast switching display, a high performing Qualcomm processor made specifically for AR and VR devices, a 100 degree field of view, upgraded optics, a front facing camera and an all new body to complement the new device features. ClassVR offers hundreds of Virtual Reality resources, a web-based management portal and uses existing IT infrastructure to make it simple for teachers to integrate VR into their instruction.

FigmentAR: Users augment their reality with objects, portals, and effects. Students can create imaginative scenes and capture them to share with peers as they place 3D emoji, animals, and other objects around their augmented space. Or, students can step into another world by using portals and walking into a new dimension.

Killer Snails: Killer Snails creates immersive games that inspire a love of science. Its games are built by scientists and backed by science, and the company’s mission is to create the next generation of changemakers and to bring science out of the laboratory and into the hands of learners. The company aims to get kids–particularly girls–interested in STEM careers. One of the company’s newest products, BioDive!, is an immersive dual virtual reality/digital experience where players are marine biologists investigating the delicate ecosystems of venomous marine snails. Throughout their expedition, students observe, discover, and hypothesize about abiotic and biotic factors that impact marine biodiversity.

Story Spheres: Users upload a 360-degree image, add sounds or triggered hotspots, and embed the Story Sphere on a website for a fully digital storytelling experience. Story Spheres has been used by journalists, documentary makers, wildlife activists, artists, educators, and small businesses to tell stories that truly revolve around their audiences.

JigSpace: This tool lets students create AR presentations. For example, an engineering teacher might pull up a relevant object and use it to explain an engineering concept to students via AR.

Kai’s Clan: Kai’s Clan is a collaborative coding platform that encompasses several technologies into an all-in-one learning platform. Robotics, AR, VR, Internet of Things (IoT) and Artificial Intelligence are more than just current trends–they are important tools for preparing students for the Fourth Industrial Revolution and Kai’s Clan incorporates all these tools into an all-in-one platform.

Oculus Rift: This is a truly immersive experience in which users wear a headset and hold controllers. It’s an expensive option but offers a powerful experience. More education content is being created for students and teachers.

“When will I ever use this?”

Math students have been asking educators this very question for decades. And yet, it has long been reported by Brookings (Loveless, 2008) and others like the Algebra Project (Moses, 2001) that Algebra I is the gatekeeper to higher level math classes, higher education success, and careers in the technical fields. It is a commonly-held belief that algebraic concepts are directly related to critical thinking skills. So, what is the disconnect?

We have hovered our proverbial mouse over the 21st century now for two decades. Yet, our education system and structure had shown little to no trace of modernization. Bells rang, people moved. An agrarian calendar is used to let our students “off” for the summer to help with…wait, for what? 

Disruption

Enter stage left, a worldwide pandemic. Our educators have been upskilled, the resources and environment have been retooled, and the technology-assisted curriculum has been modernized. 

And while the staff, students, and families are stressed as we continue to deal with the impacts of the pandemic, visionary leaders have the chance to be the architects of what post-pandemic education should look, sound, and feel like. 

Asking students, “What do you want to be when you grow up?” is no longer an adequate question to address the future of our students. Students must have a Future Self Vision. Regardless of their circumstances, they should be able to see themselves in the future. What quality of life do they envision for themselves and their families?

With a Future Self Vision, students have purpose and hope. It is the job of our education leaders to build an education system that allows all students the opportunity to develop their Future Self Vision.

Vital lesson learned

Technology-assisted or technology-enhanced curriculum has been available pre-pandemic, but the use of the technology to allow more students to access high-quality instructional materials has only intensified over the last twenty months. And just when screen time has hit an all time high, the immersion of students in virtual reality (VR) enhanced lessons in schools or at home allows for the application of real-world learning to finally answer the question, “When will I ever use this?”

The top indicators of success in post-secondary STEM fields are the ability to rotate 3D objects in your mind, maintain perspective of that object, and the ability to abstract up from real-life experiences. Most existing tools automate static memorization, leaving students with no understanding of what they have learned or the ability to apply the learning to new situations. The results these tools have produced are staggeringly low.

With better pedagogical tools, a new learning model is emerging where students and children are active agents solving problems in the real world. “This is the first time that I’ve ever enjoyed going to math class,” one student said.  We can learn much from Einstein when he shares the idea of thinking being muscular and learning being experiential. The role of teachers has transitioned from “information provider” to “facilitator of learning,” providing support as needed. Again, we are reminded from Einstein that information is forgotten. 

