DOCUMENTARY PROPOSAL - Carly Strathearn

Documentary Proposal:

Virtual Reality: The Future of Education

By

Carly Strathearn

Carleton University
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DOCUMENTARY PROPOSAL - Carly Strathearn
Introduction

Virtual reality, commonly known to many by its frequently used abbreviation, VR, is a

considerably new form of computer technology that was unknown by many until major

developments in the late 1960s when Ivan Sutherland described his concept as the first-ever

head-mounted display (HMD), the Ultimate Display (O’Flynn et al., 2015). Used to simulate an

environment through computer graphics, the Ultimate Display experience was described to be so

all-encompassing that users would be unable to determine differences between the virtual world

presented through the goggles and the real world (Goncalves et al., 2021). Today, advancements

in virtual reality have allowed us to easily access and leverage the technology for entertainment,

healthcare, automotive, business, military, and most importantly, education. The proposed

documentary seeks to explore the use of virtual reality in post-secondary education

environments, to fundamentally determine the answers to the following questions:

1. How have advancements in technology led to the application of virtual reality in a post-

secondary educational setting?

2. How does virtual reality enhance learning and appeal to different learning theories?

3. What are the cultural advantages for students who use virtual reality devices for learning?

Throughout this research paper, it will be demonstrated that employing virtual reality in course

offerings increases a post-secondary institution’s capacity to offer a range of participative and

experiential learning opportunities such as labs, hands-on learning, and simulations.

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Framework for Documentary: Podcast

It is proposed that this documentary, highlighting the use of virtual reality in educational

environments and understanding its cultural significance for learning, be delivered in the form of

a podcast. The scripted podcast, targeting educators as its primary audience and students as its

secondary audience will feature approximately four episodes, each targeting a different category

of education: virtual reality for medical education, virtual reality for post-secondary education,

virtual reality for elementary education, and virtual reality for language learning.

The information for these episodes will be drawn from each group member’s midterm

research paper. Delivered in fifteen-minute episodes, the podcast will interview a different

hypothetical subject matter expert in each episode. Additionally, team members will take turns

assuming the role of the host, in which they will take on the responsibility of introducing the

podcast, setting the tone for the podcast, engaging with interviewees, and sharing their insight on

the subject matter.

The podcast will be delivered online, through a web-based framework for building virtual

reality experiences to enhance the technological and cultural components of the documentary.

The simulated environment in which users can explore will resemble a modern interview room.

In this three-dimensional simulated space, users will have the opportunity to sit down with a

digital avatar of the interviewee to make them feel as though they are the interviewer. The

podcast audio will be pre-recorded with professional standard recording software and played

over the experience to allow users to listen as they explore.

This method of delivery is intended to immerse the user and make them feel as though

they have stepped inside the podcast. Finally, each podcast episode will feature unique cover art
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pertaining to the subject matter of the episode, further enhancing the cultural aspects of this

documentary through the use of art.

Virtual Reality for Education: The Relationship Between Technology and Culture

Early Applications of Virtual Reality

Although the most arguably influential virtual reality device was developed by Ivan Sutherland

in 1968, early records show early concepts of virtual reality with high significance dating back to

1838 when Charles Wheatstone discovered the foundation for 3D perception and depth through

the development and creation of the first stereoscope (Kerwien, 2014).

Wheatstone would later go on to find that binocular vision would permit our eyes to see

objects in three dimensions (Kerwien, 2014), forming the fundamental basis of virtual reality

devices that we know and use today. It wasn’t until the mid-1900s that the notion of virtual

reality was coined through Stanley G. Weinbaum’s fictional idea of virtual reality in his story,

Pygmalion’s Spectacles (Cruz-Neira et al., 2018). It was through this story that Weinbaum

conceived the idea of movie-showing goggles that encompassed sight, sound, taste, smell, and

touch (Cruz-Neira et al., 2018), targeting all five human senses to create an immersive

experience. Then in the 1960s, Morton Heilig, known for his role in the development of films,

created the first multi-sensory booth (Andreoli, 2018) that incorporated atmospheric effects such

as wind (Arafa, 2017). According to Carmigniani (2010), this device was thought to be “The

Cinema of the Future” (p.342). As a clear vision began to form around the idea of virtual reality,

several attempts at head-mounted displays were developed such as Heilig’s next invention, the

Telesphere Mask which incorporated depth perception, sound, and extended vision (Wake et al.,

2021). Headsight, the motion-tracked HMD used for military training and operations was
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developed in 1961 (Angelova, 2021) and is the first documented virtual reality device used for

educational purposes.

