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Virtual Reality Pedagogical Considerations in Learning Environments
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Author(s): Elizabeth A. Johnston (University of Phoenix, USA), Gerald W. Olivas (University of Phoenix, USA), Patricia Steele (University of Phoenix, USA), Cassandra Smith (University of Phoenix, USA)and Liston W. Bailey (University of Phoenix, USA)
Copyright: 2019
Pages: 19
Source title:
Student-Centered Virtual Learning Environments in Higher Education
Source Author(s)/Editor(s): Marius Boboc (Cleveland State University, USA)and Selma Koç (Cleveland State University, USA)
DOI: 10.4018/978-1-5225-5769-2.ch002
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Abstract
New virtual reality (VR) educational applications are available in the electronic marketplace almost daily but seldom include pedagogies, materials, recommendations, or insights for adapting or implementing the applications into existing curriculums. Educators need to understand the pedagogical orientations of VR applications to prepare, apply, assess, and evaluate a potentially productive practice that distinguishes and supports different strategies and optimizes student-centered learning. VR educational applications are most frequently built on student-centered models including direct instruction, experiential, discovery, situated cognition, and constructivism pedagogies.
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