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Virtual Reality Learning

Environment

MODULE 3

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

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Contents

Introduction ..................................................................................................................................... 1

Main objective of the module ........................................................................................................... 1

General Description .......................................................................................................................... 1

3.1 The use of Virtual Reality in Education ........................................................................................ 2

3.1.1 Example of applications based on Virtual Reality and Augmented Reality ............................ 2

3.1.2 Classroom experiments ................................................................................................. 4

3.2VR in Education Use Cases ........................................................................................................... 6

3.2.1. Advantages of virtual reality for teaching and learning........................................................ 7

3.2.2. Disadvantages of virtual reality for teaching and learning ................................................... 8

3.3 Tools and APIs for VR .................................................................................................................. 9

3.3.1. Why Use Virtual reality (VR) Software? ............................................................................... 9

Bibliography ................................................................................................................................... 16

Answers to the questions addressed in the module 3 ..................................................................... 17

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Introduction

A learning environment should be designed with the teaching-learning process in mind. It

should be structured so that students and teachers develop learning experiences in less formal

learning activities. Centred on the student, the term learning experiences describes that the learner is

experiencing something that, hopefully, contributes to a change in thinking, understanding, or

behaviour.

In order to achieve this affect, learning experiences should have social meaning, be active,

diversified, unifying, and relevant. These are considered active learning experiences when the student

has the primary learning position. They should provide knowledge and skills that directly contribute

to the learner’s ability to perform more effectively in the context of workplace learning. Thus, teaching

and learning is more than the mere acquisition of content. It represents a process of learning by

thinking-do-thinking.

The learning experiences should be adequate to motivate the students and provide the

necessary challenges for learning to take place. When looked at in this way, the idea is interpreted as

reinforcement of the aim of the educational interaction over its location (school, classroom) or format

(course, programme).

The plethora of ways students are able to learn from and interact with teachers, as well as the

level of independence they are able to maintain when learning, is substantial. Virtual reality supports

this diversity and provides the development and application of different learning experiences and with

a broad range of complexity.

Main objective of the module

This module provides some insight into the possibilities brought by virtual reality technology

for the development and use of VR learning experiences.

General Description

This module will:

Enable teachers to understand the importance of the design of learning experiences.

Enable teachers to recognize tools and techniques, including hardware and software,

necessary for using VR learning experiences.

Provide teachers with use-cases of VR learning experiences.

Module key elements:

Classroom experiments VR in Education VR App

software Learning

environment

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3.1 The use of Virtual Reality in Education

Education can benefit from technologies and tools that can provide experiences that,

otherwise, would not be possible. This section starts by presenting and discussing some of the

applications and environments that can foster active learning experiences and ends with some

methodologies used in the classroom. Some applications are based on Virtual Reality and require

specific hardware, such as HTC Vive, Google Cardboard or others, and others resort to Augmented

Reality through smartphones.

3.1.1 Example of applications based on Virtual Reality and Augmented Reality

Human body simulator

https://store.steampowered.com/app/730360/Sharecare_VR/

This application represents, in Virtual Reality, a human body. It allows

exploring internal organs and systems in a totally immersive 3D

environment, customize physiology and simulate diseases in different

levels of severity.

https://arflashcards.com

This application can be used in a smartphone to browse physical cards

placed on a table. When the smartphone detects a specific card, it

overlays an augmented reality content, associated with the card’s

design.

Directed for younger children, although with some possible uses in middle school, this application

allows to browse content in augmented reality through an Android or iOS smartphone. Each deck of

cards is associated with different content, which pops up on top of the card. The figure is interactive

and, when clicked, an action is performed. The action depends on the setting.

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AR Flashcards

HP Reveal

https://www.hpreveal.com

Instead of browsing third party content, this HP Reveal allows

creating content and associate it with physical objects, such as a book

or a landscape. Later, the 3D model will be visualized in augmented

reality within the app.

Similarly to the AR Flashcards, HP Reveal goes further, allowing the user to create content and

associate it with physical objects. The application has an editor that, through the smartphone’s

camera, allows selecting the place where the content will be virtually placed. The content, which can

be a video, photo, text or other, pops up when the same pattern is visualized by the application.

