In last week's posting, we looked at an interesting case study on the use of VR to address the achievement gap in learning. For a quick background, start there, and then return here to review the findings.
Three outcomes were notable:
- Before the VR experience, class conversations about the marine world were shallow and lacking, because the students had never been to the ocean before. After the treatment, class conversation lit up. Students were far more willing to share ideas and talk about the things they saw.
- According to Seymour, the 30 minute virtual trip seemed to have a lasting effect on most students. They constantly referred back to things they saw, heard or learned during their virtual trips.
- Overall, writing was more descriptive, vivid and detailed after the VR treatment.
Interestingly, these results are consistent with past research using stereoscopic 3D in classrooms, not just the more recent VR phenomenon. In fact, they are almost identical. None of these findings should surprise us, though. VR merely leverages the cognitive principles and advantages of visualization and ‘transfer’ of learning.