**7. VR learning**

Due to the advancement in digital technologies virtual reality and augmented reality have received high consideration in educational domains. Interest and tendency for using these types of learning were suitable for the new generation who are commonly known as "netgeneration" [42].

Virtual reality technology proposes and provides various educational learning capabilities, and grants a positive impact to its educational application if appropriately fulfilled. Chen [43] defines some of these capabilities that are able to provide support for education, such as learners' ability to visualize, manipulate, interact, and experience in real time with the 3D virtual environments that are unavailable or unfeasible due to distance, time, cost, or safety factors. Because of that, virtual reality technology in education brings about excitement and high expectation of its capabilities.

Virtual reality provides interaction with learning content. For instance, learners can view virtual environments from multiple viewpoints or zoom and pan in/out the virtual objects. This will probably enhance the learning effect when the learners are actively constructing new knowledge [44].

According to Chen [44], the constructivist philosophy argues that knowledge is constructed through an individual's interaction with the environment and learners can learn better, when they are actively involved in constructing knowledge in a learning-by-doing situation. The learner may make mistakes because of wrong decisions but s/he takes an active role in their learning, since they not only absorb information, and these individual experiences change and affect the conditions for altering existent assimilated knowledge and thus constructing new knowledge [45]. Many instructors in colleges and universities have tried to make it for their students by creating opportunities for them to apply their learning in realistic in solving a real-life problem, if simulated, situations [46]. Virtual reality as an immersive technology can support constructive learning.

Virtual reality support constructivist philosophy that argues "learning-by-doing" situation with "experiential learning" which can be defined as an instructional model that begins with a direct "experience" involving a learner, followed by reflection, discussion, analysis and evaluation of the experience [47–49]. One of the most famous theories of experiential learning was developed by Kolb [50].

Kolb [50] explains that learning from life experience is described as "experiential learning" by which learners transform their experiences into meaningful knowledge. In other words, experience is the main feature of VR which is a great benefit to all learning styles. VR with immersion or simulation features might provide a good level of realism and interactivity and offer valuable learning experiences as formulated by Dewey [45].

navigating as an incomparable avatar in an immersive VR using various input devices such as HMDs for interaction. Project was representative of an ancient house in Kassiopi, Greece and the interactive actions within educational learning goals. Due to immersive VR's ability, learners can act through representations of the characters or avatars. Results are impressive; Mikropoulos and Strouboulis explored long-term retention (2 months later) of cognitive content and sense of presence. Younger learners are very familiar with those

**Figure 3.** Landscape for VR. David Burden. Virtual reality for L&D: Part 1, https://www.learnevents.com/blog/2016/07/26/

Due to the advancement in digital technologies virtual reality and augmented reality have received high consideration in educational domains. Interest and tendency for using these types of learning were suitable for the new generation who are commonly known as "net-

representations of self.

virtual-reality-for-ld-part-1/ retrieved 07/05/2017.

128 Open and Equal Access for Learning in School Management

**7. VR learning**

generation" [42].

Same as Kolb [50], Edgar Dale [51], who often cited as the father of modern media in education, emphasizes "Experiences may be direct or indirect and of concrete and abstract can be summarized in pictorial device" Same Dale [52] found that the more active and participatory a learning activity, the longer the material remained in memory. Dale explains that in his audio-visual methods in Teaching Textbook [51] as "two weeks after learning the new information we remember no more than 20% of what we hear and read, but up to 90% of what we say and do". By the way, the retention data that was used by Dale, cited before Dale by Haskell [53] to explain Montesorri education method. Edgar Dale was the first who defined with theoretical frame.

Psychologist Bruner [1], in a different perspective, declared a descriptive scheme, which is called "*The Discovery Learning Model*" for labeling instructional activities that, parallels Dale's. Bruner's concepts of enactive, iconic, and abstract learning can be superimposed on Dale's Cone of Experience [54]. Edgar Dale's model as "Cone of Experience" (**Figure 4**) or the "Pyramid of Learning" is shown in **Figure 4**.

The Cone of Experience [52] is a visual model that demonstrates scopes of experience arranged according to degree of abstraction. Besides, Baukal [55] expressed an updated version of Dale's Cone of Learning (**Figure 5**) that includes virtual reality, in **Figure 5**.

