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International Conference on Human-Computer Interaction

HCII 2020: HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games pp 279–298Cite as

How Virtual Reality Is Changing the Future of Learning in K-12 and Beyond

Using Needs-Affordances-Features Perspective

Part of the Lecture Notes in Computer Science book series (LNISA,volume 12425)

Abstract

The integration of digital tools into alternative education strategies presents a potentially rich area of practical research. Non-traditional learning opportunities are multiplying and gaining widespread implementation due to their efficacy in fostering student engagement with course materials. Immersion tools such as Virtual Reality (VR) educational experiences have received significant attention as potential replacements or complements to existing multimedia educational tools given their increasing affordability and demonstrated value in fostering greater soft skills in students, such as critical thinking and community engagement. In light of the practical value of leveraging VR for alternative education, this study investigates five sampled VR experiences to determine their potential usefulness as teaching aids. Using the Needs, Affordances, and Features (NAF) framework, this research compares and contrasts five fully-immersive VR programs and analyzes the intersection of Needs, Affordances, and Features in each to determine their value in addressing gaps in current alternative education platforms. This study finds that fully immersive VR educational features enable multiple affordances for Teacher Users, Student Users, and both that fulfill specific experiential needs for each group. As such, these VR programs do address needs left unmet by traditional educational tools and underfunded institutions. Further, the inclusion of fully immersive VR tools in educational plans may help address gaps in content creation, distribution, and assessment that are presented by current alternative educational strategies. Therefore, a NAF framework might be implemented for use by VR developers, education professionals, and researchers to determine the potential of a given VR experience for meeting the needs of students and teachers pursuing alternative education strategies.

Keywords

  • Virtual reality
  • VR
  • Education
  • Alternative education
  • Education technology
  • Needs
  • Affordances
  • Features
  • Experiential leaning needs

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Fig. 1.

Notes

  1. 1.

    In this paper, we define alternative education as educational activities that fall outside the traditional K–12 curriculum to serve students who are at risk of school failure due to the limited access to quality instruction, education facilities and/or learning resources.

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Authors and Affiliations

  1. San Diego State University, San Diego, CA, USA

    Marta Adžgauskaitė, Kaveh Abhari & Michael Pesavento

Authors
  1. Marta Adžgauskaitė
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  2. Kaveh Abhari
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  3. Michael Pesavento
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Corresponding author

Correspondence to Kaveh Abhari .

Editor information

Editors and Affiliations

  1. University of Crete and Foundation for Research and Technology – Hellas (FORTH), Heraklion, Greece

    Prof. Constantine Stephanidis

  2. Coventry University, Coventry, UK

    Prof. Don Harris

  3. Cranfield University, Cranfield, UK

    Prof. Wen-Chin Li

  4. Soar Technology Inc., Orlando, FL, USA

    Dr. Dylan D. Schmorrow

  5. Design Interactive, Inc., Orlando, FL, USA

    Cali M. Fidopiastis

  6. Cyprus University of Technology, Limassol, Cyprus

    Prof. Panayiotis Zaphiris

  7. Cyprus University of Technology, Limassol, Cyprus

    Andri Ioannou

  8. DePaul University, Chicago, IL, USA

    Xiaowen Fang

  9. Soar Technology, Inc., Orlando, FL, USA

    Robert A. Sottilare

  10. Fraunhofer FKIE, Wachtberg, Germany

    Jessica Schwarz

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Adžgauskaitė, M., Abhari, K., Pesavento, M. (2020). How Virtual Reality Is Changing the Future of Learning in K-12 and Beyond. In: , et al. HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games. HCII 2020. Lecture Notes in Computer Science(), vol 12425. Springer, Cham. https://doi.org/10.1007/978-3-030-60128-7_22

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  • DOI: https://doi.org/10.1007/978-3-030-60128-7_22

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