VIRTUAL REALITY IN EDUCATION: TRENDS AND ISSUES

Abstract

Computer-mediated learning is becoming an increasingly common form of education in institutions of higher learning (IHL). Many IHL in developing nations, such as Kenya, have greatly experienced an increase in demand for higher education. On the other hand, the ability to connect people with required sets of skills, regardless of their location in the world has been enabled by advances in information technology over the past 20 years. Use of virtual learning environment (VLE) has rapidly emerged as a very promising technology that will probably match the innovation of technologies such as multimedia/hypermedia. These VLEs have the potential to provide opportunities for active, flexible, and increasingly individualized learning experiences. It also explains virtual reality principle, describes the interactive educational environment, highlights the challenges higher education face in the traditional mode of delivery and discusses educational benefits of implementing virtual learning environments in IHL. The paper makes a number of recommendations for successful adoption of VLEs in higher education

Full text

Council for Innovative Research International Journal of Computers & Technology
www.cirworld.com Volume 4 No. 1, Jan - Feb, 2013
38 | Page www.ijctonline.com
VIRTUAL REALITY IN EDUCATION:
TRENDS AND ISSUES
Kelvin K. Omieno
Department of Computer
Science, Masinde Muliro
University of Science and
Technology, Kenya Box 190-
50100 Kakamega,
Franklin Wabwoba
Department of Computing and
Informatics, Kibabii University
College, Kenya, Box 1699-
50200, Bungoma
Nahason Matoke,
Department of Computer
Science, Masinde Muliro
University of Science and
Technology, Kenya Box 190 -
50100, Kakamega,
ABSTRACT
Computer-mediated learning is becoming an increasingly
common form of education in institutions of higher learning
(IHL). Many IHL in developing nations, such as Kenya, have
greatly experienced an increase in demand for higher
education. On the other hand, the ability to connect people
with required sets of skills, regardless of their location in the
world has been enabled by advances in information
technology over the past 20 years. Use of virtual learning
systems (VLS) has rapidly emerged as a very promising
technology that will probably match the innovation of
technologies such as multimedia/hypermedia. These VLS
have the potential to provide opportunities for active, flexible,
and increasingly individualized learning experiences. It also
explains virtual reality principle, describes the interactive
educational environment, highlights the challenges higher
education face in the traditional mode of delivery and
discusses educational benefits of implementing virtual
learning environments in IHL. The paper makes a number of
recommendations for successful adoption of VLS in higher
education
Keywords- Institutions of higher learning; virtual reality,
virtual learning systems, learning and cognition, simulation;
1. INTRODUCTION
Our society is undergoing a process of rapid change,
moving toward what is variously called the ―information
society‖, the ―knowledge society‖, the ―learning society‖ or
―learning economy‖ [1]. In light of the widespread
recognition of the enduring challenge of enhancing the
learning of all students—including a growing number of
students representing diverse racial, ethnic, and
socioeconomic backgrounds—there has been an explosion of
literature on teaching, learning, and assessment in higher
education [2].
Information and Communication Technology has had
profound impact on the way we teach and learn ([3], [4])
which have created an information revolution within an
optimistic global society that has embraced virtual learning.
Kenya faces challenges in her efforts to achieve her goal
―education for all‖, as a developing country. E-learning has
been suggested as an alternative approach that can overcome
these challenges involved in reaching underserved students
[5]. It is therefore important for an institution to know if it is
ready for computer-mediated learning.
Virtual Reality (VR) is a computer-based technology that
provides visual, aural and tactile stimuli of a virtual world
generated in real time. A virtual learning environment (VLS)
is a set of integrated teaching and learning tools designed to
enhance a student's learning experience [6].
Over the last decade, a number of VLS have been
developed and adopted by industries, universities and even
high higher education. The VR technology came up from
forty years of development in areas such as computer science,
electronics and psychology. The advent of web 2.0 tools has
stimulated a drift in the way learning and teaching is offered
due to its flexibility and interractiveness ([7], [8], [9]). VLS
platform models real-world education by integrating a set of
equivalent virtual concepts for tests, homework, classes,
classrooms, and so on, and perhaps even museums and other
external academic resources [10]. Though VLS is heavily
applied in distance learning, it has now often been used to
supplement traditional face to face classroom activities,
commonly known as Blended Learning. The VLS systems
usually run on servers, to serve the course to students
Multimedia and/or web pages.
Virtual reality and by extension VLS is breaking out
from traditional areas of use (e.g. aviation industry and
research) and now emerging as an increasingly important tool
for education and training ([7], [11]). Part of the reason is that
as the cost of computing power decreases it is becoming an
economically viable media. However, economics alone do not
fully account for the emergence of VLS growing
incorporation in education (at all levels ranging from first
grade through graduate education) and training. Why is the
use of virtual objects and learning becoming so important?
VLS:
a) Are applicable to students of all levels and ages.
b) Help students see complex relationships that would
otherwise involve expensive equipment or
dangerous experiments.
c) Allow for math, science, and technical skills to be
taught in an applied, integrated manner.
d) Provide students with new methods of problem
solving.
e) Provides realistic training and skills for a multitude
of career areas. It is used extensively in science and
industries.
f) Are cost effective and reduces risks to humans.
g) Facilitate the integration of distance and campus-
based learning or of learning on different campuses.
h) Economize on the time of teaching staff, especially
when they are also involved in research and
administration. Through use of VLSs there is less
time used and produces more professional products.
There has been an increased demand for higher education
while at the same time been inadequacy in funding for IHL
due to harsh economic challenges. This has triggered a
number of these countries to adapt alternative teaching and
learning approaches such as online education ([12], [7]).
However, there still remains a gap.