Baukal's Multimedia Cone of Abstraction is the improved model of Edgar Dale's Cone of Experience because some current forms of multimedia such as virtual reality (VR) were not available to instructors and researchers. Some of the subjects in Dale's model would not be sufficient in a computer-based learning environment. According to Baukal [55], "The lowest and least abstract level on the Multimedia Cone of Abstraction is Virtual Reality" and "Today's VR is so realistic that the experience is almost like being there".

Virtual reality technology deserves extensive attention as an instructional tool. It relatively enables simulations so realistic in a variety of fields, such as aerospace, military, video games,

industrial applications, medical, sports, tourism, education, and training [45]. People react spontaneously and automatically to the environment as if they were really experiencing it with full briefing on the mission, weapons, political factions, strategies, and immersion in the

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According to Mayer and Moreno [56], animation's "effects are most consistent with the cognitive theory of multimedia learning". In educational learning, animation is considered a tool which has three characteristics: picture, motion, and simulation. As a "simulated motion picture", an animation is a group of images that show an object's motion in real

In recent decades, simulations have become popular in industry and retail areas such as in producing process, aerial processes, construction, architecture and interior design where the facility to create an immersive 3D representation for planning, evaluation, marketing, and

Virtual reality simulation allows an opportunity for learners to be in hard and dangerous situations, which are not usually accessible in the real world. Additionally, VR permits to take to the students' complex themes of hard learning to interact with a simulated environment in real time [57] and sometimes situations impossible to show [58]. A goal of a VR, or a simulation-learning experience for learners to perceive they are as closely as possible to a real

culture of the city.

**Figure 5.** Charles Baukal's multimedia cone of abstractions.

simulation.

training.

learning experience.

**Figure 4.** Edgar Dale's cone of experience [54].

Instructional Developments and Progress for Open and Equal Access for Learning http://dx.doi.org/10.5772/intechopen.71947 131

**Figure 5.** Charles Baukal's multimedia cone of abstractions.

Psychologist Bruner [1], in a different perspective, declared a descriptive scheme, which is called "*The Discovery Learning Model*" for labeling instructional activities that, parallels Dale's. Bruner's concepts of enactive, iconic, and abstract learning can be superimposed on Dale's Cone of Experience [54]. Edgar Dale's model as "Cone of Experience" (**Figure 4**) or the

The Cone of Experience [52] is a visual model that demonstrates scopes of experience arranged according to degree of abstraction. Besides, Baukal [55] expressed an updated ver-

Baukal's Multimedia Cone of Abstraction is the improved model of Edgar Dale's Cone of Experience because some current forms of multimedia such as virtual reality (VR) were not available to instructors and researchers. Some of the subjects in Dale's model would not be sufficient in a computer-based learning environment. According to Baukal [55], "The lowest and least abstract level on the Multimedia Cone of Abstraction is Virtual Reality" and

Virtual reality technology deserves extensive attention as an instructional tool. It relatively enables simulations so realistic in a variety of fields, such as aerospace, military, video games,

sion of Dale's Cone of Learning (**Figure 5**) that includes virtual reality, in **Figure 5**.

"Today's VR is so realistic that the experience is almost like being there".

"Pyramid of Learning" is shown in **Figure 4**.

130 Open and Equal Access for Learning in School Management

**Figure 4.** Edgar Dale's cone of experience [54].

industrial applications, medical, sports, tourism, education, and training [45]. People react spontaneously and automatically to the environment as if they were really experiencing it with full briefing on the mission, weapons, political factions, strategies, and immersion in the culture of the city.

According to Mayer and Moreno [56], animation's "effects are most consistent with the cognitive theory of multimedia learning". In educational learning, animation is considered a tool which has three characteristics: picture, motion, and simulation. As a "simulated motion picture", an animation is a group of images that show an object's motion in real simulation.

In recent decades, simulations have become popular in industry and retail areas such as in producing process, aerial processes, construction, architecture and interior design where the facility to create an immersive 3D representation for planning, evaluation, marketing, and training.

Virtual reality simulation allows an opportunity for learners to be in hard and dangerous situations, which are not usually accessible in the real world. Additionally, VR permits to take to the students' complex themes of hard learning to interact with a simulated environment in real time [57] and sometimes situations impossible to show [58]. A goal of a VR, or a simulation-learning experience for learners to perceive they are as closely as possible to a real learning experience.