The experience should be based on a narrative, discussed beforehand, and a posterior group

discussion and experimentation by groups of students.

Interactive sandbox

http://caixae-agua.blogspot.com

Interactive sandbox is a setting, composed of a sandbox, a kinect

sensor, a computer and a video projector to support mixing physical

with virtual content. This provides a rich visualization and

manipulation environment for students.

The Interactive Sandbox is a laboratory or classroom setting composed of a physical box to retain the

sand, a structure to support the depth sensor and the projector. The sand is manipulated by the

students to define the physical structure or landscape. The depth sensor (Microsoft Kinect) detects

the depth and projects an image on the sand. This creates a better visualization of the landscape,

colouring some parts and overlaying other elements, such as rivers, altitude curves and others.

Question 2

Augmented reality: a) uses a smartphone’s camera to embed 3D models in the real picture. b) requires virtual reality goggles. c) depends on a computer with powerful graphics card. d) None of the above.

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3.1.2 Classroom experiments

The possibilities VR brings are

immense. There are many examples that can

foster learning and provide innovative

experiences for students. Gochman et al.

(2019) developed a VR tool, based on Unity

2018 with SteamVR for the HTC Vive and Vive

Pro head-sets. They used the Virtual Reality

Toolkit (VRTK), an open source library of

scripts for Virtual Reality development, to

create some menu options and user

teleportation. Their experience allowed

students to experience the difference

between the eyes of a Tarsier, a nocturnal

primate with the largest set of eyes in nature,

and the eyes of a human.

The experience was formally assessed in secondary school, using a questionnaire as data

collection instrument. This is a successful experience that clearly demonstrates innovative use of VR

to simulate an impossible scenario.

A similar approach was followed by Akman and

Çakir (2019). Targeted to the 1st cycle of education (basic

school), they developed a VR game for learning

mathematical fractions, a difficult subject for pupils.

Requiring cardboard goggles, a smartphone and

headphones, students explored the environment and the

game in the classroom. It was developed in Unity 3D and the experience was assessed through a

qualitative approach, with guided interviews as the data collection instrument. The environment was

evaluated from several points of view: action – awareness merging, challenge – skills balance, clear

goals, unambiguous feedback, concentration on the task, sense of control, loss of self-consciousness,

transformation of time and autotelic experience.

Markowitz et al. (2018) used a virtual reality environment, developed in Worldviz’sVizard

software, to allow students to understand the growing acidification of oceans, as a consequence of

climate change. This learning experience was applied in high school and the learning process was

assessed through a six open questions exam.

It allowed to increase the knowledge about marine science, specifically the consequences of

climate change. The authors found that after an immersive VR experience, people reported positive

knowledge gain or an interest in learning about the causes and effects of ocean acidification, in some

cases even stimulating a pro-environmental attitude change.

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Although used in higher education context, the same concept may also be applied in high

school. Carbonell-Carrera and Saorin (2018) used Google Street View application on smartphones,

namely, 15 Woxter Neo VR glasses equipped with a joystick, each one for remote control. The purpose

was to stimulate spatial reasoning, enabling to interact and orient in the environment, and spatial

cognition, acquired through information from successive views of activities at the ground level.

Murphy et al. (2017) developed a virtual reality model of the Armagh Astronomical

Observatory. They also considered distant meridian markers and the position of its principal historic

instruments, and a model of the night sky showing the position of bright stars. It was also possible to

demonstrate how the position of stars were measured in the 18th century. The methodology started

with the measurement of the historic buildings and the development of a 3D model in Historic Building

Information Modelling (HBIM), for the management, and conservation of architectural heritage.

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In a different approach, led by Barry et al. (2017), students were using a virtual world, namely

Second Life (SL), as a learning environment. 16-year-old students registered in the platform and

attended classes in virtual classrooms, lectured by a teacher also in SL. In addition to classes, students

had to solve an engineering

problem: select a type of renewable

energy and design and build an item

for its use with prims (primitives),

virtual materials such as cubes. All

the process was happening in the

virtual world, without physical

contact outside of it.

There are multiple

possibilities for using virtual reality and augmented reality in the learning context. It is important to

specify, beforehand, a learning methodology and define the tools and techniques to be used. After,

study and try the most appropriate in classroom, with the permanent effort of learning in action.