As the paradigm of virtual reality devices began to shift to an educational focus, more

and more educational institutions begin to adopt virtual reality as an integral aspect of teaching

and transition to an immersive learning approach.

Adoption: Transitioning to a Virtual Reality Approach to Post-Secondary Education

In 1968, Ivan Sutherland brought his concept of virtual reality to fruition when he developed the

first virtual reality device connected to a computer (Emerson, 1993). This technology allowed

users to enter a three-dimensional space (Emerson, 1993), as Sutherland described in his early

1960s concept, and would later go on to form the foundation for virtual reality devices that have

transformed the way we learn and experience knowledge in post-secondary institutions.

The act of incorporating technology in higher education classrooms is a process that can

be described through three main conclusions: 1. Technology takes time to adopt and is highly

dependent on how one processes it, 2. The decision in which one makes to adopt a form of

technology is highly influenced by their own perception of the technology and how willing they

are to embrace it, and 3. Successful technology adoption requires addressing the concerns one

may have around the technology (Straub, 2009). In essence, technology adoption varies in

complexity for individuals. In a post-secondary setting, Technology-driven students who are

more inclined and open to the idea of new technology, may adopt technological devices with

greater ease than students who are less technologically driven and experience challenges when it

comes to learning, processing, and accepting new technologies whether due to their own

personal beliefs or cognitive abilities.

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The process of adopting advanced and arguably complex technology such as virtual

reality displays as a tool to enhance learning can be eased through a high degree of

experimentation and trialability (Laurell et al., 2019). In the past, it has been suggested that

educators lacked interest and failed to realize the benefits of using virtual reality in the classroom

which made it difficult to integrate (Alalwan, et al. 2020).

While the limitations of students and educators affected the transition to a virtual reality

approach to education in the past, affordability and accessibility also posed concerns until the

twentieth century when headsets became more cost-effective and readily available for

consumption. (Bower et al., 2020). It was also around this time when educators in post-

secondary institutions began experimenting more with virtual reality, taking to the idea of virtual

learning, and according to Sherman & Craig (2003) began to accept:

A medium composed of interactive computer simulations that sense the participant's

position and actions and replace or augment the feedback to one or more senses, giving

the feeling of being mentally immersed or present in the simulation (a virtual

world) (p.16).

The University of Sydney decided to adopt virtual reality in 2017, by constructing a

virtual reality laboratory that consisted of 26 Oculus Rift devices, headsets that are amongst the

most widely used today for virtual reality purposes (Marks & Thomas, 2021). The lab was free to

use and served two main purposes: 1. Allowing students to explore content leisurely and 2.

Allowing professors to teach classes (Marks & Thomas, 2021). One of the primary goals of this

study was to determine how many faculty members adopted the technology as a form of teaching

in a span of a little over two years (Marks & Thomas, 2021).

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The results of the study showed a major increase in virtual reality adoption at the

university with the most notable results appearing in the second semester of the study when 1674

individual students attended the lab, and 14 individual courses were taught in the lab (Marks &

Thomas, 2021). By the end of the study, a total of 1860 individual visitors had accessed the lab

and 51 accounts of course content had been taught in the lab. As more students and professors

became intrigued by the idea of using the virtual reality lab to enhance learning, the lab became

fully booked on a regular basis, insinuating students were adopting virtual reality as a learning

tool. Additionally, it is important to note that although in the past, the study of researching and

developing virtual reality has traditionally targeted towards technologically rooted programs,

Bachelor of Arts programs have begun making the digital shift to incorporate new forms of

technology in tandem with course offerings, as shown in the results of the study.

In only the short span of two decades, higher education institutions are increasingly

changing the ways in which they deliver course content to provide students with a more

exploratory and hands-on method of learning. Next, modern applications of virtual reality in

post-secondary institutions will be explored, and the benefits of adapting to online studies during

the COVID-19 pandemic will be introduced.