Council for Innovative Research International Journal of Computers & Technology
www.cirworld.com Volume 4 No. 1, Jan - Feb, 2013
39 | Page www.ijctonline.com
2. RESEARCH DESIGN
A descriptive survey approach was adopted including
extensive literature survey and online interviews. Research
findings on VLS adoption offer some guidance, with
researchers focusing on either student’s acceptance by
measuring their computer efficacy levels or use-intentions or
their resistance by measuring their supporting/resisting
behaviors. In doing so, ―acceptance‖ and ―resistance‖ have,
implicitly or explicitly, been conceptualized as either/or
proposition, the opposite ends of a single closed dimension.
42 students were interviewed The researcher explored six
actor groups in adopting VLS and used six-group model as
depicted in Fig. 1. The responses by students are captured and
summarized as illustrated in Fig. 2.
FIGURE 1: SIX-ACTOR GROUPS IN ADOPTING VLSS IN
HIGHER EDUCATION
Fig. 2 gives summary of student responses in relation to VLS
and adoption. Most students are very positive about usage of
virtual reality tools in higher education for teaching and
learning. However, they also point out a number of challenges
as depicted from Fig. 2
FIGURE 2: RESPONSES BY STUDENTS ON VLSS ADOPTION
From the results in Fig. 2 it’s clear that it’s not only
resistance to usage of VLSs that can affect negative adoption
of VLSs in higher education but also a number of factors
come in to play. There are those who support but with no/low
usage and hence there must be proper strategies that ought to
be embraced in order to maximize the adoption of VLSs and
virtual objects in higher education.
3. VLS IN EDUCATION AND
TRAINING
There has been a lot of research on alternative
approaches to teaching and learning. However, as
practitioners and researchers have found, there are challenges
associated with working across time, space and cultural
dimensions. Not only does technology need to be suitable to
the needs of collaborating virtual team and the organization,
the team must also be allowed to find its own identity and
there must be a strong sense of trust between team members
to bridge the dimensional gaps ([13], [14], [15]). In fact,
there have been an outpouring of popular and scholarly
literature about the use of computers in the workplace and
how these emerging technologies can help promote
collaborative work in groups by compressing space and time (
[15], [16]-[19]).
The virtual experiments do not only aim at
mediating theoretical knowledge but also at introducing into
practical experimental work. Users can develop experimental
designs for the different learning experiments. For example,
users are shown how to use control groups or how to think
about adequate test situations. After an experimental design is
prepared, the experiment can be performed virtually as can be
depicted from Figure 3 and Figure 4. Figure 3 indeed has step-
by-step demonstrations where students are guided on how to
conduct practical.

