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Learning Environments
MODULE 2
TEACHER’S GUIDE ON VIRTUAL REALITY IN SCHOOL EDUCATION FUTURE SCHOOLS USING THE POWER OF VIRTUAL AND AUGMENTED REALITY FOR EDUCATION AND TRAINING IN THE CLASSROOM
VR@SCHOOL ERASMUS+ STRATEGIC PARTNERSHIPS FOR SCHOOL EDUCATION PROJECT
2018-1-RO01-KA201-049411
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Contents
Introduction ......................................................................................................................... 1
Main objective of the module .............................................................................................. 1
General Description ............................................................................................................. 1
2.1 Virtual Learning Environments (VLE)............................................................................... 2
2.1.1 Definition ................................................................................................................ 2
2.1.2 How VLEs are used by students ............................................................................... 3
2.2 Personal Learning Environments (PLE) ............................................................................ 6
2.2.1. Definition................................................................................................................ 6
2.2.2. Characteristics ........................................................................................................ 7
2.2.3. Components of a PLE .............................................................................................. 7
2.2.4. Models of Personal Learning Environments ............................................................ 8
2.2.5. Creating a PLE: Where to Start ................................................................................ 8
2.2.6. Samples of diagrams of PLEs ................................................................................... 8
2.2.7. How PLEs customise learning .................................................................................. 9
2.3 Virtual Reality (VR) ....................................................................................................... 11
2.3.1. What is virtual reality? .......................................................................................... 11
2.3.2. Characteristics ...................................................................................................... 12
2.3.3. Types of virtual reality .......................................................................................... 12
2.3.4. What equipment do we need for virtual reality? .................................................. 12
2.3.5. Applications of virtual reality in education (types of VR activities) ........................ 14
2.3.6. Most Useful Apps for VR in Education ................................................................... 15
2.3.7. A useful virtual reality education and training platform ENGAGE .......................... 16
2.4 Augmented Reality (AR) ............................................................................................... 16
2.4.1. What Is Augmented Reality? ................................................................................. 16
2.4.2. How Augmented Reality Works ............................................................................ 17
2.4.3. Examples of AR applications ................................................................................. 18
2.4.4. AR in education featured 5 best augmented reality tech 2018 .............................. 20
2.4.5. What’s the difference Between Virtual Reality and Augmented Reality? .............. 20
Bibliography ....................................................................................................................... 21
Answers to the questions addressed in the module 2 ........................................................ 22
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Introduction
The benefits of advanced technology in education are limitless. Virtual reality, augmented
reality and virtual learning environment have enriched education. They allow students to explore the
world and travel without leaving the classroom; students can travel in time and space and witness
what happened in history or visit remote exotic places.
Students can also use virtual reality for their personal and professional development. VR can
provide them with useful information about interesting professions and careers, which helps them
with their professional orientation. It enables them to get in contact and communicate with young
people from different cultural backgrounds, visualise and consider what they have learned from
different points of view in a three-dimension view, which adds value to their learning time.
Main objective of the module
This module provides information on hot topics meant to enhance the teaching and learning
processes: Virtual Learning Environments, Personal learning environment, Virtual reality and
Augmented reality.
General Description
This module will:
Enable teachers to deepen their knowledge about Virtual reality and Augmented reality with
a view to using them in their classes.
Enable teachers to define and describe what personal learning environments are and how
they customise learning.
Provide teachers with suggestions on how to use Virtual Learning Environments with their
students.
Module key elements:
Personal learning
environment
Virtual learning
environments Virtual reality Augmented reality
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2.1 Virtual Learning Environments (VLE)
This chapter introduces a concept which gains
ground in education nowadays. A Virtual Learning
Environment is a system which delivers learning
materials to students via the internet andcomprises a
set of tools for assessment, student tracking,
collaboration and communication.
2.1.1 Definition
A VLE is a computer-simulated space in which people can meet others to interact and work
together. It is a web virtually based learning system that provides teachers and students with a set of
teaching and learning tools designed to enrich students’ learning experience by including computers
and the Internet in the learning process. The VLE tools enable teachers to create online tests, quizzes
and other class content including presentations, lesson plans, and homework assignments. A VLE
package can include curriculum mapping, student tracking, online support for both teachers and
students, online communication (e-mail, chat) and links to outside curriculum resources and tools.