What does this look like in math class? Students are transported to a new world in which common barriers to learning are dismissed. Students begin with an experience by putting on a headset in which they are immersed in a physical environment (visceral understanding vs. intellectual understanding). Students connect their physical understanding to 3D simulations outside of their body. The simulations are then connected to a data visualization for interaction and manipulation by the students, ending with a symbolic representation (mathematical equation). Traditional learning of such concepts typically begins with the mathematical equation.  In this example, students derive the mathematical equation gradually through the experience. 

Educators are also expressing their engagement and augmentation of the content in which they are tasked to teach.  “I have gained a deeper understanding of the authentic learning application of what I am teaching. I have been teaching this content for years and have now experienced the content in a more concrete, understandable way. I have an actual real response when students are asking why they need to learn what it is that I am teaching.” (Anonymous Teacher)

Reengaging students into a revitalized school structure is imperative to their Future Self Vision. They must be able to connect their learning experiences to real-world experiences. Allowing all students to access learning in authentic ways only yields a more equitable learning process for all. Anurupa Ganguly, CEO and founder of Prisms of Reality, shares, “Because kinesthetic VR allows students to connect across multi-dimensional representations of abstract notation, they’re able to engage with these concepts in line with their natural instincts and curiosity, rather than the one-size-doesn’t-fit-all approach of traditional classroom instruction. VR eliminates the distractions of the classroom and creates an environment where focus and concentration are not only essential, but preferred. This has the effect of turning every student into an actively engaged math learner, regardless of their skill or competency beforehand.” 

Alas, the education system was forced to click that mouse and finally enter the 21st century of teaching and learning, where learning is the constant while time and environment, virtual or real, are the variables.

My school, located in London, is a rich and diverse community with over 40 languages spoken at the school. Affectionately known as a ‘village school in the United Nations of Brent,’ we can see the arch of the iconic Wembley Stadium from the end of our street. However, like some of our American counterparts, we serve students who have never been able to visit–let alone step inside–the iconic landmarks like Wembley, Buckingham Palace, or the Tower of London, in their own backyard. 

This fact was brought home to me several years ago when a 10-year-old student from Brazil, whom we will call Lucas, made a sobering observation on a school trip to center city London. Looking up at the glass, the skyscrapers, the abundance of wealth, Lucas casually remarked, “I didn’t know London could look like this.” 

In that moment we knew we were failing our children. If our neighborhood of Cricklewood in North London was all they knew, how could they have aspirations beyond it? It was augmented reality that began to bring the world to life for our learners.

Here are a few ways we have created moments of awe and wonder for our learners:  

Connecting the world around you  

Augmented reality gives educators the opportunity to bring the world to life. But first we need to see the world. We enrich our learning by taking field trips to the heart of our capital city. Pupils draw landmarks, interview tourists, use iPad voice recorders, and make films using the camera on iPad, editing them in iMovie to bring those landmarks to life.  

Then, using augmented reality apps, we link the children’s artwork to their videos and embed it all in a Google Map. This means that anyone can point their camera at the trigger image and find out more about the landmark they are visiting that day–all narrated by our pupils. 

Bringing school alive 

Simple point and tap triggers mean any image can be brought to life. Displays suddenly become interactive, with videos, websites, sound files, and animations popping off the walls. Imagine a display board full of children’s written work coming to life with pupils reading their own work.

Plus, it is not just for the children in the school. By posting an image on a school website, you give the children an audience in the community, or even globally. Anything can be a trigger. The school logo provides information to parents and newsletters leap off the page. A book in the library becomes an interactive recommended read.  

But as technology developed, so did the capabilities.  

Immersing yourself 

Let us revisit Lucas. Without a doubt, he got to see London and learn about the rich history of the city, but the best part of the whole experience was being inside St. Paul’s Cathedral or standing outside Buckingham Palace. These are the moments of awe and wonder that inspire future architects, historians, readers, and writers.  

Today, augmented reality is all about those moments of immersion. In the middle of a global pandemic, it is an opportunity to get children to explore the world around them and immerse themselves in history in the most creative of ways. When field trips stopped, the field just came to us.  