Modern Applications of Virtual Reality in Post-Secondary Education and the COVID-19

Pandemic

With the vast spread of COVID-19 at the peak of the pandemic, educational institutions were

required to quickly adapt to fully online methods of course delivery. Although some would argue

the transition to remote learning posed challenges pertaining to quality and online delivery

(Bhagat & Kim, 2020), the pandemic, above all, underscored the importance of technology in
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modern-day education and the need to embrace it as a supplementary tool for teaching. With the

closure of laboratories, workshops, and tutorials, arguably the most experiential applications of

higher education, the untapped potential of virtual reality was beginning to be explored through

the use of virtual reality to create real-life simulations and scenarios to counteract the physical

challenges posed by the pandemic.

Anthony Scavarelli, a Ph.D. candidate in Digital Media at Carleton University, created a

virtual reality framework, Circles, as a method to explore socio-accessible virtual reality to

promote experiential learning (Scavarelli et al., 2019). In his research, Scavarelli takes a different

approach to virtual reality by creating a fully accessible web-based framework to aid learning

and create a collaborative space for educators and students to come together (Scavarelli et al.,

2019). Tackling the challenges around cost, accessibility, and inclusion, the framework aims to

provide a platform that is accessible on head-mounted displays in addition to computers, and,

mobile devices, technology that is easily accessible to students (Scavarelli et al., 2019).

Additionally, Scavarelli describes the framework as “socially-scalable”, referring to the benefits

of repetitive participation. At the height of the pandemic, the framework made its way into the

core of higher education institution, Carleton University, where a series of assistive learning

tools to support the remote teachings of Physics for Information Technology, and Cognitive

Science were developed. Focusing on Kinematics, a series of modules, that had been

traditionally taught in-person or through video demonstration, were developed within the Circles

framework to allow students to be immersed in a physics laboratory to interact with three

experiments alongside their course instructor and peers. Additionally, a Cognitive Science palace

was developed to metaphorically symbolize the structure of the brain and its function.
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To emphasize the possible applications of virtual reality outside of STEM (Science,

Technology, Engineering, and Math) courses, the University of Philippines-Diliman developed a

virtual reality museum for its students by photo scanning and photogrammetric modelling

cultural heritage articles (Martinez et al., 2019). With an intent to create an immersive

experience as opposed to a passive one that merely involves viewing static materials such as

photos instead of three-dimensional objects, photorealistic assets that students could view from

various perspectives were produced (Martinez et al., 2019). In turn, this would enhance learning

by allowing students to have an overall more memorable experience with a higher emotional

impact and significance altogether. This study, being just one of many university-led initiatives

to re-create history and heritage through three-dimensional environments, is significant for

experiential learning in which students learn by experiencing ancient artifacts (Manolis et al.,

2013).

While the COVID-19 pandemic posed challenges for some, it undoubtedly encouraged

educators in large post-secondary institutions to consider the possibilities of virtual reality as a

tool to enhance learning. While more traditionally used in STEM courses as a technical tool to

facilitate labs and tutorials, the potential of virtual reality has extended much further to create

more cultural, meaningful, and memory-filled experiences for arts-focused students.

Virtual Reality: Appealing to Constructivism and Social Cognitive Learners

Used to describe methods of learning and how a student may best perceive, internalize, and

absorb knowledge, learning theories categorize different approaches to learning.

According to Bretz (2001), Constructivism, which relies on “active engagement of the

student’s mind” [Abstract] is a type of learning that requires students to expand on previous

knowledge through experiences and situations (Belford, 2013). Additionally, this learning theory
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relies heavily on participation as opposed to merely information and knowledge transfer from an

educator to a student (Bretz, 2001).

Social Cognitive learning, another methodology used to describe learning in social

contexts, is a process that requires learning through others and modelling behaviours (Gweon,

2021). Often this process is thought to be merely observational, however, Social Cognitive

Learning says that development occurs in social environments with encouragement and support

from others (Marshall et al., 2010).

The theory of Constructivism supports Piaget’s two fundamental principles of cognitive

development: 1. Knowledge relies on interaction with others and the environment in which they

reside and 2. Information is passed through first-person interactions through technology (Spalter

et al., 2002). Adhering to Constructivist learning, virtual reality facilitates exploratory and

experiential learning in which students have the opportunity to acquire meaningful knowledge

and expand on existing knowledge through virtually constructed environments (Sung & Ou,

2002). While virtual reality provides a hands-on approach to learning and supports

Constructivism, according to Scavarelli et al. (2020), it also permits social learning in which

“social relationships between technology, learners, and their virtual and physical spaces” are

defined through the Social Cognitive theory (p.271).