The most commonly used platforms of a VLE include Moodle, Blackboard and Google
classroom whose features can be extended by using tools from external links. Thus, when the VLE
platform does not have the necessary features students need, the teacher can insert links to other
tools and resources (Padlet, Kahoot, Edmondo, Empatico etc).
To create your own VLE with Google Classroom for your class, go to this link and watch the video
tutorial with Stephani Hepburn, Creating a Virtual Learning Environment with Google Classroom 2018:
https://www.youtube.com/watch?v=f2nNp8qDg4Y
VLEs support 21st century skills, such as:
Cultural and global awareness: Students get in contact with a wide network of students and
information.
Time management: Students are required to meet deadlines.
Communication technology literacy: Students use technology to do a task.
Problem solving skills: Students are required to do a task in order to be assessed.
Self-direction: Students are able to work at their own pace.
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Question 1
A VLE is:
a) a learning system that provides teachers and students with a set of teaching and learning
tools
b) a web virtually-based learning system that includes the use of computers and the internet
and provides teachers and students with a set of digital teaching and learning tools
c) a learning system that integrates the use of computers into the learning process
2.1.2 How VLEs are used by students
A VLE motivates students to explore the online learning environment. Students can access all
the materials (course information, online video clips, additional links, digital readings PowerPoint
presentations, quizzes, tests etc.). They can download them, open the files and do the tasks. They can
use these materials as sources of inspiration to look for other resources.
Thus, Google Classroom provides students with instant access to all the materials that the
teacher uploads (edu.google.com). It is easy to use. The teacher creates a class and invites students
to join by sending them an invitation via Gmail.
Schoology (https://www.schoology.com) is similar to Google classroom; it is free to use and
allows students to access materials and links, download and submit assignments, get assessments,
track progress, etc.
Padlet (https://padlet.com) (external tool) is a digital dashboard that allows students and
teachers to post photos, videos, text files, links, etc. Padlet motivates students to work together as a
team.
Edmodo(https://new.edmodo.com) is another
external tool which provides a digital classroom environment
and gives access to many resources. It resembles the social
media networks we are familiar with. So it encourages
collaboration and communication with other users in the
network.
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VLE enable users to enhance their online socialisation. Students use the tools to work as group
members on collaborative assignments. Students learn how to form effective learning teams and
communicate with each other online. Besides Google classroom, Schoology students can use social
networking tools, such as Facebook and Twitter.
Question 2
Google Classroom enables teachers to:
a) access information
b) create an online class
c) assess themselves
A VLE promotes information exchange and meaningful interactions. Students interact with
resources in the VLE, other learners and their teacher. They can access all the materials at school or
at home synchronously or asynchronously at their own pace. They can use digital messages, social
media or dashboards (padlets) to communicate. Students can ask questions individually and have the
teacher tailor their answer according to a particular need.
Dropbox(https://www.dropbox.com) stores files and folders on students’ devices; they can be
easily accessed from their Dropbox account when connected to the internet.
Students can connect with other students around the world through Empatico(https://empatico.org).
Explain Everything(https://explaineverything.com) is a digital tool that allows students and
teachers to collaborate on an interactive whiteboard; it encourages group activities through its drag-
and-drop options.
A VLE promotes knowledge construction. Students may be asked to consider different
viewpoints and perspectives, draw on practical experiences, do research and present their products
and findings.
Prezi(https://prezi.com) is a digital software for creating
interactive presentations.
Scratch(https://scratch.mit.edu)allows students to create engaging games, animations,
interactive art, stories etc.
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Piktochart(https://piktochart.com) is a great digital tool
which can be used by both educators and students to create
infographics, presentations, posters, and other visual materials.
Visme(https://www.visme.co) provides all kinds of
templates and graphic resources to help visualize any kind of data
or assignment. You can insert videos, make animations, insert links,
etc.
StoryJumper(https://www.storyjumper.com) is an app for creating storybooks. It allows for a
collaboration of multiple students on a single storybook. Students collaborate on a storybook can
video chat which makes StoryJumpergreat for project work.
Question 3
Prezi helps students to:
a) reflect on their new experiences
b) visualize their assignment
c) create interactive presentations
A VLE promotes development. There are tools which encourage students to develop self-
insight, enhance critical thinking skills, reflect on their new experiences or take responsibility for their
own learning.
Quizlet (https://quizlet.com)allows students to learn a subject and assess themselves.
