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VR Technology Teaching

Updated on July 31, 2016

VR Technology Teaching

Virtual Reality, VR in short is an incredibly advanced technology, which will be an integration of computer science, robotics, instrumentation, multimedia, detectors, optics, 3 D technology, etc. Each technology, which converges to form VR, in itself, is quite advanced and hi-tech. VR is a strong user interface technology. This present technology doesnt even need physical presence of a person. Info is not unimportant and this promising technology provides the best way to visualize it, empowering interaction for the consumer.

VR has full-blown applications in sectors like aviation and automobile. Its enactments are now being expanded to areas like medicine and education. In education, Common Telexistence (convergence of VR and robotics), Virtual Rooms and Spread VR have emerged. In medicine, quite innovative softwares are developed to treat growing amount of painful procedures. Some of the examples contain:

b. Endoscopic therapy after Single Occasion Multilevel Surgery (SEMLS) for cerebral palsy

c. Dental pain and anxiety

d. Pain/anxiety during injections

e. Overcome phobias like spider phobias

Virtual Environments (VE) for instruction have been discussed in various manners. While state-of-the-art multi user educational VEs continue to be a conjecture, simpler VEs predicated on conventional technologies have already been in existence for some time.

For distance education purposes, spread VR is useful. Virtual Reality system can be networked to support multiple-user concentration surroundings joined over long distances. This paves the way for contribution of more geographically dispersed users in multiuser virtual reality systems that are interface.

Applications of VR

The fields in which VR continues to be executed are summarized below-

• conferencing and Education.

• Civilian and military training simulators.

• Company and scientific visualization.

• Architecture, design, prototyping (Research and Industry).

• leisure and Artwork.

• rehabilitation and Operation.

• SnowWorld, SpiderWorld, ChocolateWorld, SuperSnowWorld.

VR in Instruction

Virtual Reality technology offers a really new and innovative way to educate and engage students to teachers. It's a cutting edge technology that allows pupils to step into a 3D interactive environment. Using glove and an unique headset, it places students inside a simulated virtual environment that looks and feels like the real world. Integrating virtual reality into everyday learning has revolutionized learning and teaching procedures.

A helpful analogy to comprehend the nature of the virtual environment is that of a student investigating a woods for the very first time. A pupil will learn about the woods not from reading about it or listening to someone talk about it, but by walking into it - becoming part of it. The student is free to investigate the forest any means he or she likes. A trip to the Virtual Reality Lab supplements the biology class where students are learning cell arrangement where pupils investigate and enter a human cell. Discovery and experience become the best teacher.

Virtual reality is created by an impressive, exciting technology that engages the student. It draws its power from three principles: visual, experiential, and self-directed learning, the most effective ways to teach pupils. Virtual reality enables students to be totally involved in their schooling, instead of merely passive onlookers, focusing first and foremost on the learning needs of pupils. The age old problem educators face is how to better involve students inside their studies. Conventional teaching methods have sometimes not been effective in the aim of seizing pupils focus, relegating students to your passive role in the classroom.

Understanding virtual reality-based learning means understanding the shift from text-based instruction to multi-sensory, experiential learning. Virtual reality copies the way people have always learned - by socializing with the universe. It enables hands on actions to facilitate active learning.

I hear and I forget. I see and I understand. I do and I remember, said Confucius, the shrewd Chinese Philosopher. Hence, Learning is most reliable when it's an active discovery procedure and realistic learning is far better as a learning device. VR is learning without boundaries.


Virtual Reality may bring simulation-based learning environments nearer to real-life experience. In place of watching the simulated world through a desktop window, pupils are immersed in a 3D computer simulation of their work surroundings, where they could enhance their skills through training on realistic endeavors. VR simulation environments are basically valuable in domains where real life training is not cheap or dangerous like surgery, air fight and control of complex equipment.

Immersive virtual environments also let the computer coach to inhabit the virtual world with the pupil. To investigate the use of intelligent tutoring systems in virtual reality, a pedagogical representative, Steve (Soar Training Expert for Virtual Environments) has been developed which physically collaborates with pupils, enabling new types of interaction.

Steves Abilities

Each pupils interface to the virtual universe is supplied by special-purpose hardware and Lockheed Martins Vista Viewer applications. Vista uses info from a location and orientation sensor on the HMD to update the students perspective as they move around. Pupils interact with the virtual world using data gloves or a 3D mouse. Sensors on the mouse and gloves keep track of the pupils control, and Vista applications sends out messages when the student touches virtual objects. These messages are received and handled by the RIDES software which controls the behavior of the virtual world.

Steve needs two capacities Steve must have the ability to show and explain jobs, and he must have the ability to monitor students performing tasks, providing support when desired. Steve performs and describes each step of the endeavor, when presenting. Steve is now represented by a head and a hand that can manipulate and point at objects.