According to Dewey [7], the environment affects the learner and an interaction will take place between the environment and the learner. In other words, virtual reality training is very well suited for providing, controlled exploratory learning environments, for self-directed "learning-by-doing" [59] which enable learners to learn through experimentation for daily life, and increase learners' understanding [60].

problems in a group [70], and simulate a realistic environment in which users can perform

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Immersive VR environments is features of interaction, imagination, and immersion are the main characteristics to attract and motivate students to learn in it [62]. The results show a positive attitude toward VR in the education process [71]. Teacher and learner are both placed

Brooks [73] gives three reasons why most researchers do not pay attention to desktop display

Various head-mounted displays (HMD) for virtual reality systems has been developed since 1965 Ivan Sutherland's device widely considered the first virtual reality headmounted display (HMD) system has been used in the military field called "The Sword of

Especially for children and younger learners, combining computer games into the VR learning could be an appropriate way to motivate their learning. There is a clear advantage to

Virtual reality learning has proved to be a smooth shift for younger generations grown up Nintendo, Xbox, and Play Station computer games. With immersive consumer HMD products such as Oculus and HTC Vive, learners will be able to adopt easily to the immersive

Lecture VR application was developed by Immersive VR Education Ltd., which simulates a lecture hall in VR environment [76]. Lectures designed and placed by images, videos, and immersive experiences, which enhance the lesson in order to get experience such as to be in famous ship Titanic via VR simulation with whole class and trainers. Lecture can be accessed

Begley [77] emphasizes that, VR trainings would be cheaper alternative for international students in countries such as Australia, who would otherwise pay high fees to study overseas. For example, Mondly VR is VR platform to learn several languages by VR technology. Project is the first to launch a VR experience for learning languages featuring speech recognition and

Roussos [62] summarizes the educational values of virtual reality as accessing the unreachable or the unrealizable, multiple or alternative representations, abstractions become more concrete. A research surveyed by Taylor and Disinger [80] was one of the first empirical stud-

specific tasks [35, 71].

systems as true VR:

Damocles" [74].

in an immersive VLE simultaneously [72].

**1.** Block out the real world is very limited.

virtual reality simulation trainings.

chatbot technology [78, 79].

ies on the acceptance of VR in education.

**2.** The VR content cannot be presented in life size.

students who learn better with the "hands-on" learning style [75].

from anywhere in the world, which makes education more accessible.

**3.** The level of immersion is low or inaccessible.

VR educational application assessments emphasize that, influence of the interaction experience, such as immersion, presence, engagement, motivation, and usability [61]. The purpose is to explore student's positive learning outcomes and greater sense of presence after VR interactions. According to Roussos [62], presence is the (mental) feeling of being in a virtual space. Immersion is the complete visual and auditory submersion into the virtual world through VR systems such as the head-mounted display (HMD) or interactivity refers to how reactive the system is in response to the user's actions. A collaborative VR learning environment named "multipresence or multiparticipant" [63].

Immersion and presence are unique affordances of immersive VR that can have a positive effect on learning processes and outcomes. Wang [64] declares that, "Learning depends more than the transmission of knowledge; it also requires the ability of an educator to engage students to be immersed in a meaningful activity so that they can internalize the knowledge received". Immersive and interactive VR can provide better learning of physical movements than a 2D video and motivate learners to learn and solve the problem adequately [45, 65]. Namely, the use of immersive virtual reality in education can have a positive effect on learning [66, 67].

According to Claxton [68], creativity can be learned. VR applications allow students to fully engage with content, control, feedback, navigate, and imagination. Students' problem solving, creative thinking, and creativity learning correlation via the use of computer-generated 3D virtual worlds helps them practice their cognitive process as they interact in the virtual reality learning environment to gain experience of immersion and imagination [46, 58, 69] that broaden their imaginations, improve their skills.

Based on Roussos [62] that the virtual reality environments for education classified into two categories:


In this research, we are focused on desktop virtual reality simulations and immersive VR environments.

Desktop virtual reality simulations (VRLE) provides learners an interactive and focused learning environment allowing the learners to collectively understand and solve visualization problems in a group [70], and simulate a realistic environment in which users can perform specific tasks [35, 71].

Immersive VR environments is features of interaction, imagination, and immersion are the main characteristics to attract and motivate students to learn in it [62]. The results show a positive attitude toward VR in the education process [71]. Teacher and learner are both placed in an immersive VLE simultaneously [72].