Everyone can create their own study set or choose an already existing set.
Socrativeis (https://socrative.com) isanother digital tool which helps students to get
assessment and immediate feedback.
Kahoot (https://kahoot.com) is a learning tool that allows teachers and students to create fun
games in order to test knowledge and engage the entire class.
Puzzlemakeris (http://puzzlemaker.discoveryeducation.com) a puzzle-generating tool which
creates a range of engaging activities: word search, criss-cross, Maths puzzles etc.
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Question 4
A VLEonly enables students to:
d) access, exchange information, socialize, collaborate and communicate, and co-create
knowledge
e) visualise any kind of data or assignment
f) assess themselves
2.2 Personal Learning Environments (PLE)
This chapter introduces
Personal Learning Environments, which
are systems that help students organise,
control and manage their learning.
2.2.1. Definition
A Personal Learning Environment (PLE) is “a system that helps learners take control of and
manages their own learning. It is a set of tools, resources of information, web connections and
activities that each person uses to manage his/her own learning” (Mark van Harmelen, 2006).
You can watch Steve Wheeler’s Personal learning environments on YouTubefor a very
convincing introduction to PLE.The need for a Personal Learning Environment comes from the fact
that learning is a continuous lifelong process and learners need tools to support and manage this
continuous learning. A Personal Learning Environment enables users to organise their learning
process and to set their own learning aims taking into account their interests and priorities.
The principles of a PLE are the ability to create, share ideas, join groups, collaborate and
publish content that will be available to the other users who will use this material to increase their
knowledge. A lot of individuals will take part in this collaborative learning by adding information and
giving their opinion about different topics, experiences and ideas.
Question 5
A Personal Learning Environment helps students:
a) to organise, to take control of and to manage their own learning
b) to support their peers
c) to use the internet
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2.2.2. Characteristics
Firstly, the design of a PLE allows users to consume, create and publish digital tools and
resources. They can also organise, download or adopt this content to meet their learning aims and
needs.
Secondly, PLE differ from user to user. Thus, every user has a different set of tools and
resources depending on their needs, learning objectives and priorities.
Thirdly, a PLE is based on sharing resources which users can edit, modify and publish. Most
common resources are reviews, weblog postings, notifications, bookmarks, comments, social
networks, knowledge bases and other communication tools.
Finally, a PLE encourages users to share their experiences with others for co-creation of
knowledge.
All these characteristics of the PLE design can be achieved using a combination of devices
(laptops, mobile phones and portable media devices), applications (newsreaders, instant messaging,
browsers and calendars) and services (bookmark services, weblogs, and wikis).
Question 6
A PLE:
a) always looks like a diagram
b) is different from user to user
c) is similar to all users
2.2.3. Components of a PLE
Every PLE includes a Personal Learning Network (PLN), which consists of the tools, the mental
processes and the activities that allow the user to share, to reflect and to discuss within a community.
Tools, mechanisms and activities to read, share and reflect with users of a digital community:
Tools: blogs, wikis, newsletters, web pages, video channels, social software, online activities,
social networks etc.
Mechanisms: research, curiosity, initiative, synthesis, reflection, organization, structuring,
analysis, dialogue, capacity of decision and consensus, etc.
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Activities: conferences, lectures, watching videos, reading articles and newspapers, listening
audio-programmes; creation of a conceptual map, publish an own video, discuss articles in a
social network; meetings, forums, discussions, congresses etc.
2.2.4. Models of Personal Learning Environments
In a generic model the PLE uses tools that allow the learner to gather information, process
information and act on the learning. Its main strands are:
collect their learning resources
connect, collaborate with other learners (manage and create relationships, connections)
share, communicate ideas, convey information, ask questions, reflect, respond, comment and
clarify
reflect, create, generate ideas, research, write, bring content into being
2.2.5. Creating a PLE: Where to Start
Begin with a model
Decide on areas of focus
Determine which digital tools to use (to collect, communicate, share, collaborate with others,
create)
Establish time to develop the PLE(in future)
Create a diagram of the PLE
2.2.6. Samples of diagrams of PLEs
Diagrams (mapping) help users visualise their learning environment so that they can easily
structure, present, and share their digital information with others. You can use for instance mapping,
which provides a flexible visual environment for structuring, presenting, and sharing digital
information. Watch the video: Concept Mapping.
