​Learner-​-Centered Technology Integration

Team Members: ​Keata Anderson; Twana Cannon; Margaret Hall; Jessica Prosper

1. What is VIRTUAL REALITY? ​Elliot Hu-Au (2017) describes virtual reality (VR) as a
“tool that epitomizes the idea of sharing one’s experiences with others and learning about their
own experiences.”
Characteristics:
● Boosts student engagement through immersive and interactive experiences
● Multi-sensory experience
● Allows students to build knowledge from the simulation.
● Levels the playing field for students who cannot travel for economic or physical reasons.
● Builds empathy.
● Builds experiences that may not otherwise be possible.
2. Applications of​ ​ in Education and Training:
Case 1: ​ ​Collaboration and intrinsic motivation in 3D Virtual Worlds

Context Student achievement effectiveness with collaborative learning in a

3D virtual world.

Purpose Comparing collaborative problem solving (CPS) and collaborative

observation (CO) and teacher directed in regards to intrinsic
motivation

Content Areas Geography

Learners Secondary school students

Application (How) CPS students had access to a computer with high speed internet
while CO students were teacher directed in a classroom with a
computer, projector and internet. Pre and post tests were conducted
to compare student’s prior knowledge, comprehension, and intrinsic
motivation . Results proved that the CPS and CO groups scored
higher with intrinsic motivation compared to the TD group.

Sources (Citations) Cho, Y. y., & Lim, K. T. (2017). Effectiveness of collaborative

learning with 3D virtual worlds. ​British Journal Of
Educational Technology​, ​48​(1), 202-211.
Case 2: ​ ​ ​Virtual Field Trips

Context Teachers will bring the world into the classroom.

Purpose Students can discover new areas or visit places not easily accessible.

Content Areas Social Studies, Technology

Learners K-12 Students

Application (How) First, decide the overall purpose of the field trip. Next, plan to address
the academic standards. Finally, implementing the technology
application. Virtual field trips cover two of three modes of learning
associated with critical theories of learning. The iconic mode focuses
on pictorial representations of real objects or places. The symbolic
mode deals in symbols or the written word.

Sources (Citations) Pierantozzi, M.J.(2007). Beyond the classroom walls-virtual field

trips. ​i-manager’s Journal on School Educational Technology,
3(3), 1-3.

Links https://files.eric.ed.gov/fulltext/EJ1098669.pdf

Case 3: ​ Information literacy and VR

Context Students are placed in a situation where they need to evaluate

information and make a decision.

Purpose Real life application of information literacy (i.e. Fake news, credible
sources, clickbait)

Content Areas Information literacy

Learners Higher education

Application (How) The landscape will be a magical realism library combined with game
playing. Users will choose activities where they will need to identify
credibility and fake news.
Sources (Citations) Smith, F. A. (2018). Evaluating the Options for Virtual Reality in
Literacy Instruction. ​Computers In Libraries​, ​38​(1), 22-25.

Links http://articles.westga.edu:2048/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=c8h&AN=127369439&site=eds-liv
e&scope=site

Case 4: ​Social Interactions Development Through Immersive Virtual Environments

Context Autism Spectrum Disorder (ASD).Immersive Virtual Environments

(IVE), is a new type of technology that can be used to design a
specific scenario or activity.

Purpose To improve social interaction skills of students with Autism Spectrum

Disorder (ASD). Second Life is 3D modeling program designed to let
users design and develop virtual environments.

Content Areas Social Interaction Skills

Learners K-12 (ASD) Students, Students with Autism

Application (How) Second Life designed a virtual environment for students with (ASD)
to help with social interaction skills. Students with ASD will be able
to improve their social interaction skills by participating in scenarios
designed in an IVE.

Sources (Citations) Bench, J.,& Wendt, J. (2014). Social interaction

Development through immersive virtual
Environment. ​Tennessee Technological
University, Department of Instructional Technology, College
of Education, Cookeville, TN. USA

Links https://files.eric.ed.gov/fulltext/ED557325.pdf

Case 5: ​ 360 Filmmaker’s Challenge

Context K-​-12

Purpose A program sponsored by Global Digital Promise and Oculus intended

to inspire high school students to use VR and other digital technology
 to research, create and share about their community to advocate for
social change.

Content Areas ● Digital video production skills

● Exposure to career opportunities
● Soft skills
○ Team building/communication skills
○ Broadened perspective/builds empathy
○ Personal meaning/pride
○ Motivation and persistence

Learners High School students

Application (How) Participating high schools received VR equipment, cameras and

software plus technical and creative support. Students responded to
the essential question, “​How can we make a difference in our
communities with media?” The published guide which offers a
framework for the students to follow adheres to Challenge-Based
Learning approach.

Sources (Citations) Schaffhauser, D. (2018). What’s Hot: Ed Tech trends to watch in

2018. T H E Journal, 45(1), 14-18.

Links http://global.digitalpromise.org/360-filmmakers-challenge/
http://digitalpromise.org/wp-content/uploads/2016/03/360filmmaker-k
ey_findings-final.pdf
3. A Critique of Current Uses of VIRTUAL REALITY
​ o longer used simply for entertainment, virtual reality in the 21st Century has become a
N
part of daily life in such a technical world. It can be an effective tool for educators across the
curriculum, because it engages students from all backgrounds, ages, and exceptionalities. Using
VR to go on virtual field trips is one way that this tool has been used effectively. Students are
able to view and participate in places that are not necessarily easily accessible. Teachers are able
to incorporate this into their lessons free of charge. Students are able to get a full field trip
experience without leaving the classroom. VR is also a great tool for students with
exceptionalities. Immersive Virtual Environment (IVE) has been used to help high functioning
autistic students to learn better socialization skills.
Although there are a number of advantages to VR, cost continues to be a roadblock to
implementation. Another roadblock comes from the potential adopters: some people are
resistant to change. This last impediment can be address with professional development, but
expense must be addressed at the district level or beyond.