At Anson, the students walked out of their classroom and into the playground. With a quick scan of the play area using their iPads and Sandbox AR from Discovery Education, the ruins of a Roman Villa appeared before them. They moved around the ruin, exploring the walkways, ducking through doorways, and finding artefacts that were not from that period of history. Importantly, they could begin to understand how our Roman ancestors built a life and easily add their own walls, windows, and archways to develop the experience. When it came to writing about Rome, this experience gave them something to write about. Learning was no longer abstract, but real, lived, in their memory. 

Creating the set  

There are some who argue that augmented reality is a gimmick. It is certainly true that, for a long time, augmented reality experiences were time-consuming, difficult to create, and ‘clunky’ to use. They were a bolt-on.

This began to change when the London Grid for Learning began to embed augmented reality experiences in its web portal. The London Grid for Learning are a charitable trust whose mission is the advancement of education, and they were leaders in using augmented reality to give access to rich online content that allowed you to experience life for Great Britain’s Roman settlers or the trenches of World War I. Educators could see it as critical to historical enquiry–a way to ensure learners build understanding and empathy at the same time and connect with experts in their field 

Augmented reality has continued to evolve. Today, thanks to a host of modern technologies, AR puts into students’ and educators’ hands the ability to create immersive, interactive learning experiences that unlock students’ natural curiosity. Imagine my delight when children as young as 7 were able to use Sandbox AR to construct their own version of the Great Hall from the epic poem Beowulf using a selection of structures inside the application. In just 20 minutes, students can walk around their creations, hearing the poem being read aloud as they are immersed inside the mythic meeting hall. 

Anything is possible  

AR provides so many options across the curriculum, from using a giraffe in your classroom to explore ratios, from encountering a shark in your corridor to explore length, or taking a trip around the universe to explore if there is life “out there.”  

Importantly, we bring the life that is out there into the hands of our learners. We connect them with the world outside their local area–places many may never experience first-hand. Using immersive technology, we can allow them to see it, hear it, live it, and breathe it all in. We open their eyes to the possibility that there is more to life beyond their own front door.  

Immersive learning experiences are a new type of educational experience that can be used in place of traditional lectures and classrooms. Immersive learning is meant to mimic the real world by providing students with an environment that is as close to reality as possible. It’s designed for learners who are interested in hands-on experiences, problem-solving, and discovery over non-traditional methods like reading textbooks and listening to lectures from a professor.

There are also many potential applications of immersive learning techniques in schools. This article will discuss what immersive learning is, how it changes the classroom experience, and some current use cases of immersive learning.

What is immersive learning? 

Immersive learning provides realistic settings in which students can participate in situations and simulations. Immersive environments are created with artificial stimuli such as sounds and images that make users feel physically present in the virtual world. Let’s look at some of the most common types of technology involved in immersive learning techniques:

Augmented reality augments real-world surroundings into a user’s device and enhances reality by incorporating digital features.

Virtual reality creates digital simulations in a headset, allowing users to be fully immersed in a virtual environment.

Mixed reality blends AR and VR to make virtual interactions seem more lifelike. MR enables digital and physical objects to coexist and interact in real-time.

3D immersive learning is a method that encourages extensive learning by using 3D visuals and simulations to give users an immersive experience.

How immersive learning changes the classroom

Immersive learning covers a wide range of topics. For example, it teaches people how to operate a forklift and other heavy machinery, control airplanes in flight simulators, and resolve conflicts in an office setting. Immersive technologies enable learning in nearly any scenario, which is one of the major benefits. There are several other benefits of immersive learning methods, but here are just a few:

Better knowledge retention: With immersive learning techniques, information is usually better retained than when learning with traditional methods. VR is in the top two with learning retention of 75 percent, according to a 2020 study. While lectures have learning retention of just 5 percent, and reading has learning retention of 10 percent, VR training is only surpassed by learning that occurs via teaching others, where learning retention exceeds 90 percent.

Increased motivation: Immersive learning experiences make education generally more enjoyable. With immersive learning technologies, educators can create exciting ways to deliver information. According to a 2019 study, this type of information delivery creates positive experiences that lead to higher motivation and willingness to learn and participate in educational activities.

Distraction-free world: Being immersed in a virtual world makes it easy for learners to tune out distractions. As mentioned earlier, immersive learning experiences create interesting scenarios that are usually fun and motivating for the user, so it’s easy to ignore the usual distractions that cause minds to stray from the learning material.

