Learning from virtual reality applications in education

Virtual Reality (1995) Vol. 1, No. 1, 33-40 33

EDUCATIONAL APPLICATIONS

Learning from Virtual Reality Applications in Education

Ralph Schroeder

Department of Human Sciences Brunel University Uxbridge Middlesex, UB8 3PH, UK Ratph.Schroeder~bruneL ac. uk

Keywords: virtual reality, education, special needs education, applications of virtual reality, human-computer interaction

Abstract: This paper presents an overview of the uses of virtual reality in education. It draws particularly on three projects, the West Denton High School in Newcastle, the Human-Computer Interface Technology Laboratory's summer school in Seattle and the Shepard School for children with special needs in Nottingham. In each of these projects, there is distinctive relationship between the learning experience and the experience of virtual worlds. Here, the concern will not be with the pedagogical value of these projects, which have been documented elsewhere, but with the wider contribution that they can make to our understanding of virtual environments. To do this, it examines in each case how the virtual reality systems are integrated into the curriculum, how these systems relate to the learning process, the usability of the systems, and the possibilities and constraints of the virtual worlds. By comparing these with other emerging virtual reality applications, such as entertainment games, it can be seen that different systems present a variety of possibilities for constructing presence in, and interaction with, virtual environments.

1 Introduct ion

At present there seem to be two directions of virtual reality (VII) development. On the one hand, high- powered and relatively expensive VR systems are being produced both as prototypes and for relatively specialized applications such as medicine and design. On the other hand, relatively unsophisticated and inexpensive VR systems are being produced commer- cially in the shape of VR games for arcades. Since VR technologies are at an early stage, we still know little about the shape that they will eventually take or the area of application in which they will be most useful or prominent.

This essay examines three projects using VR in education. The aim is not to assess the educational value of these projects, which have been detailed elsewhere (Cleal, Giles and Schroeder, 1994; Bricken and Byrne, 19_92; Brown, Cobb and Eastgate, 1994; Schroeder, Cleal and Giles, 1993), but to see what these can contribute to an understanding of the potential applications of virtual environments. To this end, the uses of VR in education will be compared with other types of virtual environments and the contexts in which they operate.

Before going into detail about these three projects, it is necessary to make some general distinctions between the different ways in which VR can be used in education and about the limited scope of what follows. VR may be used for learning in three ways: to learn about VR itself, that is, how to build virtual worlds and how to explore them; to visualize or experience phenomena in virtual worlds which are difficult or impossible to illustrate by other means (an example is varying the force of gravity in a virtual physics laboratory); or to train people in virtual worlds for performing tasks in the real world such as operating a machine. There is no doubt that these three will often overlap, as we shall see below, but it is nevertheless important to make distinctions between these fundamentally different processes if we are going to relate the educational uses of VR to the larger context of VR development.

It is also important to spell out the limitations of this essay. Shared virtual worlds are only mentioned in passing, both because they are still rare by comparison with VR systems for single users, and because different issues are involved in multi-user virtual worlds (see, for example, Moshell and Hughes, 1994). Secondly, the essay is not a comprehensive survey of

© Virtual Press

34 Ralph Schroeder

VR in education. It examines some of the first applications of VR in education, but a number of others have emerged since which are at different stages of development. The essay concentrates instead on three projects which provide a wide range of ways of making use of VR in education, although some of the other major projects will be discussed briefly by way of comparison. And finally, the focus is on schools rather than training or higher education because the latter, again, raise different issues. As this essay attempts to locate VR in education within a wider context, however, we shall need to return to these limitations in the concluding section of the essay.

2 The West Denton High School

Teaching with VR at the West Denton High School in Newcastle began in March 1992. In this case, VR was incorporated within the standard high school curriculum, especially in art and design. This part of the essay is based on the observations made by Warren Giles, a Brunel University research assistant, who was able to spend eight weeks as a participant at the school, working with staff and with the 13 to 19 year old pupils. The VR equipment in this case was of the 'desktop' type, using Virtus Walktrough software and the Dimension Superscape VR system (for a brief description, see Kalawsky, 1993: 207).

At West Denton, the use of VR is part of a wider programme of integrating advanced information technology in the school's activities. Thus the school is equipped, for example, with video-making facili- ties, satellite-television reception, computer-aided design software and a large number of personal computers. The aim of this programme is to provide a strongly vocational element to the curriculum, particularly since pupils at the school tend to concentrate on subjects such as art and design and computer science.