Brooks [73] gives three reasons why most researchers do not pay attention to desktop display systems as true VR:

**1.** Block out the real world is very limited.

According to Dewey [7], the environment affects the learner and an interaction will take place between the environment and the learner. In other words, virtual reality training is very well suited for providing, controlled exploratory learning environments, for self-directed "learning-by-doing" [59] which enable learners to learn through experimentation for daily life, and

VR educational application assessments emphasize that, influence of the interaction experience, such as immersion, presence, engagement, motivation, and usability [61]. The purpose is to explore student's positive learning outcomes and greater sense of presence after VR interactions. According to Roussos [62], presence is the (mental) feeling of being in a virtual space. Immersion is the complete visual and auditory submersion into the virtual world through VR systems such as the head-mounted display (HMD) or interactivity refers to how reactive the system is in response to the user's actions. A collaborative VR learning environ-

Immersion and presence are unique affordances of immersive VR that can have a positive effect on learning processes and outcomes. Wang [64] declares that, "Learning depends more than the transmission of knowledge; it also requires the ability of an educator to engage students to be immersed in a meaningful activity so that they can internalize the knowledge received". Immersive and interactive VR can provide better learning of physical movements than a 2D video and motivate learners to learn and solve the problem adequately [45, 65]. Namely, the use of immersive virtual reality in education can have a positive effect on learn-

According to Claxton [68], creativity can be learned. VR applications allow students to fully engage with content, control, feedback, navigate, and imagination. Students' problem solving, creative thinking, and creativity learning correlation via the use of computer-generated 3D virtual worlds helps them practice their cognitive process as they interact in the virtual reality learning environment to gain experience of immersion and imagination [46, 58, 69]

Based on Roussos [62] that the virtual reality environments for education classified into two

• Desktop virtual reality simulations (virtual reality learning environments), where interactivity is usually limited but varies according to the control given by the program, and im-

• Immersive VR environments, where immersion is high, but interactivity may be limited,

In this research, we are focused on desktop virtual reality simulations and immersive VR

Desktop virtual reality simulations (VRLE) provides learners an interactive and focused learning environment allowing the learners to collectively understand and solve visualization

mersion also varies but is not easily provided. It can be named "non-immersive".

increase learners' understanding [60].

132 Open and Equal Access for Learning in School Management

ing [66, 67].

categories:

environments.

ment named "multipresence or multiparticipant" [63].

that broaden their imaginations, improve their skills.

depending on the complexity of the virtual world.


Various head-mounted displays (HMD) for virtual reality systems has been developed since 1965 Ivan Sutherland's device widely considered the first virtual reality headmounted display (HMD) system has been used in the military field called "The Sword of Damocles" [74].

Especially for children and younger learners, combining computer games into the VR learning could be an appropriate way to motivate their learning. There is a clear advantage to students who learn better with the "hands-on" learning style [75].

Virtual reality learning has proved to be a smooth shift for younger generations grown up Nintendo, Xbox, and Play Station computer games. With immersive consumer HMD products such as Oculus and HTC Vive, learners will be able to adopt easily to the immersive virtual reality simulation trainings.

Lecture VR application was developed by Immersive VR Education Ltd., which simulates a lecture hall in VR environment [76]. Lectures designed and placed by images, videos, and immersive experiences, which enhance the lesson in order to get experience such as to be in famous ship Titanic via VR simulation with whole class and trainers. Lecture can be accessed from anywhere in the world, which makes education more accessible.

Begley [77] emphasizes that, VR trainings would be cheaper alternative for international students in countries such as Australia, who would otherwise pay high fees to study overseas. For example, Mondly VR is VR platform to learn several languages by VR technology. Project is the first to launch a VR experience for learning languages featuring speech recognition and chatbot technology [78, 79].

Roussos [62] summarizes the educational values of virtual reality as accessing the unreachable or the unrealizable, multiple or alternative representations, abstractions become more concrete. A research surveyed by Taylor and Disinger [80] was one of the first empirical studies on the acceptance of VR in education.

Video-capture VR is called 360-degree (360°) VR video, which use HMD, headphones, or data gloves to provide first-person point of view [81], brings the learner in the center of a fully immersive environment such as live events and locations in the same way as VR as if they were actually there. 360° video creates mirrored images so that users can see themselves on the screen.

**8. Conclusion**

taken.

responsibility for their own learning, etc.

enjoying the sense of accomplishment.

