Virtual Reality in Integrated Science Education
According to the Britannica dictionary, virtual reality (VR) is the use of computer
modeling and simulation enables a person to interact with an artificial
three-dimensional (3-D) visual or other sensory environment. Although, it
may seem that virtual reality was just invented, the first version was
actually invented in 1968 by Ivan Sutherland. From its beginning as bulky
head-mounted display by Ivan Sutherland to a renaissance in the 2010s; such
as with Oculus Rift and consumer products like HTC Vive and PlayStationVR, VR
has come quite far. Significant advancements in technology throughout the late
2010s has resulted in virtual reality becoming both commercially successful and
mainstream through applications on various platforms, especially gaming.
The main benefit that I perceive to integrating virtual reality to teaching
integrated science is the access to laboratory simulations. Through
simulations of various apparatus, students get the opportunity to interact
and use various high profile science apparatus / equipment which may
not have been available in the traditional secondary school laboratory.
Additionally, teachers can also have students use the virtual apparatus to
Gain proficiency before having them using the actual apparatus. This
would ensure that students are not wasting any chemicals or material and
have gained mastery in using apparatus in a safe manner. Teachers may
also have students run through an experiment virtually at home before it
is conducted in the classroom so students have a general idea of the type
of results which they can expect to obtain from the experiment. Another
benefit to using virtual reality in the integrated science classroom would be
the ability to interact with human anatomy in such a way that would foster deeper
understanding and learning. Currently, students are limited to interacting
with human anatomy through just images and diagrams but if students are
able to zoom, turn and manipulate the human anatomy through VR that
would lead to much greater exploration and learning of human anatomy.
One of the main drawbacks of integrating virtual reality in Integrated
Science education is that it comes at a high price and can be difficult to
access since educational institutions do not always have thousands of
dollars to spend on science departments. Additionally, technological
limitations might interfere with the effectiveness of VR experiences such
as resolution, user comfort or potential motion sickness. Furthermore,
integrating VR in current curricula seems challenging due to the need for
educator training on how best to use these tools.