Various projects using the VR systems were pur- sued at West Denton, including building sculpture gardens for art and design and building a world for language teaching. The most advanced project, however, was the 'Dangerous Workplace' virtual environment, which included various features of a factory such as moving machinery and forklifts. These objects were created particularly with a view to learning about safety at work. The 'Dangerous Workplace' factory' was based on a real factory floor at NEI Par- sons, a local engineering firm, which helped to spon- sor the school's use of VR. The school also collabo- rated with NEI Parsons inasmuch as pupils were able to visit the firm in order to get a first-hand sense of the relation between the virtual world and the model on which it was based.

In this case, as in the Seattle summer school, pupils were able learn the skills that were necessary to build virtual worlds with relative ease. Pupils clearly

enjoyed the sense of independence and achievement that came with the activity of constructing virtual worlds. A questionnaire revealed, moreover, that they were able to think of many other uses for virtual reality systems apart from those they encountered in the classroom and to think of imaginative virtual worlds that they might like to build and experience.

One advantage of the use of VR at West Denton was that VR was part of the overall curriculum. But whereas in Seattle, as we shall see, pupils will have acquired a sense of the possibilities of VR technology through their experience of an immersive system and by building worlds of their own design, the pupils at West Denton, although they may have been able to see how VR can be applied to design problems and how it relates to some of the other skills they have learnt, were unlikely to have gained a sense of the practical potential of the technology. This is partly because they were not involved in building virtual worlds from start to finish, and the)' may therefore not have acquired a sense of the possibilities of VR systems outside of the design of the worlds on which they worked. Secondly, VR, unlike some of the other information technologies used at the school, has not yet been widely used in the workaday world, and in this sense, the link between 'Dangerous Workplace' and the NEI Parsons firm was not one that pupils visiting the firm would have been able to make easily. The immediate usefulness of VR - - as opposed to its potential uses in the longer term - - would therefore not have been obvious to pupils.

Put differently, since VR is still not a widespread tool in the world-at-large, it may be too early to build VR into the curriculum in such a way that its suit- ability to practical tasks becomes integrated within the learning process (for similar perspectives on the use of microcomputers in education, see Robins and Webster, 1989). This should not, however, be seen as an argument against using VR in the classroom or as part of the curriculum. Quite the reverse: at West Denton, there were a number projects which intended to use VR for a variety of teaching purposes. While these were still in their early stages, the potential for developing VR in settings such as language teaching and other areas was enthusiastically embraced by staff and students. Moreover, even if pupils, in response to questions about how they might like to use VR in the future, often made reference to game-playing, there is nothing to suggest that interesting interactive games might not themselves become part of an educationally valuable environment. Yet in this case, the use of VR as a learning toot had been primarily geared towards developing practical skills and problem-solving in relation to industry. A different way to think about VR as a learning tool might have been to ask how the design of virtual worlds could help students to explore the distinctive potential of VR technology itself, and in this way perhaps to discover its potential.

Learning from Virtual Reality Applications in Education 35

3 The Human Interface Technology Laboratory Summer School

The first project to use VR in a teaching context was undertaken at the Human Interface Technology Labo- ratory (HITL) at the University of Washington in Seattle in conjunction with the Pacific Science Center. H/TL is one of the foremost VR laboratories in the world and is engaged in research on various aspects of VR. The first teaching session with VR occurred in the summer of 1991 with the aim of taking "a first step in evaluating the potential of VR as a learning environment" (Bricken and Byrne, 1992:1). There were seven one-week sessions of this summer school which were for fee paying students only. The sessions were arranged as an introduction to VR, with each week organized so that a new group of pupils would learn how to build a virtual world from the start. Further sessions with a similar format have been held during subsequent summers (the author was able to visit the 1992 session). Pupils attending the summer schools were between I0 and 15 years of age. They worked in small groups on building three-dimensional worlds on a desktop computer which they were then able to experience on the final day of the week with an immersive VR system.