How immersive learning is currently being implemented

Immersive learning can be used in almost any scenario. Here are some notable ways that immersive learning is currently being utilized:

Virtual field trips: Geographic location, safety, and budgetary constraints prevent specific environments and concepts from being explored with a field trip. However, the capacity to do so with VR opens up a whole new world of learning opportunities. Field trips can help students comprehend complex topics.

Vocational and life-skill training: Certify-ED is an online school that provides VR courses that allow users to receive training in certain career paths such as welding, nursing, culinary arts, drone flying, and many other topics. They also provide courses to train life skills such as laundry, scheduling, and more.

Astronomy courses: Some disciplines, like astronomy, are difficult to understand since the material is abstract. However, VR, AR, and other forms of immersive learning can help students better understand abstract and dynamic topics.

History lessons: Immersive learning allows students to learn about historical events and places throughout the globe. Teachers can plan lessons that take students back in time to learn more about historical subjects.

Education for students with special needs: One example near to my heart is The Dan Marino Foundation. The DMF has a VR program that mimics a job interview for its students who have autism or other developmental disabilities. The ability to practice with an avatar provides them with more confidence in their communication and interviewing skills.

The future of education

Immersive learning is a fantastic method for individuals of all ages and experience levels to acquire new skills. Immersive technologies are becoming more prevalent due to technological advancements such as cheaper VR equipment and improved mobile technology.

These developments enable instructors to harness the power of immersive learning and learners to study without boundaries and reach their full potential. Immersive learning can significantly enhance learning effect and engagement, and it makes for a great learning experience.

Over the past year, virtual learning proved to be a mixed bag of success. Some students adapted; but for others, learn-from-home was a gargantuan hurdle. Many school systems, in fact, were forced to alter their student performance standards simply due to the number of failing grades students were receiving.

A recent McKinsey study showed that present forms of virtual learning, especially those built around videoconferencing, actually widen learning gaps. But don’t make the mistake in thinking that technology itself is to blame for these educational struggles.

If anything, new solutions are sorely needed. Students need the ability to learn effectively both inside and outside the classroom. There needs to be a seamless connection between modes of learning, with immersion at the core. The right technology can make this happen.

3D tech, in particular, has the potential to change the very nature of learning. Using 3D cameras, scanners and other multi-dimensional hardware and software, students can learn faster, with greater engagement and retention. 3D tech also can foster the personal connections, interactions and shared experiences that are so critical to early child development.

Immersive classrooms

One of the most exciting innovations in the education sector is hands-on learning facilitated by depth sensors. Supported by depth sensors that track student movement in a certain area, immersive imagery is projected on the walls, floors and other flat surfaces of rooms equipped for the purpose.

Immersive classrooms put students in the environment they’re learning about. Curriculum takes on a whole new dimension as students virtually walk through buildings, explore the rainforest, create simulations, even travel the universe. Rooms are totally interactive; students can touch and tap the walls and floor, dance, jump, and more, with actions “read” by the room’s 3D sensors. Teachers can add smells and sensory effects to enhance the audio-visual experience.

Immersive 3D tech also offers children with sensory and ADHD challenges a therapeutic environment. For any child, such a room can create shared experiences that prompt social development and a love of learning.

Mixed reality

Another environment-enhancing experience is the creation of mixed reality simulations using a combination of 3D and VR/AR (virtual reality/augmented reality) equipment. Like immersive classrooms, mixed reality lets students explore sectors of learning that would otherwise be impossible. Mixed reality, however, does this through a combination of VR/AR headsets and 3D scanning.

Mixed reality creates models of objects that can be examined from any angle, over all three axes, simply by moving a mouse—or by hand movements if 3D scanning is added. 3D cameras also allow indoor/outdoor environments to be scanned and reproduced for virtual walk-throughs. Enhancements and overlays on the virtual 3D model can create “x-ray views,” as well as show changes over time, the effect of layering, and more.

In mixed reality indoor or outdoor settings, 3D sensors will track the movement of individuals through the space. Science teachers, for example, can conduct walkthroughs and experiments that would otherwise be too costly, or even hazardous.

On yet another front, three-dimensional scanner technology is enabling 3D printing for a multitude of applications from science and biology to engineering and manufacturing. A Purdue University study found that the best way to get K-12 students interested in engineering and technology is to focus on hands-on learning—a pursuit that is ideal for 3D printing.

