Virtual Reality Pedagogical Considerations in Learning Environments

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.