There is much to be learnt from this project (for more detailed accounts see Bricken and Byrne, 1992; Byrne, t992; Bricken, 1990). For our purposes, several points deserve to be highlighted: one is that, given the necessary support in staff and equipment, pupils can aquifer the skills to build virtual worlds in a relatively short period of time (in this case, less than a week) and they typically do so in an enthusiastic and imaginative way. The variety of worlds that pupils built in this case, ranging from medieval space stations to utopian future neighbourhoods, compares favourably with the relative traditionalism that is characteristic of currently operating virtual reality entertainment games, the content of which tends to be based on existing computer game formats (Haddon, 1993, see also Giles, Schroeder and Cleal, 1994). That is to say, pupils had little difficulty in exploiting the possibilities that VR offers as a means of expres- sion. Perhaps there is a great deal to be said for the suggestion made by Michael Clark, the headmaster of the West Denton school, to "give the tools to the young: before they are conditioned; before they are seduced and bemused" (Clark, 1992:9).

This point can be developed in a different direction:~Ctii-i~Byrne,_ one of the principal staff members of the summer school, pointed out that on one occa- sion when she allowed some of the pupils to experience their virtual world on an immersive VR system during the middle of the week (rather than at the end), they got back to the job of building virtual worlds much more enthusiastically. That is to say, once they knew what kind of experience their efforts would lead to, pupils were also able to appreciate their

learning experience more. It is clear then that pupils have the imagination to develop virtual worlds in creative ways, yet it is also important to consider how the technology should be integrated within a programme of learning and exploring and one which, moreover, brings out the motivation to sustain an interest in what the technology can do.

4 Special needs education at the Shepherd School

We can now turn to the use of virtual reality in special needs education. This part of the paper is based on the observations of Bryan Cleal (Cleal, Giles and Schroe- der, 1994; see also Brown, 1993; Brown, Cobb and Eastgate, 1994), a Brunel University research assistant who worked for ten weeks at the Shepherd School in Nottingham in conjunction with the Virtual Reality Applications Research Team (VIRART) at Notting- ham University. The Shepherd School is the largest of its kind in Britain, with over two hundred pupils with severe and profound learning difficulties. They vary widely in terms of ability and the age of pupils ranges from three to nineteen. For a two week period, Cleal observed 25 pupils aged between five and nineteen, again, with a wide range of intellectual and physical abilities, while they were using the VR system. The VR system here, as at West Denton, was of the desktop type using Dimension software in conjunction with "mouse' and 'spaceball' input devices.

The Shepherd School employs the Makaton system of alternative communication, authored by Margaret Walker (1987), which is the standard system used in British special needs schools. The system uses hand signs and iconic symbols to teach language and communication concepts and aims to develop communication skills among people with a range of levels of ability. It can be used in connection with a variety of learning disabilities, such as autism, mental retar- dation, specific language disorder, acquired neuro- logical problems and multiple sensory handicap. And although the system consists of vocabulary, it is designed to be taught through a series of stages with increasing complexity, thus developing not only language skills but more sophisticated general communication skills. At the Shepherd School, like at West Denton, the VR system was integrated with an existing method of teaching and with the existing curriculum.

In this case it is important briefly to consider the theories which underlie the processes of human learning. In recent years, cognitive psychology has emerged as the most prominent approach within this field. Moreover, with respect to language acquisition, the Piagetian perspective which stresses the interaction between the individual and the external environment has proved particularly useful (Jones, 1995: 250- 2). To these ideas about learning must be added the debate about language, which revolves around the

36 Ralph Schroeder

question of how pictures may best be used to acquire language skills. Without going into these theories or debates (they are treated in greater depth in Cleal, Giles and Schroeder, 1994), the points to note here are first, that pupils in this case could exercise a sense of control since they were able to interact with the objects and icons on the computer screen. This feature of computer graphics and animation, that interaction enhances the sense of control, has been noted in other learning contexts (Garland, 1982). Secondly, because the representation of objects in a virtual environment is more 'realistic' than in a conventional picture, learning by means of active participation in this sense, too, could overcome the limitations of other learning methods. Both were made possible particularly because of the way in which the Makaton system of hand signs and symbols could be 'translated' into a three-dimensional virtual environment which pupils were able to manipulate.

It should be emphasized that the Shepherd School project, like the other two, is very much at an early stage. Nevertheless, as in the other two projects, the school's staff felt that the VR systems could enhance learning, not only by giving students a sense of control, but also because they could gain self-confidence by using sophisticated technology. Unlike in the other cases, however, here it was possible to identify specific technical difficulties in using the VR system, relating mainly to the input devices and the way in which they facilitated navigation. There was a consid- erable difference, for example, between the usefulness of a spaceball (for a description of this device, see, Burdea and Coiffet, 1994: 27-30) by comparison with a joystick. These problems, however, could be reme- died and it is possible to anticipate that modifications of the system will go a long way towards improving its usability.