Future opportunities

While the challenges of engaging students from home are significant, they are not insurmountable. VR headsets are found in many homes already thanks to home gaming and cost a fraction of the price of laptops. As they become more common, students will soon be equipped to explore many of the same immersive and mixed reality alternatives from home. This kind of interactive instruction is a major step up from videoconferencing and will allow students to move smoothly between classroom and home instruction.

In the near future, virtual 3D learning promises to take another massive leap. Google is currently testing Project Starline, a “magic window” that enables teachers, lecturers, and guests to teach from anywhere, in real time, with a high-resolution 3D presentation that is virtually indistinguishable from reality. The innovation may support field studies and real-time events from around the world in 3D, without headsets—a breakthrough that will change learning in ways yet to be imagined.

Time to begin

COVID-19 caught modern education unaware and ill-equipped to support virtual learning, but this will change. Ninety percent of educators agree that VR/AR will be an important way to provide personalized education in the future.

3D tech is a cost-effective and practical way for schools to create learning experiences that go far beyond sitting at a classroom desk—and they can be had anywhere, in multiple settings. Virtual learning is not an approach to be abandoned. It must be explored, developed, and further implemented. Education is all about the future—and time to embrace the future of learning technology is most definitely here.

Key points:

• Stay up to date on the latest trends about learning in the digital age

Immersive learning might sound like a no-brainer strategy, but it’s a superb way to ensure students are engaged in lessons and core concepts.

Augmented and virtual reality apps are excellent ways to engage students in immersive learning, while at the same time offering a fun learning experience.

Students can explore historical sites, meet sea creatures up close, and more.

As you’re searching for some new immersive learning apps and tools to incorporate into your teaching this fall, check out the list below for some fun choices.

1. Catchy Words is a new kind of word game. Students have an immersive experience as they walk around, catch letters with their device, and solve the word. Content-specific words, or an entire word list, can also be added to the game to help reinforce vocabulary associated with lessons and learning units.

2. Froggipedia is an interactive and constructive learning Apple AR app that helps students explore and discover the unique life cycle and intricate anatomical details of a frog. The app provides an immersive and engaging experience which elaborates on each phase of the life cycle of a little amphibian called the frog. Froggipedia helps students observe the life cycle of a frog, such as how it turns from a single-celled egg in water to a tadpole, which in turn turns into a froglet and eventually a full-grown frog. Students can dissect and observe the complex structure of its various organ systems right on their devices.

3. With Trench Experience VR, students experience an authentic trench from the First World War in virtual reality. See and hear the trench in this amazing virtual museum designed to be explored with Google Cardboard.

4. Ocean Rift is a VR aquatic safari park. Explore a vivid underwater world full of life, including dolphins, sharks, turtles, sea snakes, rays, manatees, sea lions, orcas, humpback whales, and even dinosaurs. Swim around, explore, and interact with sea creatures across 12 unique habitats ranging from coral reefs and shipwrecks to lagoons, the Arctic and Atlantis. All star animals have their own artificial intelligence, which means that every visit to Ocean Rift will be a unique experience.

5. Using Civilisations AR, students can discover the secrets of ancient Egypt, reveal hidden layers beneath Renaissance masterpieces, and learn more about the origins of these cultural treasures and the people who made them. Treasures to be found include an ancient Egyptian mummy from the Torquay Museum, Rodin’s The Kiss from the National Museum of Wales, iconic sculptures from Henry Moore and Barbara Hepworth, and masterpieces by Tintoretto, Bellini and Turner. Available on iOS and Android.

According to the World Health Organization, around 15 percent of the world’s population lives with some form of disability or special educational needs—and of that 15 percent, 2 to 4 percent experience significant difficulties in functioning.

However, the global disability prevalence is thought to be higher than previous WHO estimates, which date from the 1970s. Instead, data from last year suggests a figure of around 10 percent is more accurate, with 190 million (3.8 percent) who are 15 or older and have significant difficulties in functioning.

Given these facts, it seems like a paradox, then, that students with special needs relating to conditions such as autism (ASD), ADHD, dyslexia, Down’s Syndrome, and hearing difficulties can often feel left behind in a classroom environment in comparison to their peers.

