A form of VR incorporating interactions in the virtual environment with other individuals in a synchronous format, simulating the essence of a unique interaction in reality to that virtual environment.
Published in Chapter:
Virtual Reality Considerations for Curriculum Development and Online Instruction
Andrew C. Lawlor (University of Phoenix, USA), Cassandra Smith (City University of Seattle, USA), Patricia Steele (University of Phoenix, USA), Elizabeth Anne Johnston (Grand Canyon University, USA), and Sonja M. Lamppa (University of Phoenix, USA)
Copyright: © 2021
|Pages: 18
DOI: 10.4018/978-1-7998-7653-3.ch002
Abstract
For virtual reality (VR), augmented reality (AR), and mixed reality (MR) to become effective learning modalities, they must be considered in the context of experiential or constructivist learning which could disrupt traditional instructional and educational practices given their interactive quality. How might educators assess these applications and their implementation to determine their learning potential for online instruction? By applying the studio thinking framework (STF) and the presence pedagogy (P2) model, unique insights may be gained in terms of virtual reality's value to the learning process. Current research shows many similarities between the skills taught in studio art classes and opportunities to learn the same skills in virtual educational applications, while the P2 model has demonstrated its effectiveness in applying pedagogical strategies to collaborative VR environments. Tactics to prepare, apply, assess, and evaluate (PAAE) this technology in educational programs for teachers and school leaders provide a guide for implementation.