From this account, it can be seen that the key advantages of using VR in this context are that it allows pupils to become engaged by exploring the virtual environment and to enhance the particular approach to learning on which the Makaton system is based, namely, one which tries to develop communication skills by building up a sense of the relationship between real world objects and language. Although Cleal found that pupils with special needs stood to gain particularly from the use of VR, it should be possible to generalize these advantages of VR beyond this context since the way in which VR achieved its potential in this case was by addressing the principles and methods underlying the learning process.

In addition, it needs to be underlined that the skills that are learnt are of direct practical use, namely, inasmuch as they consist of acquiring language that is tailored to meet pupils' needs at particular stages of learning. This provides an important contrast with West Denton's 'Dangerous Workplace' since in this case, although pupils learned much about

design and about computing, only a few of them (those who worked in conjunction with NEI Parsons) were able to relate this virtual environment to the real life situation of the factory environment, and even so, it was difficult to engage them in thinking about this as a practical skill of designing a safe machine tool or forklift. It is therefore important to think about the relationship between the use of VR and the skills and contexts to which it will be relevant.

5 The world of education and the worlds of Virtual Reality

The three projects discussed here have attracted a great deal of interest and other VR projects in education have since been initiated (for example, Gay, 1994). At this point we can relate the potential of VR in education to the wider prospects for VR - - and vice versa. To do this, we can return to the threefold distinction that was made at the beginning of this essay, between learning about VR itself; visualizing or experiencing things with VR which are difficult or impossible to illustrate by other means; or using VR for training for real world tasks.

Taking the last of these first, it is clear from the experience at the West Denton High School that the link between the real-world setting and the design of the virtual world was the least successful aspect of this VR project, whereas the ease of world-building and the ability to explore VR i t se l f - - as in the case of the HITLab summer school - - proved to be vet), rewarding for pupils. To this it must be added that these benefits of VR are produced not so much from learning about individual aspects of design, as might be the case with skills acquired on a course in computer-aided-design, but rather from getting a sense of being able to construct whole virtual worlds and the ability to explore and manipulate them. The success of the VR project at the Shepherd School, by comparison, which did not involve world-building on the part of pupils, nevertheless used VR in such a way that the specific advantages of VR ~ in this case exercising control over the virtual world - - were intrinsically linked to the learning process itself.

Before we consider the wider significance of these lessons, we can also briefly return to the limitations of this essay which were mentioned at the outset. Appli- cations of VR for the purpose of training (which have fallen outside the scope of this essay) have exploited two features of VR technology: they have either used a virtual environment because of the dangers or the expense of training in real-world settings ~ battlefield simulations (Stytz, 1994) or tasks relating to hazardous situations (Stone, 1994: 54-55) come to mind here. What these ways of using VR have in common is that they fall into the category of doing with VR what is impossible or difficult to visualize or experience in the real world. Alternately, training


applications have taken advantage of immersing a number of users in the same environment, in other words, shared virtual worlds, and again, battlefield simulations are an obvious example. But in this case, it is not clear to whether the benefit lies with VR technology specifically or with the ability to bring a number of users together, which should be classed with networked simulations or with teleoperations rather than VR. In short, in training, as in education, the specific advantages of VR lie in using VR for tasks that are difficult to carry out in real-world learning contexts, rather than replacing or re-creating real-world tasks with VR.

A different way to make this point is to note that one way to test the skills that have been acquired with VR is by testing them in the real world. This is one direction in which the VIRART project with the Shepherd school has been carried forward: the VIRART team is now developing virtual worlds for developing shopping skills or traffic safety skills, and one way to test the effectiveness of this application is to see whether users" skills have improved in the real world after some practice in the virtual world (Brown, Cobb and Eastgate, I994). Similarly, at the Oregon Research Institute, trials are under way to teach wheelchair-bound children traffic safety skills in virtual worlds, and again, these are then measured by reference to performance in the real world (Buckert- Donelson, 1995). But what needs to be pointed out in these cases is that the benefits that are specific to VR technology relate to the virtual world (i.e. avoiding hazardous traffic) and that the practical tests reflect on the equipment and on the success of the teaching methods m rather than on the closeness between the virtual world and the real-life context.