Fortunately, education is progressing to become more inclusive of those with different learning styles and educational needs, but there is still a lot that can be done to make the classroom more inclusive for each and every student. It is becoming more and more apparent that it is time we rethink not just what we teach, but exactly how we teach.

One medium that could provide learning support for students with special needs in the near future is the use of augmented reality (AR) in education. This technology can break down barriers in a learning environment. As one study by The European Journal of Special Needs Research from last year explains:

“The results showed that the AR applications had a large effect across the 16 single-subject studies. The effect of AR was the largest in promoting an individual’s learning skills, followed by social skills, physical skills, and living skills. This study offers an important insight into the relative success of AR in promoting academic and functional living skills to individuals with special needs. It also offers research-based guidance to decision-makers for supporting adolescents with special needs, such as autism spectrum disorders and intellectual disabilities.”

AR is beneficial as it overlays virtual images onto real world images in real time. It allows students to see, hear and touch the knowledge in a fun and engaging way. In addition, educators may be able to create personalized learning plans by studying AR users’ data, thus allowing the educator to tailor lessons to a student’s specific needs and subsequently allowing them to access the best ways to motivate their student.

Many AR apps are easily accessible, inexpensive, and can be used anywhere at any time. They also have the ability to allow students to retain information much better than standard lessons due to them being interactive and fun, with one study from Nigeria in January 2020 finding that AR devices enhance the learners’ performance and retention, regardless of the gender of the pupil.

To give some examples, students who struggle with coordination may benefit from being able to interact with 3D shapes and pictures showing geographical locations, which also had the added benefit of exposing children to different cultures, landscapes, and environments.

Research also suggests that, for students with cochlear, hearing or speech impediments who use smartphone technology or headsets that incorporate AR platforms, the learning gap narrows when it comes to their ability to converse, communicate, and understand.

Outlets such as the Augmented Classroom by CleverBooks, which features content that focuses on STEM, could similarly be used to help students who may struggle from math-based issues, such as dyscalculia. Other apps can also let students experience the wonders of space and to navigate the galaxy without needing to leave their seats.

Language apps can be applied through AR, which in turn can help a student improve both fluency in another language and pronunciation of words in different languages.

Another study that detailed the effects of this type of technology on educational inclusion was featured on the website of the National Center for Biotechnology Information (NCBI). The authors listed a variety of positive conclusions about using such technology to educate children with SEN. Some of these findings included:

• The greatest effect is improving communication skills in students with disabilities, especially oriented to those with hearing problems.
• Among the advantages reported were motivation, interaction, and catching the interest of the student with a disability–all criteria that help inclusive education.
• In general, all studies ended with a minimum of positive effects on students with different needs, and, depending on the case, it improved their experience in the educational system taking advantage of the benefits of the AR.

Overall, it is apparent that this is the one of, if not the best, tool that a teacher in the 21st century can employ in order to engage their pupils of all learning abilities and learning styles in their lessons. Although it has only been around for less than two decades, it is nevertheless evolving at a rapid rate and is constantly being improved on across all areas.

For parents, educators, and students alike, it is important that we empower students, especially students with special needs, to reach their full potential, regardless of their academic abilities. Early intervention and exposure to AR is key to their successful inclusion into society.

Generation Z (people born from mid-1990s to 2010s) and Generation Alpha (those born between 2010s and mid-2020s) grew up surrounded by technology. For these young people, devices like smartphones and tablets are like an additional exoskeletal attachment. These young generations are not afraid of new technologies. School districts and universities should not be either.

The 2020s will be the decade of immersive technologies, and this is the year for schools to start exploring how to bring virtual reality (VR) and augmented reality (AR) into the classroom. I use VR in my classroom because I see its success, but it’s not just me–multiple studies point to the academic advantages of immersive tech.

Related content: 10 reasons to use AR and VR in the classroom

VR and AR will change how we live, work, learn, and interact with each other. This belief caused me to start The Glimpse Group, a diversified VR and AR platform company made up of 9 unique software and services subsidiaries.

In addition to my work with The Glimpse Group, I am also an adjunct lecturer at Fordham University. At Fordham I teach Exploring Entrepreneurship, a class where students learn what it takes to be an entrepreneur, along with the critical elements of starting a company. My colleague, Professor Christine Janssen, and I modernized the course by adding VR exercises to teach our students soft skills and business collaboration.

Technology brought the world into the classroom–immersive technologies will take the classroom into the world.

