In a blog post that was published over five years ago, CEO Dan White identified virtual reality as an extremely powerful tool for learning. He cited virtual reality’s capacity to give in-depth, genuine, and hands-on learning experiences in a way that is uniquely engaging. Since then, there is work with organizations from all over the world to produce a growing catalog of virtual reality (VR) experiences for training – and with new projects entering our pipeline each month, our thirst for generating immersive learning experiences shows no indication of slowing down any time soon.
The purpose of this study was to investigate the viability of using virtual reality (VR) in educational settings, specifically classrooms, by utilizing Google Cardboard, a VR system that is powered by smartphones and costs very little. The same lesson was presented to two groups of participants, each consisting of twenty students. The control group was instructed using traditional teaching methods (whiteboard, slides, and projector), while the treatment group was instructed using traditional teaching methods in conjunction with immersive virtual reality learning. The researchers found that the VR treatment group showed a significant increase in performance as the experiment progressed. This finding indicates the potential of VR as a tool to increase student performance and participation; however, additional research is required to lend additional evidence to these results. The researchers analyzed the pre-test and post-test results to come to this conclusion.
The purpose of this study was to determine whether or not virtual reality (VR) is an effective tool for assisting learners in the development of their spatial ability. For the purpose of the study, 61 university students were divided into two groups: a control group that was given a conventional screen, keyboard, and mouse-enabled lesson, and an experimental group that was given a VR variant of the same module. The researchers observed that both groups’ performance improved after their separate training exercises and pre- and post-test assessments were completed. However, the gains made by the experimental group were much greater than those made by the control group. Although the authors note that additional experiments are planned to further investigate these initial findings, these results indicate that virtual reality (VR) may be an effective tool for improving the spatial ability of users. However, the authors note that additional experiments are planned to investigate these initial findings.
As part of the University of New England’s initiatives to incorporate virtual reality (VR) technology into its healthcare and medical curricula, the university recruited 178 first-year medical students to take part in a study evaluating the efficacy of VR as a tool for teaching empathy towards older adult patients. The results of the study will be used to inform the university’s efforts to integrate VR technology into its healthcare and medical curricula. The analysis of pre-test and post-test surveys showed promising results, with the technology enhancing both students’ understanding of age-related health problems, as well as improving their empathy for older adult patients. Using a customized experience that provides students with a first-person perspective of a patient with age-related diseases, the researchers were able to achieve these results. Given the findings of this study, it is probable that we will see even more examples of organizations using VR as a tool for creating empathy in the years to come. Already, we have seen many organizations embrace VR as a tool for fostering empathy.
Virtual reality (VR) is an effective technology for use in settings such as industrial and firefighting training because of its ability to recreate high-risk environments in an otherwise risk-free digital world. This is one of VR’s biggest features. Researchers, applying these ideas to the mining industry, set out to establish the efficacy of virtual reality (VR) training systems for mining trainees, and early results look to be encouraging in this regard. Ten trainees participated in a study that compared their experiences utilizing virtual reality (VR) and more traditional screen-based simulations. The study used prototype software that mimics drilling in deep underground mines. In general, responses to post-test questionnaires indicated that participants found the virtual reality training system to be significantly more immersive, intuitive, and interactive than its screen-based counterpart. Furthermore, nine out of ten students reported that they would like to continue using the virtual reality training in the future.
This study evaluated the students’ communication and presentation abilities by having them use Ovation VR, which is an immersive public speaking practice tool. The purpose of the study was to determine whether or not virtual reality is effective as a tool for enhancing undergraduate business education. Participants were expected to individually deliver the identical presentation twice, incorporating Ovation VR feedback from their first presentation into their second effort. The sample size consisted of 71 undergraduate students who were spread across three distinct Introduction to Marketing class groups. The findings of the study indicated that the total score of participants was significantly higher for presentation 2 in comparison to presentation 1, lending significant evidence to the power of VR as a tool for the training of public speaking – and possibly other business education contexts as well.