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Using Virtual Reality to Foster Higher Education Outcomes
PROCEEDING

, , University of North Texas, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Virtual reality (VR) has several characteristics that include immersion and interaction. These two qualities are critical in teaching various subjects. Immersion is important in engaging students within the learning environment. Teaching is usually more effective when the students are immersed in what they are learning. Several researchers have applauded the usefulness of social interaction in learning and cognition. VR can introduce another dimension of social interaction to higher education learning experiences. Because of its usefulness in the education, VR has been applied to teaching and learning. Additional research is needed to properly use this technology for education and address any problems that may be associated with it. A constructivist model argues that students take an active responsibility of their learning. Hence, constructivism will be employed as the theoretical framework for this research on VR.

Citation

Atamenwan, I. & Warren, S. (2018). Using Virtual Reality to Foster Higher Education Outcomes. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1099-1104). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from .

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