Council for Innovative Research International Journal of Computers & Technology
www.cirworld.com Volume 4 No. 1, Jan - Feb, 2013
40 | Page www.ijctonline.com
FIGURE 3: IRDIM CHEM LAB SET UP FROM VLAB SOFTWARE SIMULATOR
Fig. 4 depicts an example of a simulation a chemistry lab. It is
a chemistry construction kit that provides students with
equipment and materials such as Bunsen burners, chemicals,
and a wide variety of meters and gauges and virtually all the
apparatus required to set up any kind of experiment. Using
these components, students perform experiments, gather and
graph data, and learn about new concepts in interactive and
dynamic lessons.
FIGURE 4: ACTIVCHEMISTRY VIRTUAL LAB SIMULATOR
4. EDUCATIONAL BENEFITS
OF VLS
There has been a global massification of higher
education since the late 20th century. For example, in 2000,
the total enrolment of higher education institutions worldwide
was about 100 million, 200 times more than the global
enrolment as recorded at the beginning of the 20th century
([20], [26]). Enrolments in the higher education sector in
Kenya have increased over the past twenty years [21]. At the
same time demand for higher education is on increase where
some of the students being mature age and working full- or
part-time and the upward trend due to government policy on
making education accessible and affordable for all.

Council for Innovative Research International Journal of Computers & Technology
www.cirworld.com Volume 4 No. 1, Jan - Feb, 2013
41 | Page www.ijctonline.com
On the other hand, students using traditional instructional
learning environment are expected to learn by assimilation,
e.g. by listening to a lecture or reading a book on a given
subject. However, several authors argue that this notion is not
feasible in certain situations. Dede et. al. [22] argues that
mastery of abstract science concepts requires learners to build
mental models about phenomena that often must incorporate
invisible factors that represent intangible concepts, items and
abstractions. One problem involved in doing this is that
students generally lack real-life analogies on which to build
these mental models, simply because there are no such events
that can be perceived in the world as we know it. Because of
that, learners cannot draw on and relate to personal
experiences for these phenomena.
From Fig. 4 there are a number of advantages from the
use of simulation as compared with real equipments. These
advantages include safety (experiments can be done that
would be too dangerous for most chemistry labs), economy
(saves the cost of expensive equipment and materials), and
learning efficiency (students using the program are not under
the time pressures often found in standard chemistry lab
periods and often complete exercises at a faster rate). In
addition, through VLS students are enabled to explore new
concepts and gain an understanding of the interplay between
related complex phenomena [23]. PC-based simulations are
typically interactive and grounded in some objective reality
[24].
Modularly designed programs work as a standalone
educational tool, as a classroom supplement or as a study aid.
In an initial stage of integration, as with the science subjects,
virtual reality is best used as a supplement to existing
coursework, allowing instructors to integrate the programs
into learning objectives. Virtual reality and use of VLS is a
giant step towards "perfect learning" - a learning environment
that focuses on the student rather than placing burdens on
teachers [26]. It creates a learning environment where
students explore, discover and make decisions, while teachers
assist and guide. From a teacher's perspective, virtual reality
creates a structured environment that focuses students on
specific learning objectives, similar to good teaching.
Students are totally focused with no unruly behaviorThe
relevance of VLS can thus be summarized in three broad
areas:
i) Accessibility- If taking an Asynchronous
curriculum, student has the availability to
access the course after office hours. For
Synchronous and Asynchronous instruction,
the student has the flexibility of being in the
safety of their own home.
ii) Interactivity- There is much evidence to show that
students benefit from actively engaging with
their course [23]. More specifically, the
advantages relate to feedback, practice and
customization.
iii) Communication-This element is must be increased
in a VLS. It helps the student to feel part of a
learning community. Tools used are bulletin
boards, being able to ―play-back‖ a session,
chatting, email, and instruction &
announcements are current due to the live
instructor[25]
A VLS should make it possible for a course designer to
present to students, through a single, consistent, and intuitive
interface, all the components required for a course of
education or training. When implementing VLS, several
considerations have to be made which include but not limited
to the following elements:
a) The syllabus for the course
b) Administrative information including the location of
sessions, details of pre-requisites and co-requisites,
credit information, and how to get help
c) A notice board for up-to-date course information
d) Student registration and tracking facilities, if
necessary with payment options
e) Basic teaching materials. These may be the
complete content of the course, if the VLS is being
used in a distance learning context, or copies of
visual aids used in lectures or other classes where it
is being used to support a campus-based course.
f) Additional resources, including reading materials,
and links to outside resources in libraries and on the
Internet.
g) Formal assessment procedures
h) Electronic communication support including e-mail,
threaded discussions and a chat room, with or
without a moderator
i) Differential access rights for instructors and
students
j) Production of documentation and statistics on the
course in the format required for institutional
administration and quality control
k) All these facilities should be capable of being
hyperlinked together
l) Easy authoring tools for creating the necessary
documents including the insertion of hyperlinks -
though it is acceptable (arguably, preferable) for the
VLS to be designed allowing standard word
processors or other office software to be used for
authoring.
However, there are a number of strategies that ought to
be adopted so as to maximize usage of VLS. Table 5 shows
various strategies that can be used to promote VLS adoption
in IHL.
High Usage of VLSs
(For teaching & learning)
1. Resisting but High usage of VLS
- Cultural resistance; building
dialogue, training
- Fear of losing power and
autonomy; negotiation
- Fear of uncertainty; explanation
2. Supporting and High usage of
VLS
- Inquire why users like VLSs
then apply to answers to retain
them
-Empower and encourage users
here to be ambassadors

