Virtual reality (VR) can be used in numerous ways in an educational setting. Seeing virtual reality as a continued improvement from PC-based simulation systems, researchers recognize its potential to provide special learning experiences which traditional education methods cannot. Although studies agree that restrictions still exist for classroom applications of virtual reality systems, researchers have been experimenting with using VR as part of the teaching method in many aspects of the general education. Following are example attempts at applying virtual reality in classrooms.
Augmented reality Augmented reality (AR) is a technology which superimposes virtual generated images on the real world. The coexistence of virtual objects and real environments have encouraged experimentation and developments in educational settings which are not possible in the real world. A study done by Antonietti et al. (2000) found that giving children an in-depth virtual tour of a painting and letting them examine all aspects of the painting helped with their description and interpretation of the painting, when compared to a control group that studied the painting without the usage of VR. Another experiment was carried out on 91 sixth-grade primary students where they used an augmented reality application "WallaMe" which taught a didactic unit in art education. After analyzing the results, the study found a statistically significant improvements in academic performance, motivation, analysis of information, and collaboration. 3D rendition of textbooks provide students with a more synergetic way of learning. The Institute for the Promotion of Teaching Science and Technology has launched a geology textbook which allows students to learn traditional information while virtually interacting with the different layers of the Earth's core. Another benefit of augmented reality is capitalizing on different learning styles. While virtual reality provides a more immersive experience, augmented reality learning technologies favor on auditory learners. A study done on science information retention in college students showed AR to be a more effective medium for conveying auditory information through spacial presence.
Virtual field trips In virtual field trips, students visit real-world places or educational simulations to experience different lessons. Google Expeditions allows students to take a shared field trip using smartphone headset technology under the control of a teacher's app. Nearpod's VR provides lesson plans in all core subjects for primary grades, and has been shown to increase student engagement in lessons. Virtual field trips can also enable primary school students in rural areas to engage in career exploration opportunities not typically available. Field trips experiences are linked to an increase in interest and motivations to pursue those careers. One program, zipTrips, was designed to simulate the benefits of a life science career exploration field trip for middle school students. By harnessing the power of virtual reality, zipTrips allowed students to engage in live 45 minute field trips with scientists and their work. Students are shown to have an enhanced perception of science and scientific careers.
Individualized learning Although VR can be used cooperatively, learning has been shown to be especially effective when VR is utilized for independent learning. Merchant et al. (2014) found that "students performed [significantly] better when they worked individually rather than collaboratively when learning through [VR based collaborative learning environments]". For example, students might fill out a worksheet in correspondence with a specific virtual reality simulation.
Virtual World Virtual worlds, or three-dimensional immersive virtual worlds in full, is an interactive online environment where people use avatars as their representations. The environment can be designed in any context, and users control their avatars to accomplish tasks in virtual worlds. An academic review on past empirical research identified three main areas virtual worlds are used in school settings: (1) communication spaces, (2) simulation of space, and (3) experiential spaces. Communication spaces refers to the communication between users, possibly between teachers and students. Other attempts include offering simulated experiences of playing musical instruments through head-mounted display devices. A study shows that a mix of virtual and traditional education can effectively improve music learning results, despite concerns for physical and pedagogical problems including virtual sickness and isolation. The usage of virtual reality in K-12 music education is still widely in experimentation, while research has presented promising results. Some researchers suggest that although attempts with VR showed effectiveness, augmented reality may be preferable in practice because of its support of interaction with real instruments or objects. Researchers suggest that the increase in motivation for learning, enhanced interactivity, and the immersive experience are likely key to the success of the experiment, and hold interest for conducting larger-scaled studies on teaching history with virtual reality. == Social skills and collaboration ==