Virtual+Reality

=Virtual Reality= Patrick Connolly

Description and Uses of Technology
media type="custom" key="16071850" width="225" height="225" align="right" Virtual Reality (VR) technology is in essence just what it sounds like, an artificial reality. The participant’s sensory inputs come together to create a manufactured experience. Virtual reality allows for a deeper immersion in digital worlds. The user may even temporarily suspend belief in the “real world” and accept this constructed world as reality. This is done through the use of software combined with a visual and audio display. This can be done by computer screen or specialized head mounted units that project in front of the face and block the view of the world external. Dome shaped screens mounted on the wall can fill the visual field. As most humans rely heavily upon there sight this interactive visual display can fool the mind into acceptance of a synthesized, interactive world. Another necessary component of the VR setup is the method of input coming from the user. This can be as simple as a keyboard or joystick setup all the way up to data gloves or data suits that sync motions of the user to the visual display. Three-dimensional cameras can be used to read motions and input them into the visual system. To stimulate the sense of touch there are a variety of “force feedback” devices. Chairs that pivot, tilt and rock in all directions along with a flight simulation can add that realistic queasy feeling to one’s virtual experience. Gloves or suits can provide tactile sensation. Users can “feel” virtual objects as they manipulate them. Also known as haptic devices these feedback methods help solidify the simulation in the users perception.

Instead of creating a whole new reality, it is possible to use the virtual imaging to enhance the daily experience. This field of //augmented reality// differs from virtual reality in that it enhances the real world as opposed to creating a whole new one. Augmented reality is the achieved by overlaying computer-generated images onto the real world (Kroeker, 2010). Maps and directions can be displayed in 3-D perspective. Face and name recognition would help keep people navigate social situations. Mathematics can be calculated and displayed in users field of view through clear lenses. Products such as Google’s enhanced glasses and allow for digital images to overlay reality (Mcdougall, 2012). A model of atom or an image of a time period costume can be displayed seamlessly alongside instruction. Systems can be voice or motion controlled to accommodate disabilities. Humans and computers will be creating a new reality. Augmented reality shows some promise in allowing for differentiated classrooms. Specialized glasses could be used to deliver translations or unique directions seamlessly to individual students.

Important Findings on Student Outcomes
The ability to construct environments potentially yields many practical benefits. Educational journeys into the rainforests of Cambodia or expeditions to ancient Minoa are accessible in a virtual form on demand. The sensory experience can transport students under the Precambrian sea. Individualized educational environments allow learners to go at their own pace and explore their own interests. VR has also shown some promise in cognitive adjustments. To assist smokers who want to quit simulations that teach coping skills have been used with some success(Bordnick, 2012). Other VR therapies have been designed to help those suffering of anxiety disorders (Safir ,2012). Patients can walk through troublesome situations and practice coping strategies with various possibilities for scaffolds within the environment. One can practice giving speeches or taking apart engines without real world consequences.

Virtual reality simulations have been applied with success in the fields of aviation, explosives, medicine, and linguistics (Lee, 2012). Step by step processes can be walked through over and over again in a virtual environment as practice before having to execute maneuvers in reality.TeachME and simSchool are VR programs that provide a simulated classroom in which an aspiring teacher can practice responding to situations. Teacher-educators, researchers, and simulation experts come together as actors in the digital simulation. The members of the “class” construct scenarios for learning teachers. Character actors provide a rather authentic student portrayals (Sawchuk, 2011). The visual component to this technology lends its application to objective technical tasks as well as free form explorations. Many current applications of VR relate to specified training required for specified careers. Cutting edge buisnesses spend immense amounts of money to incorporate VR into employee training. This continued investment speaks to the effectiveness of VR in educational applications.

Emerging Trends and Open Issues
One overarching trend in VR is to create more and more realistic virtual environments. A new form of VR is done by having participants step inside a hollow sphere where they can move freely in a virtual world without severe risk of bumping into objects in the room. This is yet another step towards allowing natural freedom of movement. Many VR setups have required specialized suits or cumbersome headgear that limit motion of the participant. Designers are creating more detailed virtual worlds and strengthening the connection between users and machines.

As of yet VR systems are not affordable for most applications. In looking into prices on Virtual Realities product website (http://www.vrealities.com/vrtherapy.html) in is apparent that most school systems can not afford VR for students. Each student's setup would cost thousands. Augmented reality shows some promise in allowing for differentiated classrooms. Specialized glasses could be used to deliver translations or unique directions seamlessly to individual students. Certain applications of VR can require substantial physical activity and thus may promote wellness. Students can virtually explore ancient cities and distant galaxies while getting a workout. As VR technology becomes more affordable and accessible educators will be able to experiment more freely.

=
Andujar, J. M. (2011). Augmented Reality for the Improvement of Remote Laboratories: An Augmented Remote Laboratory. // IEEE Transactions on Education //, // 54 // (3), 492-500. doi:10.1109/TE.2010.2085047 ======

Safir, M. P. (2012). Virtual Reality Cognitive-Behavior Therapy for Public Speaking Anxiety: One-Year Follow-Up. // Behavior Modification //, // 36 // (2), 235-246.
Nuwer, Rachel (2012). Why Scientists Are Fooling Animals With Virtual Reality // Popular Mechanics // http://www.popularmechanics.com/science/health/nueroscience/why-scientists-are-fooling-animals-with-virtual-reality-7999102?click=pm_latest#articleCommentsContainer

(2012). Google Unveils Long-Rumored "Project Glass" Virtual-Reality Glasses, //San Francisco Chronicle// http://www.sfgate.com/cgi-bin/article.cgi?f=/g/a/2012/04/05/prweb9372877.DTL

Mcdougall, Paul (2012). Microsoft Patents Virtual Reality Goggles //Information Week// http://www.informationweek.com/news/personal-tech/gaming/232700072

Merriam-Webster Online Dictionary definition of Virtual Reality http://www.merriam-webster.com/dictionary/virtual%20reality

Sawchuk, S. (2011). Simulations Helping Novices Hone Skills. //Education Week//, //30//(15), 1-2.

Reviewed By: (Peer Review Lindsey Burkhart, Peer Review Name 2)