Council for Innovative Research International Journal of Computers & Technology
www.cirworld.com Volume 4 No. 1, Jan - Feb, 2013
42 | Page www.ijctonline.com
TABLE 5: STRATEGIES TO PROMOTE VLSS IN IHL
5. CONCLUSION
The researchers strongly believe that the use of VLS
and VR in higher education using distributed computing
infrastructures provides viable platform and a new
regime of time-to-solution. This will stimulate
innovation and cost-effective but at the same time offer
quality education. VLS and use of virtual reality can be
employed in virtually all areas of study. Application of
simulation includes areas such as: computational
chemistry, materials science, molecular biology and
environmental chemistry. Enabling and accelerating the
transition of teaching and learning to VLS will make
students be more competitive, innovative and cost-
effective to higher education.
6. REFERENCES
[1]. Sirje Virkus, Lawraine Wood, (2004),"Change and
innovation in European LIS education", New Library
World, Vol. 105 Iss: 9 pp. 320 - 329
[2]. Clifton F. C, Jason J. & Gupta D (2007) Teaching-for-
Learning (TFL): A Model for Faculty to Advance Student
Learning. Innov High Educ (2007) 32:153–165
[3]. Omwenga E. (2011). Modelling a Computer-mediated
Learning Infrastructure: Concepts, Principles and
Implementation Requirements. Lambert publishers ISBN-
10: 3845408588
[4]. Lai, K. W., Khaddage, F. & Knezek, G. (2011). Blending
student technology experiences in formal and informal
learning. Paper submitted to Journal of Computer Assisted
Learning
[5]. Omoda-Onyait G. & Lubega J. (2011) E-learning
Readiness Assessment Model: A Case Study of Higher
Institutions of Learning in Uganda. Hybrid Learning
Lecture Notes in Computer Science, 2011, Volume
6837/2011, 200-211, DOI: 10.1007/978-3-642-22763-
9_19
[6]. Laws, A.G., Forsyth, H.L. & Baskett, M. (2009). MUVE,
the Future of e-Learning: Building a Virtual Learning
World . Proceed. of second International Conference on
developments in eSystems Engineering (DESE). Page(s):
307 – 313
[7]. Dede, C., Nelson, B., Ketelhut, D. J. and Bowman, C.
(2004) Design-based research strategies for studying
situated learning in a Multi-User Virtual Environment. 6
[8]. Dickey, M. D. (2003) Teaching in 3D: Pedagogical
affordances and constraints of 3D virtual worlds. Distance
Education 24:1 , pp. 105-121.
[9]. Alexander, B. (2006) Web 2.0: A new wave of innovation
for teaching and learning?. EDUCAUSE Review 41:2, pp.
32-44.
[10]. Meneses, G.A.,‖Design of an electronic instrumentation
virtual laboratory based on free-open resources",
Computing Congress (CCC), 2011 6th Colombian, On
page(s): 1 - 6, Volume: Issue: , 4-6 May 2011
[11]. Callaghan, M.J. McCusker, K. Lopez Losada, J. Harkin,
J.G. & Wilson, S.(2009). Integrating virtual worlds &
virtual learning environments for online education.
Proceed. of International IEEE Consumer Electronics
Society's on Games Innovations Conference. Page(s): 54 –
63
[12]. Omieno, K., Kilwake J.H. & Wabwoba F. (2011)
Promoting Quality Outcomes in Higher Education using
new Learning Technologies. Journal of Education and
Social Sciences. ISSN:2223-490X,Vol. 1. No.1. Pp: 145-
151
