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Paige Barrow

Critique of “Study of the virtual reality education and digitalization in China”

IDC 201

Chesapeake College

February 13th, 2023

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In the article, “Study of the virtual reality education and digitalization in China”

published in 2020, the benefits of a virtual reality-based learning program were implemented and

explored in schools in China. The article is intended to promote how the advancements of

technology are evolving and educational systems are trying to find new ways to adapt and

incorporate it into instructional practice. Computer-based technology programs have been

integrated into schools across the globe for years. Designed to allow students to have access to

an array of information at their fingertips, type assignments, make digital presentations, and

communicate with peers. However, traditional classroom models are becoming stagnant and

loads of information is overwhelming. The future of technology in education is the emergence of

Virtual Reality (VR) learning. The article specifically studied VR use in Chinese schools, but

after further research, more countries are discovering ways to implement this immersive way of

learning into their school’s education programs.

The articles researched discuss that even with the current access to digital information,

the traditional classroom is still using textbooks and drawings. One issue that remains in the

majority of schools is the lack of student engagement. Virtual Reality based learning programs

have the opportunity to promote student engagement, increase their innovative abilities, and

improve self-directed learning. Countries like China are known to be fixated on overloading

students with information and teaching for the test. Which is also becoming common in United

States schools. With excess amounts of information and strict testing guidelines, it is easy for

students to become uninterested in learning.

The Chinese education system is beginning to combine traditional & foreign methods

with digital products like Virtual Reality devices. VR has the ability to fully engage and immerse

students in the learning experience. Countries are on the quest for quality education rather than
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information cramming testing models. Virtual Reality takes the traditional classroom experience

and allows students to engage in a virtual educational environment that is closely realistic. As

Sun & Peng state, research showed that students using digital equipment to learn generally had

higher knowledge acceptance versus the traditional classroom model (S Y Sun & L H Peng,

2020).

Providing students with the opportunity to do hands on learning helps to build knowledge

retention, innovation, and problem solving. VR devices gave students the opportunity to explore

science subjects further than just teacher discussion and their own imagination. Instead, students

were provided the opportunity to see and manipulate objects they otherwise would not physically

get to, like cells. While VR devices seem to primarily be used in STEM based subjects, there is

development of them being utilized for all subjects. The devices also showed the potential to

increase academic performance in students that are not your typical high performers since the

VR platform provides such interactive, engaging environments. Though not currently used to

specifically teach language subjects, VR does increase communication skills, as students listen,

talk, and have to communicate their findings.

As beneficial as VR seems, it too comes with downfalls. For starters, introducing it

effectively in the classroom where teachers are able to implement it and produce their own

content. Teachers are limited by the capabilities of the software and if they do not see significant

improvements, they are less likely to utilize VR. Given time, there will likely be more teacher

friendly classroom-based apps developed. Expense is an issue, the devices and internet are

costly, and more funding is needed for teacher training on the devices. Some developing

countries still have connectivity issues and lack of the internet, making them unable to utilize

such high-tech devices. There is a lack of human connection as VR headsets cause students to be
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individually working and not have social interaction. VR also lacks flexibility, since it is such an

individual experience, it is hard for students to stop mid lesson and teachers are not able to help

answer questions about what issue the student may be experiencing. The articles analyzed lack

information on the negative developmental side effects. Perhaps this is due to the devices being

fairly new and not having enough extensive research performed. Potential negative side effects

are eye-related issues, motion sickness, and headaches.

It is becoming imperative that we understand the use of technology and science and are

able to utilize it to improve human life. What VR reality brings to the table is the ability for

students to enhance their personal learning experience. It builds students communication by

allowing them to immerse themselves in the learning environment. Students are engaged,

performing better, and eager to learn. Technology surrounds many students’ lives and immersing

the latest innovation, like VR, into the classroom beyond traditional textbooks and lectures is an

opportunity. The technology is still new, it is being researched, developed, and implemented.

Many countries are becoming interested in the benefits of VR in the learning environment and

soon there will be more VR interactive classroom environments across the globe.

The original article analyzed is a published .org credible study performed in Chinese

schools. The information was well organized and showed how VR can be beneficial in

theclassroom. Several different articles investigated link to the original article and agree with the

benefits of VR learning in classrooms. However, the article could have more statistics about how

and what subjects the software is being used for and the negative consequences of using VR in

education. Virtual Reality headsets have been developing over the past few years and have

typically been used for leisurely gaming. There has been an increasing interest of utilizing the

devices for learning across the globe. In the United States, an elementary school in Texas began
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testing out the use of VR in 2018 and expanded into several other schools across the state. A lot

of colleges have been starting to utilize VR, but there is still a lot of push back from parents for

the younger students due to lack of research on developmental effects.

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References

Insights, G. E. T. C. (2019, August 27). VR education in China hit a growth bottleneck of

tapping public schools. Retrieved February 10, 2023, from
https://edtechchina.medium.com/vr-education-in-china-hit-a-growth-bottleneck-of-
tapping-public-schools-e2f76831bc6e

Jacobson, L. (2019, May 22). As K-12 virtual reality use grows, researchers consider impact on
children. Retrieved February 11, 2023, from https://www.k12dive.com/news/as-vr-use-
grows-in-k-12-researchers-consider-its-impact-on-children/555085/

Sun, S. Y., & Peng, L. H. (2020, January 1). Study of the virtual reality education and
digitalization in China. Journal of Physics: Conference Series. Retrieved February 10,
2023, from https://iopscience.iop.org/article/10.1088/1742-6596/1456/1/012042

Using Virtual Reality in the Classroom: Advantages and Disadvantages. (n.d.). Retrieved
February 11, 2023, from https://www.xrguru.com/blog/2022/05/the-truth-about-virtual-
reality-in-the-classroom-the-pros-and-cons-of-using-vr-in-education

Willson, G. (2020, June 10). VR can improve academic performance - China's experience.
Retrieved February 10, 2023, from https://altairika.com/news/tpost/3y6gshtm9n-vr-can-
improve-academic-performance-chin
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