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Personal Learning Environments may have different forms. Watch the following videos and
see for yourself:
Large, M., Personal Learning Environment
Garcia, E., My Personal Learning Environment
Also, have a look at these sites to see examples of teachers’ and students’ PLEs:
A student’s PLE, https://www.tes.com/lessons/DL5z957odZlrSA/personal-learning-
environment
Teachers’ PLEs, http://edu-mooc.blogspot.com.es/2014/04/mi-ple-personal-learning-
environment.html
Question 7
A PLE uses tools to:
a) access, exchange information, socialize
b) collect, connect, share and create
c) assess students
2.2.7. How PLEs customise learning
Students are able to ask questions to clarify issues they did not understand or collaborate with
their peers or teacher in class or at home, through a dashboard (Padlet, Tricle). This may lead to a
decrease in the number of students coming to class unprepared or upset because they could not
complete an assignment.
Padlethttps://padlet.com/elza_gheorghiu/g1hcd3xax8oe
Students learn to collaborate and connect with both the teacher and their peers; students
learn to interact with each other in a collaborative and respectful way in order to learn; they become
more confident, develop their interpersonal skills in the virtual space, which leads to peer interactions
in the classroom and the development of social and emotional learning skills.
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Tricider, Brainstorming and Voting Amazingly Easy (https://www.tricider.com)
A PLE leads to great teacher/student interest in the benefits of using technology in the
classroom; it helps build tech skills as well as digital citizenship skills.
A PLE creates opportunities for students to practice, at their own pace, in a
way specific to their needs.
Tinycards by Duolingo is a fun flashcard app that helps you memorize
anything for free, forever
(https://tinycards.duolingo.com/decks/MYghXwt6/robotique)
A PLE creates opportunities for students to show their learning; they can use a class blog to
post their work done in class which can then be viewed by
parents.
A PLE offers a variety of choices for students to decide
which digital tool to use, which is relevant to their learning and
meets their comfort level. This will increase their motivation
and engage them more in learning.
A PLE provides students with engaging ways to learn and practice the content, such as game-
based learning tools, which help increase students’ motivation to study: Kahoot!, Quizlet, Quizizz, Tiny
cards etc. Each of these offers different ways to learn in class as well as at the student pace.
Kahoot
(https://create.kahoot.it/details/animals/27dca275-491e-
47b6-bbb5-3d282f14db1c)
A PLE provides options for interactive lessons, through which students can watch videos and
respond to questions to check for understanding (EDPuzzle and Playposit, Formative –free for
assignments and assessment and Nearpod – the silver level is free). These tools provide immediate
feedback for students that promotes student learning.
A PLE provides opportunities to create stations in the classroom where the teacher divides
students into small groups with a different activity prepared for each station. Stations in class create
opportunities for students to interact with one another and for the teacher to work closely with each
group and each student.
A PLE provides students opportunities to look back at what they have done and how they have
progressed (which helps get better and set new learning tasks).
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Question 8
PLEs customize learning by:
a) using a model
b) providing a template
c) creating opportunities for students to practice, at their own pace, in a way specific to their
needs
2.3 Virtual Reality (VR)
This chapter introduces a fascinating
concept of Virtual Reality which shrinks time and
space; students are immersed in a believable
virtual world and learning happens while
exploring it.
2.3.1. What is virtual reality?
Virtual reality is a reality generated by computers which enables you to experience and
interact with a 3D world. To do this you only need to put on a head-mounted display and some form
of input tracking. The display will typically be split. This creates a stereoscopic 3D effect with stereo
sound and together with the technology and the input tracking will contribute to your feeling of
immersion in a believable virtual world. VR will make you feel dizzy. You turn your head and the world
turns with you, so the illusion created by computers is plausible and stimulates your curiosity to
explore the new world which lies before your eyes.
Our senses play a major role in everything we know about the surrounding reality. Our reality
is based on and shaped by the information we get from our senses and brains. Our perception of
reality will change in response to the information we give our senses. Therefore, even if our senses
were presented with made-up information in a computer-generated virtual environment, from our
perspective it would be perceived as real. Virtual reality entails presenting our senses with a
computer-generated virtual environment that we can explore in some fashion.
Question 9
Virtual Reality is:
a) a combination of reality and computer-based images
b) a reality generated by computers which enables you to experience and interact with a 3D
world
c) a display on the computer screen
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2.3.2. Characteristics
Virtual reality is essentially:
1. Believable, plausible: You are fully immersed in the virtual world and really feel like you are
there.