Developers of VR technology have argued, particularly in trying to demonstrate the benefits of the technology, that the closer VR becomes to real world tasks, the more will be gained from the technology. This argument is made particularly against what is regarded as the more frivolous side of VtL such as the fantasy worlds of VR games or the more far-fetched ideas about VR applications. And it is certainly true that VR applications which make use of VR to visualize real-life phenomena, in architecture or medicine for example, have shown themselves to be very useful. But the same may not apply in education where, as we have seen, the capacity for world-building and for exploring interactive worlds have proved most rewarding. Hence, too, other applications of VR in education which have not been discussed here, such as teaching mathematics (Winn and Bricken, 1992) and physics (Aukstakalnis and Blatner, 1992:218-9), have exploited the fact that VR can help to explore worlds that cannot be explored by other means.

The uses of VR in education, in other words, oc- cupy a distinctive niche, and this niche may not be the one which relates most closely to VR development in other areas, such scientific visualization or enter-

tainment. This is not to say that how VR enhances learning cannot give an indication of the possible contributions of VR outside of the realm of education. The specific advantages of VR range from creating a sense of movement and of control within an environment in situations where there may be restrictions on these - - to creating worlds of play and of the imagination which are possible only within artificial or simulated worlds. It is nevertheless important to think about the principles underlying the creation of virttml- worlds and how these relate to the context in which the VR systems are being used. To put this point more critically, it is evident from the descriptions of all three projects that there are bound to be difficulties when a new technology is first introduced into a learning context, but this may not be to do with the technology itself so much as with how the technology is being fit into a particular setting.

At this stage we can put the specific advantages of VR technology in a larger context. The use of VR in education currently looks set to be eclipsed by other VR applications, and especially entertainment games. But as we have already noted, the kinds of virtual worlds that have been developed for entertainment purposes have so far largely followed the content and the format of existing video-games, arcade simulator games, or multi-user-dungeon (MUD) games. Even if these come to provide experiences of a relatively high technical standard, VR games have not so far made use of what is perhaps the most the distinctive capa- bility of VR systems, namely, being able to build virtual worlds of one's own design. Moreover, the possibilities for interaction with the virtual world, or more specifically for exploring the environment in any depth, are severely limited in VR games. In short, entertainment games, which have become the most widespread application of VR, have not yet been able fully to exploit the unique features of this technology in the same way that educational uses have.

To put these comments into perspective, let us briefly consider a different case, namely the development of computing generally. Here the most significant changes in applications came about with personal computers which put the technology in the hands of amateurs who were able to write software and who were able to use computers in a number of hitherto unimagined ways. VR, too, may reach a point when VR systems become more widely accessible. At that stage, the various ways in which skills, enjoyment and creativity can be expressed with virtual worlds, too, may change course. Whether it does so, however, depends on which of the two directions of VR development that were mentioned at the o u t s e t - towards high-powered, specialized and expensive systems or towards relatively unsophisticated and inexpensive all-purpose machines - - becomes more pronounced. And finally, this example should not be misunderstood: it is not being claimed that unsophisticated and widely accessible VR systems will

38 Ralph Schroeder

open up new possibilities - - as happened with personal computing. The capabilities of VR systems themselves make a crucial difference to how they can be used, and more complex and specialized systems may well be more effective for world-building and for interaction. But how VR systems come to be used depends not only on the technical qualities of the systems, but on the momentum that particular types of systems achieve in different contexts of application. As an increasing number of possible applications are put on the agenda for VR (Adam, 1993), the limitations and possibilities of the technology are increas- ingly coming into focus. Among those who have followed trends within this field from the beginning, the initial enthusiasm has often given way to scepti- cism. This may be a good time to recall that even if VR has not fulfilled some of the far-flung hopes that were initially ascribed to it, it has nevertheless begun to demonstrate its potential as a tool for learning in specific ways. But it needs to be remembered too that how this potential is carried further depends on thinking about the nature of the learning process as well as about how VR tools in education fit into (or do not fit into) the more general development of this technology and its applications.

Acknowledgments

The author would like to thank Warren Giles and Bryan Cleal, the staff and pupils at the West Denton High School, the HITL Summer School and the Shepard School, and especially Ann Elias and Chris Byrne at HITL, Michael Clark at West Denton and the members of the VIRART team at Nottingham Uni- versity. I am also very grateful to Rob Macredie and an anonymous referee of this journal for helpful comments on an earlier draft of this paper. The research for this paper was made possible by support from the Brunel University Research Initiative Enter- prise Fund.

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Learning from virtual reality applications in education