The Role of Virtual Reality in the Learning Environment
VR can provide an immersive, interactive experience ... but it's expensive ... for now.
by Jenna Cyrus, PharmD, PGY1 Pharmacy Practice Resident, University of Mississippi Medical Center
Virtual reality (VR) is an immersive technology that allows users to replace the “real world” with an environment created by digital media. VR is created using special technology, including “personal computers, head-mounted displays (HMDs), and tracking sensors, as well as software to deliver an immersive experience.”1 Virtual reality can simulate a fully three-dimensional experience; users can move around, perform tasks, manipulate objects, and interact with others in the created virtual world. VR has been used as a training tool for many years, notably flight simulators; however, in recent years, it has made its way to the classroom. As accessibility to VR technology increases, many educators are using virtual reality to increase student engagement, practice real-life skills, and improve information retention. Many studies have been conducted comparing virtual reality to traditional teaching strategies, such as lectures with PowerPoint presentations, 2D videos, and role-playing. The studies highlight both the pros and cons of VR for learning; however, the evidence suggests that it can be a useful tool, even if only used supplementally to other instruction.
Virtual reality has been widely used in the education and training of health professionals. VR allows medical, dental, pharmacy, and other students to practice patient interviews, physical exams, surgical skills, and more. VR can create authentic scenarios and allow students to practice skills on simulated patients before practicing in the real world. In addition, VR helps students understand abstract or less accessible topics that may be harder to explain with traditional instructional methods. One study investigated whether a VR learning environment increased student knowledge and understanding of fetal development compared to a traditional tutorial. Participants were assigned to either a 15-minute VR learning experience or a traditional PowerPoint presentation on the stages of fetal development. The study found that knowledge increased after both learning experiences, but significantly more knowledge was retained after 1-week in the VR group.1 This study supports the use of VR to help students retain information. Students reported increased satisfaction with the VR learning experience compared to the traditional learning strategy.
Another study compared the use of VR to a two-dimensional video for teaching dental radiology classes. Students were being taught how to properly perform dental radiography using the bisecting angle technique. All class sessions were conducted in a non-face-to-face environment. Students were assigned to either watch traditional 2D videos on the topic or to watch a 360-degree video through a head-mounted display (HMD). The investigators did not test students’ knowledge or skill but they did assess learning satisfaction and self-efficacy using questionnaires. Learner satisfaction and self-efficacy correlate with motivation, academic achievement, and confidence to achieve goals, all of which are important for student success. The study showed that students in the VR group reported higher rates of satisfaction and self-efficacy compared to the traditional 2D video group.2 The 360-degree video replicated real-life scenarios and created a more realistic environment that helped the students (self-perceived) better understand the concept.
Lastly, virtual reality has been compared to hands-on learning methods, such as role-playing. A study compared the effects of the role-playing method to virtual reality during basic life support (BLS) training. BLS is a crucial skill that almost every healthcare professional must master, and each person should be knowledgeable and feel confident in their abilities as it could save someone’s life. This study assigned participants to either the traditional role-playing method of BLS training or BLS training through a virtual reality program. Pre and post-tests were performed to assess students’ knowledge and understanding of the topic. The results showed a higher percentage of correct answers in the VR group compared to the traditional method; however, this difference was not sustained at the 6-month follow-up test.3 This study demonstrates how VR allows the learner to consolidate large amounts of information in a short period of time and can be useful to practice real-life situations without having to attend in-person sessions.
These studies show us how virtual reality can be a useful learning tool, but many educators have concerns about VR. There are some cons to take into consideration with this technology, and they should not be overlooked. One main concern for many people is the cost. Virtual reality technology is quite expensive and may be difficult to obtain at many schools and other institutions. Traditional teaching methods are effective, leading many people to question whether spending the extra money is worth the small gains. Another consideration is the physical capacity of school buildings. Virtual reality requires a lot of space; many VR companies warn users about the dangers of using this technology in a small, enclosed area. Some schools and institutions may not have the physical space or classroom capacity to accommodate what is required for VR to be used appropriately. Schools will also need a sufficient number of headsets and other equipment. A poor ratio of VR technology to students or limited physical space could potentially lead to negative effects on learning if the students are not able to have the full VR experience. Another concern is “cybersickness,” whereby participants using the VR devices reported feeling dizzy, nauseous, or vomit due to motion sickness; this could deter many students from wanting to participate in a VR learning experience. However, the cost and prevalence of motion sickness could decrease as VR becomes more widely accessible. As VR is used more often and incorporated into the learning environment, costs could decrease, and people often adapt to the technology after more frequent use.
Despite the cons, there are a few pros of VR that should be highlighted. The main advantage of virtual reality is its ability to enable active learning; students use their full attention to participate in activities, which increases learning and retention. VR also increases accessibility and inclusion; this technology will allow students to visit places and time periods they could only dream of seeing. A great example of appropriate VR use may be a 5th-grade class learning about Greek mythology. After in-class discussion, VR can be used as a supplemental activity to transport the students to ancient Greece. Thus, students can virtually travel around the world without paying the travel costs that come with traditional field trips. VR also allows students with physical limitations to be involved in experiences that may not be possible for them. Lastly, VR technology provides students with authentic (nearly real-world) experiences where they can practice hands-on skills that may be hard to experience in real-life training.
Virtual reality can play a major role in learning. It has advantages in increasing student engagement and knowledge retention, but educators should be aware of some of the drawbacks of VR use. VR should not be used as the sole educational tool and additional studies must be conducted to fully understand the effectiveness of VR. VR can play a role as a supplemental learning experience to help students develop a deeper understanding of the subject matter.
References:
1. Ryan G, Rafferty A, Murphy J, Higgins MF, Mangina E, McAuliffe FM. Virtual reality learning: A randomized controlled trial assessing medical student knowledge of fetal development. Int J Gynaecol Obstet. 2023;162(1):292-299.
2. Im JE, Gu JY, Bae JH, Lee JG. Comparative study of 360° virtual reality and traditional two-dimensional video in nonface-to-face dental radiology classes: focusing on learning satisfaction and self-efficacy. BMC Med Educ. 2023;23(1):855.
3. Figols Pedrosa M, Barra Perez A, Vidal-Alaball J, Miro-Catalina Q, Forcada Arcarons A. Use of virtual reality compared to the role-playing methodology in basic life support training: a two-arm pilot community-based randomised trial. BMC Med Educ. 2023;23(1):50.