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Foundry10 is a research organization studying ways elementary educators dynamically integrate virtual reality into classrooms. Initial barriers for elementary educators using VR, like age restrictions on advanced headsets, students not owning their own devices, fewer types of content available and elementary classroom management can prohibit innovative uses of VR. We will share insights and challenges from our study of four classrooms integrating VR in unique ways, helping educators move through these barriers and implement VR play effectively into curriculum.
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Expeditions and Beyond: Virtual Reality in Elementary Education Marc Pacampara and Anna Cechony
Who We Are Anna Cechony Marc Pacampara
Educational research organization based in Seattle, we’re pretty non-traditional in a traditional field Our focus is on student/teacher creativity and expanding the ways people think about learning We try to do as many good things as we can that directly benefit kids
Outline ● Our work in VR ● Creating an atmosphere for VR ● Experiences out there for elementary classes ● What do students and teachers think?
Our Work in VR Applied VR in the Schools Experimental VR Research questions are often derived from our applied work Has been running for 3+ years in elementary, middle & high schools -- A focus on how VR is actually integrated into real classrooms -- Last year we focused on perceived role and narrative in 360 video -- Emphasize different aspects of VR usage each year -- This year we are looking at the impact of audio on immersion
The importance of our work In the last few years, virtual reality has grown to become one of the main advanced, emerging technologies on the market. VR in educational settings continues to gain interest. We wanted to study how teachers and students interact with the technology in their classroom, more specifically in elementary schools. Giving teachers and students autonomy to work with VR how they so choose.
Evolution of our Elementary Study ● Pilot Study, “Does VR create value in the classroom?” ● Relative value and interest in VR through different subjects ● Due to hardware restrictions, elementary students inherently experienced VR differently than middle and high school students.
Designing the study Recruitment Demographics Diversity of access to technology 50% of schools in the study had 1:1 ipad:student ratios 75% of schools in the study had 1:1 chromebook:stude nt ratios 100% of schools in our study used other advanced technologies such as robotics in their classrooms
Methods ● Research approved by an internal Institutional Review Board ● Participants recruited from 4 schools ● Students completed two surveys ○ Likert scaled responses ○ Open-ended responses ● Teachers completed three interviews: pre/mid/post ● Demographic variables were used to describe the sample of participants ● All students had to meet the age requirements of the VR manufacturers
In the Classroom Consider other technology usage in the classroom How is technology presented to students?
In the school Addressing infrastructural challenges (Network & Electrical capabilities) Teacher support from Admin, IT, and other educators.
Virtual reality is the ‘ultimate empathy machine.’ These experiences are more than documentaries, they’re opportunities to walk a mile in someone else’s shoes. -Chris Milk
Google Expeditions What an educator sees when leading a class through Google Expedition to Rome
CoSpaces “The students in cospaces have seen VR in a very different way because they were contributors, when they used to be passive recipients. It’s a whole new mode of giving the content, and they are excited” - Elementary Teacher
Merge Cube Students are able to use their phones and interact with object IRL, more specifically the Merge Cube. Merge Cube acts as a hands on avatar for what is being displayed digitally on the phone.
ThingLink Students can use their own image or images found online and add information like text, videos, audio and other images to enhance them. They can then be viewed on a flat screen or using VR.
Students using VR VR allows students to hone in on what they’re learning: “No distraction when you’re using the VR, because you can't see anyone else so you will be focused on what YOU are doing” VR lends itself well to multiple interests: “I would use VR by learning and making more stories. It would also be fun to play around a bit too.”
Teachers using VR “I think it's a tool that completely engages them and immerses them into what they're learning.” “A big challenge was the lack of apps tied to state or national standard.” “ It can be a vehicle for problem solving because it doesn't always work. What are steps to get [VR] working, students teaching other students, showing the next person how to handle it, showing and following, guiding one another.”
Concluding Thoughts Creating an technology inclined atmosphere for students to experience different devices helps them understand the importance using VR beyond the excitement and hype. Interactivity with VR content promotes engagement with curriculum. This can be within the experiences or paired with external activities. Student and teacher support is important. When they feel supported, they can think more critically of how VR can bring value to their classroom.
Next Steps Creating professional development community for elementary educators using VR
Contact us Follow us on: LinkedIn Instagram Facebook Twitter www.foundry10.org
