Since the 1960s the term Virtual Reality (VR) has been used to describe a wealth of very different technologies, both software and hardware, such as the Sensorama Simulator, online virtual worlds (e.g. Second Life), massive multiplayer online role playing games (MMORPGs, such as World of Warcraft), surgery simulators, rooms where all walls are covered in displays (Cave Automatic Virtual Environments, CAVE), as well as a wealth of different Head-Mounted Displays (HMDs). For decades it has been discussed if VR has the potential to revolutionize education. The argument is that VR can be used for simulation-based education, where students and learners can practice new skills in a simulated environment that enables correction, repetition and non-dangerous failure and at the same time offers access to interaction with expensive or far-away environments. Despite the high hopes, these ideas have been based on speculation more than praxis, and outside of dedicated training simulators for surgeons, pilots, and military personnel the VR technology has not been on a level where it could be applied in education and training at large. This, however, changed in 2013 when the first developer versions of a HMD from the company Oculus Rift introduced a new generation of consumer-priced VR technology. During the next couple of years a myriad of competitors launched their own HMDs, making this new technology accessible to the wider public and for research and education purposes as well. QUESTION 1 “The argument is that VR can be used for simulation-based education, where students and learners can practice new skills in a simulated environment that enables correction, repetition and non-dangerous failure and at the same time offers access to interaction with expensive or far-away environments”. Assume that a Campus is opting to acquire Virtual Reality (VR) equipment for their core information technology courses, evaluate and critically discuss some of the best practices with regard to this type of IT Acquisition.
Since the 1960s the term Virtual Reality (VR) has been used to describe a wealth of very different technologies, both software and hardware, such as the Sensorama Simulator, online virtual worlds (e.g. Second Life), massive multiplayer online role playing games (MMORPGs, such as World of Warcraft), surgery simulators, rooms where all walls are covered in displays (Cave Automatic Virtual Environments, CAVE), as well as a wealth of different Head-Mounted Displays (HMDs).
For decades it has been discussed if VR has the potential to revolutionize education. The argument is that VR can be used for simulation-based education, where students and learners can practice new skills in a simulated environment that enables correction, repetition and non-dangerous failure and at the same time offers access to interaction with expensive or far-away environments. Despite the high hopes, these ideas have been based on speculation more than praxis, and outside of dedicated training simulators for surgeons, pilots, and military personnel the VR technology has not been on a level where it could be applied in education and training at large.
This, however, changed in 2013 when the first developer versions of a HMD from the company Oculus Rift introduced a new generation of consumer-priced VR technology. During the next couple of years a myriad of competitors launched their own HMDs, making this new technology accessible to the wider public and for research and education purposes as well.
QUESTION 1
“The argument is that VR can be used for simulation-based education, where students and learners can practice new skills in a simulated environment that enables correction, repetition and non-dangerous failure and at the same time offers access to interaction with expensive or far-away environments”.
Assume that a Campus is opting to acquire Virtual Reality (VR) equipment for their core information technology courses, evaluate and critically discuss some of the best practices with regard to this type of IT Acquisition.
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