When we summarize the classical education:

Classical education is a teacher-centered education consisting of teaching, management, and supervision. In the arrangement of the subjects such as courses, programs, assignments, lectures, etc. the interest, learning style, and needs of the students are hardly taken into consideration. Curriculum and teachers are kept in the forefront. In this system where the teacher is active and the student is passive, the actual learning of the student remains in the knowing and comprehension stages. The student cannot demonstrate in analyzing, synthesizing, applying, evaluating, and learning behavior. However, real learning performance expresses the behaviors of application, analysis, synthesis, and evaluation together with knowing and

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Teacher-student relations are structured extensively in classical education, which can be expressed as an authoritarian system that restricts the student. There is a vertical communication between teachers and students where teachers are upper level and students lower level. While the student is directed, the authority is emphasized with the supervision. In this case, the student makes the statement to please the authority, fulfills the task given, etc. Therefore, students are expected to behave harmoniously. Students are not involved in the decisions

In certain mold, one-way thinking, cultivated an environment where individuals have faced one of the biggest obstacles for the development. It is difficult to expect creativity, tolerance, problem solving, functionality, and so on from individuals who grow up in this way. In other words, classical education prepares students to learn, leads them to memorize, decreases the sense of curiosity, and leads to the development of unqualified individuals. However, today's conditions necessitate the development of people who access and use information, inquire about the information they receive, produce new information, research, solve problems, take

In the contemporary learning approach, the student is at the center of education and training, and aims to help him develop his/her self in all aspects of social, emotional, and mental. In other words, the physical, affective, and cognitive developmental characteristics of the student are taken into account. STEM and flipped learning are some techniques to improve these kinds of skills and development of self. The student is the agent and the teacher is the passive. The teacher chooses the elements of the learning and teaching process, such as subject, method, equipment taking into account the student. There is a motivating environment for learning and creativity. In this environment, the individual can become a self disciplined one by participating in decisions at will, taking his/her (sometimes group) responsibilities and

• There is an understanding of teaching that focuses on conveying information.

• Teaching methods that students accept without being interrogated.

comprehension in relation to the subject that the student has learned.

Even, users can also directly interact with objects in a video-capture VR environment including a first person view of a realistic experience, showing a film from a real location, freedom from obstacle, intuitive and interesting interactions, and controls, which does not happen in traditional VR environments where users interact with other objects or avatars on the screen. VR video allows users to experience their body's natural movements [82–84].

Gay [85] found advantages for VR over video for teaching cell biology, but found no benefits of immersive VR over desktop VR. Naturally, producing 360° video content has some limitations such as additional light cannot be used or director cannot stay on backside, because there is no front or back side, it is recorded 360-degree.

YouTube and Facebook social media platforms' 360° video support has changed the penetration of production. Also cheaper 360° video recording cameras, defined in this paper before, empower the 360° video ecosystem. Same as computer-generated VR projects, 360° VR video has educational capabilities for VR training simulations. The most important power of 360° video VR simulation is the direct effect of experimental learning and training.

Google also launched Expeditions, a tool that builds on the company's Cardboard platform to provide children with a "field trip" experience from the classroom [86]. In such an application, students and the instructors will see the same things and be in the same session, nevertheless the instructor will be able to lecture and highlight certain things that are relevant to the lesson.

The goal of VR technology is to enable the user to learn about or experience a target environment in a safe and controlled way that minimizes the costs compared to using the real environment no matter how expensive the simulation is or not. In spite of the high cost of advanced simulation technologies, the retrenchment made because of reducing training and medical errors costs justifies the use of such technologies. According to Piovesan et al. [58], it supplies the situations which are impossible to be experienced in the real world. For example, exploring the Mars, traveling inside the human body, doing submarines or inside caves, visiting molecules or very expensive or very far away place which is in the past (historical places).

The use of virtual reality with low-cost immersive VR hardware (e.g. with head-mounted displays and gloves) and software for training is now readily available to create safe and cost effective highly interactive educational training simulations, no need for physical and often costly equipment, for the learners and/or trainees [87–89]. For these reasons, VR is an affordable alternative which could be used in schools at the current time, because it can shorten training time and possibly increase long-term retention of knowledge and skills [90] with increased efficiency and selectivity [91]. Sadagic [90] also defines that "VR include increasing the trainees' motivation to train and learn providing safer and less costly training scenarios".