AR learning 101

Very few of today’s classrooms consist of some desks, a chalkboard, and a few squeaky pieces of chalk. Now we have projectors, interactive whiteboards, one-to-one laptop policies, and more. We moved away from just a chalkboard because we realized that most students prefer learning in multimodal methods.

AR works by overlaying digital elements into a physical world. AR turns the screen of a smartphone or a tablet into magical windows that transform books, posters, and classroom objects into dynamic learning tools. Not only are students engaged in new ways, but this digital augmentation can help direct students’ attention to relevant information.

AR also provides strong analytics that allow teachers to measure what a student is looking at and for how long their engagement lasts. Imagine assigning homework and the following day being able to measure what content students interacted with. AR is an accessible and powerful tool that can motivate students to learn and allow teachers to better understand what works for their students.

VR learning 101

Humans are spatial learners who learn best by doing. While it’s not always feasible to take students to a physical location, a VR headset can transport students to any time period and any location. The best part? Students feel focused while immersed in these environments.

Immersion is one of the most powerful things about VR. Computer scientist Jonathan Steuer brought attention to the effects of immersion in his well-known 1993 paper titled “Defining Virtual Reality: Dimensions Determining Telepresence.” In the paper Steuer defines telepresence as, “the extent to which one feels present in the mediated environment, rather than in the immediate physical environment.” With immersion, interactivity, and a distraction-free environment, VR optimizes how we understand and cognitively process new information.

Another major benefit of VR includes gamification and the ability to scaffold learning. When it comes to completing a science experiment, a student’s first-run of the experience could be fully guided and even feature a virtual instructor. They could receive real-time feedback on their performance. In order to reach the “next level,” or a version of the experience with less guidance, students need to successfully complete the first level. With gamification, experiences can be uniquely modified for the student.

At Fordham, I have my students practice networking, negotiating, and business pitching all while embodying virtual avatars. These virtual simulations allow students to practice situations that they cannot practice within the confines of their university. I can talk about networking to my students and give them tips, but they’ll only retain these skills by practicing its application. VR provides the best medium for execution.

In VR, my students can role play as virtual avatars. While embodying another person, they enter a virtual room and feel like they’re surrounded by other business people. In reality, these other avatars could be their peers. When embodying another avatar and when immersed in these virtual rooms, my students take their exercises more seriously.

Does VR and AR learning work?

This upcoming generation of students grew up with internet-connected smart devices. For them, information comes instantaneously. Unfortunately, a barrage of apps are constantly combating their attention economy and impacting their focus and retention in class. AR and VR provide new learning opportunities that can keep students engaged and make lessons stick.

There are metrics to back up the success of VR and AR on learning and retention. A meta-analysis from the Eurasian Journal of Educational Research analyzed the effectiveness of AR learning and found that “AR applications increase students’ academic achievement in the learning process compared to traditional methods.” With the ability to put text, videos, images, audio, and 3D models all in one experience, AR can deliver a diversified ray of information in ways that are beneficial to all learning types.

AR is enhancing our current learning arsenal and VR provides an entirely new way to learn. Humans are sensory creations who use visual and audio cues to gain information. Learning new concepts in a virtual environment (which would be rich in sound design, visuals, and 3D objects), benefits our natural spatial learning style. When it comes to remembering new information, a University of Maryland study found that VR learning simulations provided “a superior memory recall ability compared to the desktop condition.”

What’s next for VR and AR

VR and AR’s influence on learning is ubiquitous. Its adoption is inevitable and almost any current educational experience can be enhanced by these technologies. It would be nearly impossible for me to describe all the ways educational institutions can adopt these new technologies, but the ones already in use are virtual classrooms where students can join class remotely, multidimensional data visualization that allows students to see data relationships that are not easily visible in two or three dimensions, and virtual recreations of historical times and events that let students “visit” the past.

The next generation of learners is here. If we, as educators, are dismissive of integrating current tech advancements into our classroom, we risk raising an entire generation of students that will fall behind.

Administrators and educators need to shift their paradigm on immersive tech’s adoption. VR and AR will enhance students’ educational experiences and give them a step up for their future.

The academic adoption of VR and AR is inevitable. We may need to develop a new pedagogy for how students interact with immersive technologies, but I am excited to have this technology make a positive impact on the next generation of learners.