The virtual world is inhabited by Steve alongside pupils. To supply a collaborative style of interaction with the pupil, Steve can gracefully shift between presenting a task and monitoring the students performance of the task. During Steves demonstrations, the pupil can interrupt and request to complete the task, in which case Steve shifts to observation. When monitoring a student, the student always has the choice to ask Steve to attest a recommended action. Hence, VR supports a natural and adaptive cooperation between student and tutor.

Distributed VR and VRML

The idea behind distributed VR is very straightforward; a simulated world runs not on one computer system, but on several. The computers are connected over a network (maybe the worldwide Internet) and people using those computers are able to interact in real time, sharing the same virtual world. In theory, individuals may be stationed anywhere in world at distinct locations, all interacting in a meaningful way in VR. There may be several obstacles in establishing such kind of an environment, like small-bandwidth links in delivery of update information and heterogeneous platforms.

The environment in is three dimensional to the eye and ear. Moving in the surroundings shifts the users visual and auditory standpoint. Unlike a video conferencing system (where an attendees screen shows other attendees inside their own videoconferencing rooms), distributed VR users assemble in a virtual world - they are all seen, by way of example, seated together around a conference table in one room, or walking together in a virtual building. Every user of a distributed VR appears in the computer environment as an avatar - either a customized graphical representation, a video of the user, or some mixture of both - which she or he controls. Besides interacting with one another, the user, additionally deals with one or more computer simulations.

This idea of distributed VR can potentially be implemented using the Virtual Reality Modeling Language (VRML) that aims to help Internet with 3D spaces. These worlds can be environments or single items with the file suffix as .wrl. VRML defines a set of items and functions for modeling simple 3D images. These are known as nodes, which are arranged in hierarchies called scene graphs. There is a top-down organization in which nodes that are described earlier in a scene change later ones, but this can be restricted by the usage of separator nodes. VRML is designed to fit into the present infrastructure of the Internet and the WWW.

In one of the variations of VRML, also known as Moving Worlds, either object in the world can act and react to each other under software control, or they could respond to the users activities in some way. The characteristics that Moving Worlds now include are:

i. International character sets for text can be displayed using UTF-8 encoding

ii. A set of new nodes has been added to increase the reality in models that are meant to signify the outside world about

iii. Sound generating nodes will even enrich the awareness of realism

iv. New sensor nodes will set off certain events when one enters special regions, or click on particular objects. So, for instance, as the viewer approaches an object it can be activated to start some action or make a noise

v. Collision detection ensures that things can act as if solid. That's, the user, will not go through floors and walls

vi. Script nodes allow for example databases with other applications, for the animation of the interaction of the world and objects on the planet

vii. Multi-user environments. There are many strategies to creating multi user worlds, and the Moving Worlds aims to provide the functionality needed for these, but without ordering which approach will be to be used

Virtual Environment based on distributed VR

All the notions of VR technology highlighted above can be joined in an effective manner to create a virtual surroundings, just like Steves room in addition to a network. Theory can be implemented on an intranet; and using VRML as the remedial technology along with the existing standards for World Wide Web and Internet it can be further extended to operate in a globalized environment like Internet. VRML creates a hyperspace (or a world), a 3-dimensional space that appears on the display screen. The pictures on the screen will change to create a feel of actual motion through a real space.

The user must obtain the remote VR server and choose the service they require. It really is envisaged the future educational organizations will desire to make their VR based educational programmes available to others. Anyone with proper hardware will manage to get these systems for a subscription fee. The main advantage of this approach is that organizations will have the ability to get suitable VR based educational material without having to develop themselves to material. It's highly likely that it will be possible to gain access to an extremely wide variety of educational material this way. Nevertheless, there are a number of issues including copyright and how much ability will be demanded in the local system.


Within the higher education community there's been a rise in the usage of information technology like multimedia with considerable success. Multi media based systems supply the student with a very rich source of educational material in a form that makes learning exciting. VR has exceptionally wide use across an entire range of areas for it to be applied to training, education and research in higher education and the enabling technology has reached a satisfactory level of maturity. The costs associated with a VR system have been prohibitive for educational establishments (this remains accurate for fully immersive VR systems) but recent technological developments in computer hardware and software now make it possible to look at VR as an important assistance.

Yet it's not very popular, though VR technology proves to be excellent in any area. The reason being that totally immersive VR setup is still very costly. The prohibitive costs and inaccessibility of VR technologies, coupled with issues of usability, educator training, operation and maintenance, present drawbacks that are significant for the educational use of VR making it hard to integrate in dwindling budgets that are educational. In spite of these concerns and objections regarding the appropriateness and educational efficacy of virtual reality, there remain powerful reasons for believing that VR can provide powerful tools for learning and learning environments for students warrant serious investigation.


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