2. Interactive: As you move around, the VR world moves with you; it changes to match your new
move.
3. Computer-generated
4. Explorable: A VR world is a large 3D world which needs to be explored.
5. Immersive: VR engages both your body and your mind. It appeals to all your senses.
2.3.3. Types of virtual reality
1. Fully immersive
In order to enjoy a complete VR experience, you need three things:
a) Abelievable and richly detailed virtual world to explore (a computer model or simulation).
b) A powerful computer that can sense your moves and adjust the virtual reality accordingly and
instantly.
c) Your full immersion achieved by means of hardware linked to the computer. This is possible
with the help of a head-mounted display (HMD) with two screens (one for each eye), stereo
sound and one or two sensory gloves.
2. Non-immersive
A non-immersive virtual reality may be a highly realistic flight simulator on a home PC with a
very wide screen, with headphones or surround sound and a realistic joystick. Exploring a detailed 3D
new building or 3D reconstructions of former historical cities may be other examplesof non-immersive
VR; they provide you with a richer experience than a film.
3. Collaborative
You do not get a full immersion with "Virtual world" games such as Second Life and Minecraft
either although they are interactive, plausible and explorable. What they offer you is the opportunity
to collaborate with other people and share experience in real time.
4. Web-based
Recently, the Web gave us new ways to access real realitythrough social media (looking for
information, shopping, sharing ideas and experiences etc). Probably the future of VR will be Web-
based and collaborative.
2.3.4. What equipment do we need for virtual reality?
What do you need to get immersed in VR?
a) A head-mounted display (HMD)/a headset (HMD)
A typical HMD has two tiny screens that show different pictures to each of your eyes, so your
brain creates a realistic 3D (stereoscopic) perspective of the virtual world. A blackout blindfold is also
embedded to block out all other light and eliminate distractions from the real world). The head, eye
and motion tracking systems in VR headsets detect and follow the movements of your
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head, eyes and body to sides and angles and then adjust images accordingly. These devices are getting
more and more affordable: Google has developed an affordable, low-cost pair of cardboard goggles
with built-in lenses that turn a smartphone into a HMD. The equipment gets wired into a powerful
workstation or supercomputer.
The differences between VR and a common computer experience lie in the nature of the input and
output. A common computer uses a keyboard, mouse and speech for input, whereas VR uses sensors
which detect how your body is moving. A PC displays output on a screen (or a printer), VR uses two
screens (one for each eye), stereo or surround-sound speakers, and maybe some forms of haptic
(touch and body perception) feedback.
b) Data gloves
These enable you to manipulate virtual objects. They
are ordinary gloves with sensors wired to the outside to
detect hand and figure motions.
c) Wands
A wand is a stick with embedded position or motion
sensors you can use to touch, point to or interact with a virtual
world.
d) Immersive rooms
An alternative to HMDs is a room/
a hall where changing images are
projected on its big wall. As you move in
the room, the images change accordingly.
Flight simulators with images of
landscapes, cities, and airports use this
technique.
Question 10
VR equipment is made up of:
a) a Head-mounted display (HMD)/a headset (HMD) and data gloves and wands
b) a computer, internet connection
c) cardboard goggles
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2.3.5. Applications of virtual reality in education (types of VR activities)
Virtual Reality used in education can help students get better and more profound insights into
the world around them and thus understand it. VR inflames their imagination. Virtual Reality allows
students to travel in time and space and enjoy unimaginable experiences. Your students will be
engaged and inspired by breath-taking scenes from around the world, gain an understanding of
physics by flying a balloon, experience the moon surroundings or explore the human body in VR.
1. Virtual field trips
https://www.discoveryeducation.com/community/virtual-field-trips/
http://ditchthattextbook.com/2018/10/12/20-virtual-field-trip-ideas-and-activities-for-your-
classroom/
https://eduscapes.com/tap/topic35.htm
Virtual field trips have become popular applications of VR
technology for learning. Google Expeditions can virtually transport
students in time and place. VR also enables visualisation at the
atomic or molecular scale. An example is The Google Expedition app,
which is free to download on IOS or Android; what students need are
some low-cost cardboard headsets that can be attached to a
smartphone.