[13]. Millward, L. J., & Kyriakidou, O. (2004). Effective Virtual
Teamwork: A Socio-Cognitive and Motivational Model. In
S. H. Godar & S. P. Ferris (Eds.), Virtual and
Collaborative Teams: Process, Technologies and Practice
(pp. 20-34): Idea Group Publishing
[14]. Mitchell, A., & Zigurs, I. (2009). Trust in Virtual Teams:
Solved or Still a Mystery? The DATA BASE for
Advances in Information Systems, 40(3), 61-83
[15]. Zornoza, A., Orengo, V., & Peñarroja, V. (2009).
Relational capital in virtual teams: the role played by trust.
Social Science Information, 48(2), 257-261
[16]. Dix J, Teaming with technology, Network World 11 (2),
1994, pp. SS8–SS16.
[17]. Cohen, L. and Manion, L. (1994). Research Methods in
Education. (4th ed.).London: Routledge
[18]. M. O’Hara-Devereaux, R. Johansen, Globalwork:
Bridging Distance, Culture, and Time, Jossey-Bass, San
Francisco, CA, 1994
[19]. Steinkuehler, & Williams (2007). Where Everybody
Knows Your (Screen) Name: Online Games as "Third
Places". 1-26.
[20]. Guri-Rosenblit, S., Sebkova, H. & Teichler, U. (2007).
Massification and diversity of higher education systems:
Interplay of complex dimensions. Higher Education
Policy, 20(4), 373-389.
http://dx.doi.org/10.1057/palgrave.hep.8300158
[21]. MOHEST
http://www.scienceandtechnology.go.ke/index.php/downlo
ads-1/cat_view/26-service-charter on 11th June 2012
[22]. Dede, C., Salzman, M., Loftin, R. B., Ash, K. (1997)
"Using Virtual Reality Technology to Convey Abstract
Scientific Concepts", in "Learning the Sciences of the 21st
Century: research, Design and Implementing Advanced
Technology Learning Environments", edited by Jacobson,
M.J.,Kozma,R.B.,Lawrence Erlbaum.
No/ Low Usage of VLSs
(For teaching & Learning)
3. Resisting and No/Low Usage
- Try to move users to group of
supporting-and- high usage; it’s very
expensive and risky
- Recommended to move users in this
group first to supporting-but-no/low
usage
- Attempt to force users to Resisting-
but-high usage
4. Supporting but No/Low usage
- Encourage/ inspire users here by
asking technology-related issues
- Training users; tech-support desks
required
- More support to the users
including: financial subsidies and
related demands
Other Actors
(Including government/
Management of IHL
Resisting Group
- Minimize political conflict;
- Find mutual benefits of CML
technologies
Supporting Group
- Build partnership with this group;
- Work together with them to
eliminate non-technical issues

Council for Innovative Research International Journal of Computers & Technology
www.cirworld.com Volume 4 No. 1, Jan - Feb, 2013
43 | Page www.ijctonline.com
[23]. Peter J. K. &.Westerlund K.K. (2009). SIMULATION IN
EDUCATION AND TRAINING . Proceedings of the
2009 Winter Simulation Conference M. D. Rossetti, R. R.
Hill, B. Johansson, A. Dunkin and R. G. Ingalls, eds.
[24]. Virtual Experiments,
http://www.mse.mtu.edu/outreach/virtualexperiments.html
Accessed 3rd March, 2011
[25]. Enhancing Learning,
http://www.ukcle.ac.uk/resources/enhancing-learning-
through-technology/using-the-VLS/ Accessed 23rd
January, 2011
[26]. McGrath J. E, & Hollingshead A.B, Groups Interacting
with Technology: Ideas, Evidence, Issues, and an Agenda,
Sage, Thousand Oaks, CA, 1994