Immersive virtual reality (IVR) is a simulated digital environment, typically using head-mounted displays to immerse users into an artificial, virtual world (Southgate et al., 2019). IVR is an emerging medium used in education to foster creativity (Hew & Cheung, 2010) and yield new knowledge for students (Dede, 2009).
Specifically, a technology that students and teachers can create and explore virtual reality is CoSpaces Edu. CoSpaces Edu has a user-friendly interface that enables users to create three-dimensional content that users can immerse themselves in through a wide range of VR headsets (CoSpaces Edu, 2023).
(CoSpaces Edu, 2021)
Immersion into a digital environment can enhance education by creating unique experiences for students, yielding new knowledge from an incomparable environment (Southgate, 2018). CoSpaces Edu and IVR allow for an interactive learning environment that promotes students to have an active role in their learning, building on constructivist pedagogy (Bronack, Riedl & Tashner, 2006). Students also engage in experiential learning through the implementation of IVR as the exploration and understanding of virtual environments can allow an increased understanding of certain concepts and ideas (Jong et al., 2020). Specifically for learning that may have been difficult to explain or visualise with other formats (Maulana & Purnomo, 2021).
IVR can foster creativity in a classroom as it allows students to think outside the box to develop new ideas (CoSpaces Edu, 2023). Virtual worlds offer an open-ended environment that inspires endless possibilities for innovation and creation (Bronack, Riedl & Tashner, 2006). Further, IVR can allow multiple perspectives which prompt students to think holistically, Using CoSpaces Edu in EDUC3620 (Source: Zoe Lennon)
increasing the possibilities of new ideas
to be created in students learning (Dede, 2009). Students can use CoSpaces Edu creatively in a Stage 3 geography lesson by creating and exploring environments, whilst including their features and characteristics. This activity achieves the outcome GE3-1 (NESA, 2015) and allows students to apply their knowledge creatively and engagingly. Information on how to pair CoSpaces Edu with VR can be shown in Figure 1.
Figure 1: CoSpaces using VR technology Oculus (Thomas, 2022)
Although IVR presents great opportunities for learning within schools, it also presents some challenges (Southgate et al., 2018). At a psychological level, exposure to IVR raises ethical concerns about implanting false memories, especially for students in the developmental stage (Southgate, 2019). Furthermore, students may not be able to make real-world connections to the simulated environment, thus limiting their learning (Melo et al., 2019). However, with explicit instruction, teachers can use this technology effectively.
References
Bronack, S., Riedl, R. & Tashner, J. (2006). Learning in the zone: A social constructivist framework for distance education in a 3-dimensional virtual world. Interactive Learning Environments.
CoSpaces Edu. (2021). CoSpaces Edu for beginners: Teacher tutorial. Youtube. https://youtu.be/KnP4iBlqs44
CoSpaces Edu. (2023). CoSpaces Edu for kid-friendly 3D creation and coding. https://cospaces.io/edu/
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69.
Hew, K. & Cheung, W. S. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British Journal of Educational Technology, 41(1), 33–55.
Jong, R., Yung, M. S., Tsai, C., Xie, H. & Wong, F. (2020). Integrating interactive learner‐immersed video‐based virtual reality into learning and teaching of physical geography. British Journal of Educational Technology, 51(6), 2062-2078.
NSW Education Standards Authority [NESA]. (2015). Geography K-10 syllabus: Outcomes.
Maulana, F. & Purnomo, A. (2021). Development of virtual reality application to increase student learning motivation with interactive learning in vocational education. Materials Science and Engineering, 1071(1).
Melo, M., Bentley, E., McAllister, K. S. & Cortez, J. (2019). Pedagogy of productive failure: Navigating the challenges of integrating VR into the classroom. Journal of Virtual Worlds Research, 12(1).
Southgate, E. (2018). Immersive virtual reality, children and school education: A literature review for teachers. DICE Research.
Southgate, E., Smith, S. P., Cividino, C., Saxby, S., Kilham, J., Eather, G., Scevak, J., Summerville, D., Buchanan, R. & Bergin, C. (2019). Embedding immersive virtual reality in classrooms: Ethical, organisational and educational lessons in bridging research and practice. International Journal of Child-Computer Interaction, 19, 19–29.
Thomas, M. [markthomasheardes8694]. (2022). CoSpaces on VR goggles. Youtube. https://youtu.be/BOK6HHSGgnI
Hi Zoe,
Thank you for opening with some insight into what IVR is and how it is a beneficial medium in education today. You clearly identified CoSpaces as your chosen piece of technology for this post, it was also good to see a comparison with the VR Goggles for context. Your personal footage was really good to see and nicely labelled. I agree that Co Spaces can have a constructivist pedagogical approach, it was good that you supported this statement with some research. When discussing fostering creativity, I felt as though you could have gone into more depth. You stated that the possibilities are endless, but what does this really mean. Perhaps you could discuss the features of CoSpaces and…
Hi Zoe, I really enjoyed reading you blog post for this week! You went on to explain VR in depth showing that you've done extensive research on the digital tool. I liked your mention of how VR can encourage students to view the virtual environments from multiple perspectives which I think is a great advantage for students when using VR in educational settings.
You did great!
Thanks.
12/04/23
Hi Zoe You have created a fantastic blog highlighting the effectiveness of VR and its usability within classrooms. I greatly enjoy how you have utilised constructivism pedagogy as students interactively control their environment, enhancing their creative potential and thinking. I also appreciate how you have demonstrated CoSpaces abilities through various 3D models and manipulation around the classroom! I think this would be incredibly engaging for the students! One thing I would like to see within the limitations is the impact of not making real-world connections and false memories through VR and how that can impact further learning. Thank you very much Jeremy Segal 11/4/2023
Hello Zoe,
You have created such an engaging blog post on VR and Cospaces Edu, Well done!
Your blog post is fantastic and is suitable for teachers as you have explicitly stated how CoSpaces Edu can be used to foster student creativity using academic research to strengthen your arguments. You have linked CoSpaces Edu to specific NSW curriculum outcomes which is fantastic and very useful for teacher lesson plans. The video you included really enhanced my understanding of how CoSpaces can be used to foster student creativity in the classroom.
I would have enjoyed to see your own AR environment created via CoSpaces as I believe teachers will benefit from seeing a CoSpace environment which links to curriculum outcomes. Overall,…
Hi Zoe,
What a great and very interesting blog post on VR and CoSpaces Edu !
You have effectively linked CoSpaces to a pedadagoy approach and clearly explained how this technology fosters creativity, using academic research. Although I've used CoSpaces before, the tutorial video you included was still very informative, as i was not aware of all the features.
I would have loved to see your own creation on CoSpaces, overall your blog excellent and i really enjoyed reading it.
Djoumana Aoun