2. Language immersion
https://immerseme.co/#explore;
https://www.fluentin3months.com/smartphone-immersion/;
https://virtuallyinspired.org/portfolio/monash-university/
Virtual immersion is one of the next best ways to learn a language. A large number of new
language learning apps use VR simulations. They are so good that they can trick the brain into thinking
the experiences are real. The app allows students to connect with other users from all over the world
and communicate while playing games and interacting with other students in a virtual world. An
example is Unimersiv, which can be used together with the Oculus Rift headset
(https://www.youtube.com/watch?v=bCjWlPkJ19E ).
3. Skills training
https://www.youtube.com/watch?v=LcD1VgOljLg
https://www.youtube.com/watch?v=PToEedE3H6k
https://www.youtube.com/watch?v=4om8g0u9a4M
https://www.youtube.com/watch?v=EXYzj6qwCCk
Students can learn and practice their skills by using
virtual reality hands-on simulations. They get engaged in
realistic scenarios without running any risk of practicing an
unfamiliar skill in an uncontrolled real-life situation. Flight/
driving training is a classic application of virtual reality.
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Students sit in a meticulous replica of a cockpit; changing images are projected onto giant screens to
give an impression of the views they would see from a plane. Other examples are: taking a trip to
space, landing a jumbo jet, making a parachute jump or carrying out brain surgery.
4. Architecture and design
https://www.youtube.com/watch?v=NbG206mNEjo
Virtual reality technology can be used in architecture and
design to dig into students’ creativity. The Oculus Rift hardware
enables students to use computer-generated 3D models and
construct 3D models of historical sites or future cities and then
visit them virtually.
5. Special education
https://www.youtube.com/watch?v=n87yaF37QEc
VR has successfully been used with special needs students.The Oculus Rift has stirred students’
imagination and given them visual insightsinto abstract or far-off items. Meditative virtual reality apps
like those that explore planets and stars tend to have a calming effect on students.
6. Distance learning
Virtual reality technology also has huge potential in the distance learning industry. VR
technology can motivate students to participate in online courses and improve their learning
performance.
7. Improved collaboration
Virtual reality technology has the potential to greatly enhance collaboration between teachers
and students, both in distance learning and classroom-based teaching. Research shows that virtual
and augmented reality simulations increase student motivation and improve collaboration and
knowledge construction.
8. Game-based learning
https://www.youtube.com/watch?v=etg0Kvi2pjg
Virtual reality will likely completely change the way games can be used for learning. Game-
based learning works because in increases engagement and motivation, and virtual reality can take
this to the next level.
2.3.6. Most Useful Apps for VR in Education
This is a list of the apps for VR in Education that are very popular with schools. All apps
mentioned are available both for the HTC Vive and Oculus Rift.
https://vr.google.com/earth/
https://irisvr.com/prospect
http://store.steampowered.com/app/386...
http://infectiousape.com/ - KingSpray Graffiti Simulator
https://vr.google.com/objects
https://www.tiltbrush.com/
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Question 11
Most common applications of virtual reality are:
a) a Head-mounted display
b) virtual field trips, skills training, game-based learning, distance learning
c) Padlet
2.3.7. A useful virtual reality education and training platform ENGAGE
ENGAGE is an advanced virtual reality education and training platform that makes it easy
to collaborate, create and learn in VR. Teachers can host meetings, presentations, classes and events
with people across the world. The tools are very easy to use and require no technical expertise. A wide
variety of effective and immersive virtual experiences can be created with an extensive library of
virtual objects, effects and virtual locations available on the platform.
https://engagevr.io
2.4 Augmented Reality (AR)
This chapter introduces another fascinating concept, Augmented Reality, which manipulates
reality and enriches it by displaying virtual scenes on top of real images.
2.4.1. What Is Augmented Reality?
Augmented reality combines reality and computer-based images to give viewers an enhanced
experience. A simple augmented reality use case is a user
captures the image of a real-world object and the device detects
a marker, which adds a virtual object on top of the real-world
object and displays it on your camera screen.
Augmented reality uses technology that projects or
overlays information (images or virtual objects) on real-world
scenes in real-time(what you're looking at). You can track your
surroundings with your phone camera and overlay additional information on top of it on the screen.
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https://www.youtube.com/watch?v=XX993jgeQ0M
The information you can overlay ranges from information
to holograms floating in the middle of a room.