In summary, the application of virtual reality as a supplementary teaching tool used in

conjunction with course teachings can enhance one’s internalization and absorption of

knowledge. Virtual reality in post-secondary course offerings appeals to students who best learn

through exploratory and social experiences. The integration of virtual reality is an informed

method of course delivery that can be supported through Constructivist and Social Cognitive
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learning theories. By offering students an exploratory, hands-on, and social means of learning, an

overall better approach to learning is constructed.

The Cultural Impacts of Virtual Reality in Post-Secondary Classrooms

The cultural impact of virtual reality in higher education institutions is arguably one of the

primary factors in determining how students of different languages, religions, genders,

ethnicities, and disabilities experience virtual reality. Exploring how culture may impact a

student’s learning experience is a critical aspect in determining how virtual reality can overall

enhance one’s learning experience. By analyzing several studies in which virtual reality has been

employed to alleviate cultural barriers, the cultural advantages for virtual reality learning will be

explored.

In 2020, a study was conducted by Sino-British University to explore Chinese language

learners’ attitudes towards learning Chinese in a multi-user virtual reality environment,

facilitated by Hubs by Mozilla (Barrett et al., 2020). The goal of the study was to understand the

overall attitude for learning Chinese through a virtual environment and determine if there was a

correlation between technological applications of learning, motivation, and interest (Barrett et

al., 2020). According to Barrett et al. (2020), results showed that in general “Chinese language

learners seemed likely to adopt VR as a learning tool” (p.14), therefore signifying a positive

attitude towards learning through virtual reality technology. While this studying explored using

virtual reality as a means to learn languages, an important aspect of culture, virtual reality can

also be employed to overcome language barriers. According to Scarino (2021), it is believed that

as societies become more diversified the “multilingual and multicultural nature of society and

classrooms has become more visible, encompassing more complex language practices” (p.2).
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Therefore, employing virtual reality in course offerings signifies acceptance and appreciation of

the ever-evolving language diversity in post-secondary institutions. Additionally, it gives

students an opportunity to learn materials in their preferred language which is an appealing

opportunity for universities and colleges around the globe alike.

Assistant professor, Courtney Cogburn studies cultural racism and its inequitable

implications (Cogburn, 2019). She assisted in the development of a short virtual reality film

titled the 1000 Cut Journey that allows viewers to take on the perspective of a black man named

Michael as he undergoes the inequalities of racism at different stages of his life (Cogburn et al.,

2018). Again, this study underscores the importance of respecting and acknowledging the

challenges faced by people of varying cultural identities through the use of virtual reality as a

learning tool. As a practical application, the School of Social Work at Carleton University could

employ this short film in their Introduction to Social Welfare course to present the idea of

cultural diversity, a topic widely explored, discussed, and significant to the communities in

which will be served by the students.

Finally, in a study conducted by the University of Central Florida, according to Fralish et

al. (2018), virtual reality was used as a tool to assess the “the physiological and psychosocial

effects” of a disabled female to determine if virtual reality could improve mobility and mood

(p.771). Consisting of six sessions over the course of a three-week period, according to Fralish et

al. (2018), results showed “an increase in hand mobility and psychosocial well-being, such as

improvement in mood, as a result of her participation in the VR sessions.” (p.771). Seen as an

aspect of cultural identity, students with disabilities may face barriers when it comes to

participating in lectures, labs, tutorials, workshops, and experiential learning experiences in post-

secondary institutions. Virtual reality may appeal to students with a wide range of disabilities
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including visual, motor, and cognitive because it provides them with the opportunity to

experience fully accessible environments and removes barriers associated with real-life

surroundings. Additionally, it provides a fully customizable experience that can be modified to

accommodate their needs. For example, the developers of Oculus have incorporated a variety of

customizable settings such as display, audio, captions & subtitles, movement & locomotion, and

user interaction to ensure their devices are accessible to the widest range of users possible.

Conclusion

In summary, the proposed documentary seeks to explore the use of virtual reality in post-

secondary environments to determine how advancements in technology have led to the adoption

of virtual reality in higher education institutions. Additionally, how virtual reality can be used as

a supplementary tool alongside conventional course deliveries to enhance Constructivist and

Social Cognitive learning will be explored. Finally, the cultural advantages for students who use

virtual reality for learning will be highlighted to emphasize the benefits of using virtual reality in

higher education. Overall, the future of virtual reality in post-secondary institutions leads to a

promising future in enhancing learning and paves the way for a truly digital mode of course

delivery.
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