4. Guidelines for Using VIRTUAL REALITY to Facilitate Learner-​-Centered

Instruction
Instructional Design Strategies (Ritz & Buss, 2016) to consider for learner-centered VR include:
1. Content: Does the content benefit from the use of immersion and spatial concepts?
2. Engagement: Does VR increase engagement?
3. Differentiation: Does the program allow for different skill levels?
4. Presentation: Does the program allow for a certain number of users? Allow for the
teacher to manage and facilitate the lesson? How long should the lessons be?
5. Environment: Does the program focus on content and learning rather than novelty?
Consider motion sickness and the comfort of wearable equipment.
6. Technical knowledge: Teachers need to be skilled in managing and navigating the VR
lesson.
7. Collaboration: Teachers and Staff responsible for bringing Virtual Reality to their schools
should consider reaching to companies responsible for the Virtual Reality such as
Google. Schools can apply for Google Expeditions VR assistants to come to their schools
to train them. Training is a very important part of facilitating Learner -Centered
Instruction.

Link: ​3 Ways Virtual Reality Can Enhance Learning

Audience: a classroom of teachers who are interested in incorporating VR in their teaching.
Instructional Theories:
● Gagne’s Nine Events of Instruction (Gagne, 2017)
● Keller’s ARCS Model (Pappas, 2017)
● The universal principles of learner-centered instruction (Jones, 2017).

We propose these guidelines for conducting professional development which focuses on infusing
VR into instruction.

1. Prior to the Session. ​ Because one of the principles of learner-centered instruction is that
it is personalized, survey the participants prior to the session and gather information
regarding content specialty, grade level and previous experience with VR (Jones, 2017).
This needs assessment will provide relevant information in order to conduct training.
Develop a website with suggested links to VR experiences which would be relevant to
their content.
2. During the Session
a. Gain Their Attention.​ Have the equipment out and ready to be handled the
moment the participants arrive. Start not with a powerpoint listing the
pedagogical attributes of VR in education, but with letting the teachers experience
the excitement of VR individually, perhaps using the sample above. Ask for a
volunteer to model how to participate.
b. Inform Learners of Objectives.​ Although the teachers present may represent all
grades from K-12 and many different content specialists, they do have one thing
in common: they are all looking to spark student engagement, and that is one of
the objectives of this training. Student engagement is relevant to all teachers.
c. Stimulate recall of prior learning.​ Some teachers may be shy of new technology
and reluctant to handle unfamiliar, expensive equipment. Teachers may not have
prior experience of VR, but they do have prior experience of handling
chromebooks and laptops. Adapt the same strategies for distributing those to
handling headsets, cameras or cubes.
d. Present the content. ​In a prepared visual presentation, unleash all the
research-based reasons for trying VR listed in the characteristics above.
i. Boosts student engagement through immersive and interactive
experiences.
ii. Offers a multi-sensory experience.
iii. Allows students to build knowledge from the simulation.
iv. Levels the playing field for students who cannot travel for economic or
physical reasons.
v. Builds empathy.
 vi. Builds experiences that may not otherwise be possible.
e. Provide Guidance.​ Form small groups linking others with similar backgrounds.
Since the role of the teacher moves from sage on the stage to guide on the side in
learner-centered instruction, arranging learners into groups will allow them to
assist each other. Encourage them to explore on their own the website of
suggested VR experiences and come to a collective decision about which to
choose.
f. Elicit Performance.​ In keeping with the universal principle of task-centered
instruction, allow them to choose their experiences and play with the equipment.
g. Provide feedback.​ “In learner-centered instruction, the role of teacher, learner
and technology should be transformed (Jones, 2017, 17). Rather than
teacher-provided feedback, ask the groups to discuss how they would implement
this experience into their lessons. Identify the advantages of adopting VR and
anticipate the challenges that may occur.
h. Assess Performance​. Our goal is attainment-based instruction where the learners’
“progress should be based on learning rather than time” (Jones, 2017, 16). Asking
participants to complete an evaluation which encompasses not only an assessment
of the instructor, training and materials but also a self-assessment on their own
learning is appropriate.
3. After the Session
a. Enhance Retention and Transfer.​ There are many reasons why innovations like
VR do not get adopted into instruction, but one reason is lack of support after the
training session. This is where forming a Professional Learning Community can
enhance retention and transfer. Instructional designers must work with
administrators to reward those teachers who innovate their lessons with new
approaches and technologies and who extend their knowledge to other
professionals.
 REFERENCES
Cho, Y. y., & Lim, K. T. (2017). Effectiveness of collaborative learning with 3D virtual worlds.

British Journal Of Educational Technology​, ​48​(1), 202-211.

Bench, J., & Wendt, J. (2014). Social interaction development through immersive

virtual environment.

Gagne's 9 Events of Instruction. (2017, June 30). Retrieved from

http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/

Hansman, H. (2016, February 03). How Can Schools Use Virtual Reality? Retrieved from

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7974/How one high-poverty district is adding virtual reality to its classrooms. (2018,

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http://hechingerreport.org/one-high-poverty-district-adding-virtual-reality-classrooms/

Jones, M. (2017). Reigeluth, C.M., Beatty, B.J., & Myers, R.D., (Eds.) (2017).

Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm

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Levitt, M. (2017). Educators Share 10 Best Teaching, Technology Practices. Education Digest,

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