AR uses computerised simulation and techniques such as
animation, image and speech recognition, head-mounted and
hand-held devices etc., in order to add a virtual display on top of
real images.
AR can be experienced through headsets or through displays on mobile devices.
AR technology can be used in a wide range of areas: medicine, military, logistics, design and
modelling, repair and maintenance, tourism, retailing, business and education.
Question 12
Augmented reality:
a) combines reality and computer-based images to give viewers an enhanced experience of
their reality
b) transfers the viewer to another reality
c) always provides the viewer with gloves
2.4.2. How Augmented Reality Works
Augmented reality is live. It manipulates the real-world space the user sees.
One form of AR allows users who are watching a live recording on TV to see virtual elements
(such as football scores) overlaid on the game field.
This type of AR is common with sporting events.
Another form of AR is Google Glass, which looks like
a regular pair of glasses but includes a small device
on which the user can get GPS directions, check the
weather or send photos. The user looks at the
surrounding reality normally and in real time but the
device on his glasses overlays information to create
the augmented experience.
Sometimes a virtual object is placed
between the user and the real world; in this case
object recognition and computer vision is used and
the user can interact with the virtual elements. For
example, mobile apps allow users to select a virtual
version of something they're considering buying and
view it in the real space of their home through their
phone.
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Another form of AR allows users to scan a product or special
codes (such as UPC symbols) that use AR and get information about
it.
Question 13
Augmented Reality:
a) never enables the user to interact with the virtual elements
b) always uses holograms
c) always manipulates the real-world space the user sees
2.4.3. Examples of AR applications
AR applications can become the backbone of
the education industry. Apps embed images, text and
videos, as well as real–world curriculums.
With help of AR, students can access real-time
information of historical places just by pointing their
camera to objects.
AR can be used to translate text in other
languages.
Students can use AR technology to visualise
objects which cannot be observed otherwise. Students
can learn anatomy or perform surgery by using an AR.
AR technology can help them practice surgery in a
controlled environment.
Navigation applications use augmented reality
to help users (tourists or drivers) get to their
destination. The camera of the smartphone in
combination with the GPS enables users to see the
desired route in front of the car.
Augmented Reality can add value to a visit to a
museum or other historic sites. Using a smartphone
equipped with a camera, students can get information
about the places they visit as an overlay on their live
screen (GPS and image recognition technology are
used to look up data from an online database).
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There are applications that show what the location looked like in the past.
Students from vocational schools can develop their repair/ maintenance skills. Using a head-
worn display, they can see superimposed imagery and information are imposed on the problem parts.
The device provides them with useful information on the spot, suggests potential fixes, and point out
potential trouble areas. Students are suggested the necessary tools as well as the steps they should
follow. In addition, simulations can be used to train any students, significantly reducing training
expenses.
For students studying architecture and construction, AR helps them visualize their final
products during the creative process. AR enables them to visualise, for instance, the buildings they
have designed and make changes.
AR can help students studying astronomy or music. Students learning about astronomy might
see a full map of the solar system, or those in a music class might be able to see musical notes in real
time while learning to play a musical instrument.
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2.4.4. AR in education featured 5 best augmented reality tech 2018
SkyView uses GPS; it allows you see where stars, satellites, planets, and constellations are
located at that exact moment, both during the day, at night.
Google Translate is another example of an AR app useful for learning. With it, you can scan
text in a language you don’t understand, and it will translate it for you in real time.
WayRay- https://wayray.com/navion It is a virtual world that moves and changes with the
route helping students learn how to drivea car.
Question 14
Students from vocational schools:
a) can develop their repair or maintenance skills by using AR devices
b) do not need AR devices
c) can use AR devices onlyfor simulations
2.4.5. What’s the difference Between Virtual Reality and Augmented Reality?
Virtual Reality and Augmented Reality are “two sides of the same coin”. Augmented Reality
simulates artificial objects in the real environment whereas Virtual Reality creates an artificial
environment to explore.
Watch this video for clarification - Augmented reality vs. virtual reality: AR and VR made clear
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Answers to the questions addressed in the module 2
Question 1 – b
Question 2 – b
Question 3 – c
Question 4 – a
Question 5 – a
Question 6 – b
Question 7 – b
Question 8– c
Question 9 – b
Question 10 – a
Question 11 – b
Question 12 – a
Question 13 – c
Question 14 - a