3.2VR in Education Use Cases

Successful education

engages students in learning,

collaborating and creating. It fosters

rich discussion, help students

visualize abstract concepts,

encourages them to identify

challenges and supports them in

creating solutions. Virtual reality is

changing how students are learning,

collaborating, and creating by

providing experiences that teach through exploration. Immersive technology is the next step in the

natural evolution of computer based instruction and can deliver experiences that are not otherwise

possible with traditional books or videos.

This technology allows students to learn about topics by living in them and interacting with them,

which makes learning more memorable. In VR, dynamic experiences lead students to discover for

themselves, which encourages them to learn through curiosity and exploration.

Virtual reality also presents an opportunity for collaboration between peers. Teachers that

have used virtual collaboration with their students report that at this virtual level, students are more

likely to interact with each other.

The technology is also being used to create personalized learning environments for students

with special needs. Special education teachers are using VR to calm and refocus students

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experiencing sensory overload. With 3D modelling and VR creation, students have a powerful new

tool to express their understanding, create solutions, tell stories or create artwork.

Virtual Reality (VR) and Augmented Reality (AR) are both trending topics not just in the

consumer market, but in education as well. How does this look in Education? Is it realistic to run a

classroom where 30 students are wearing VR headsets? The answer is yes, and there are many

classrooms around the Globe which are already embracing this new technology.

Question 3

What different kinds of VR features are less applied in education: a) Exploring physically inaccessible places. b) Travelling in time. c) Training in dangerous situations. d) Avoiding ethical problems.

3.2.1. Advantages of virtual reality for teaching and learning

The use of VR in education assists students in understanding complex ideas more clearly, as well as new theories and concepts. Using VR, digesting and retaining complex information is easier, more efficient and funnier. A positive learning environment means a solid basis leading to better achievements in learning. Virtual reality in education and training is the perfect tool for students who strive to obtain as much knowledge from their classes as possible and apply it in the future.

Students are easily distracted. According to research, students spend 20% of their classroom time absorbed in their mobile devices that has nothing to do with their studies. This means smartphones distract students’ attention from studies. VR technologies contribute to a better learning environment because students no longer waste time staring at their smartphones. Instead, using VR technologies, they are fully engaged and focused as essential during a learning process, using their habitual gadgets.

Using VR devices, students better understand educational visualizations. With VR, students are able to experience and explore a myriad of realities and gain applicable learning experiences. This greatly enhances the entire learning process. Another important benefit of using VR in education and training is great student participation. When students are fully engaged in the learning process, we witness tremendous beneficial results.

In modern multicultural societies, language differences can be a challenge. Students with an eye on studying abroad need to have in-depth knowledge of a foreign language to fully understand the material. Virtual reality enables built-in translations. Most obstacles between students and their educational goals disappear. With 3D modelling and VR creation, students have a powerful new tool to express their

understanding, create solutions, tell stories or create artwork. Powering what is possible in

Education, is how cutting-edge technology transforms lessons into immersive experiences, defies

distance and pushes boundaries.

See how the applications of this technology enhances education

(https://www.theewf.org/uploads/pdf/Facebook-for-Education-VR-compressed.pdf):

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Question 4

Select the advantages of using virtual reality for learning? a) Creates more interest. b) Eliminates the language barrier. c) Provides outstanding visualizations. d) All of the options.

3.2.2. Disadvantages of virtual reality for teaching and learning

Virtual Reality can be an incredible learning, collaboration and creation tool, that will help guide students through abstract topics, build empathy, unlock creativity and help them connect to the world in new ways. However, it must be done with the proper implementation, and even then we can enumerate some disadvantages of using VR for teaching: Deteriorates Human Connections - Though virtual reality can be a great boon in many of the existent fields of activity, it also has the potential to carry large drawbacks. Traditionally, education is built on interpersonal connections and personal human communication. Virtual reality, on the other hand, is quite different. It revolves solely around the person and the software, and nothing else. This can harm the students’ interpersonal relationships and overall human communication. Functionality Issues – There is a chance for things to go wrong in any programmed software. Virtual reality is no different in that respect. When things go wrong, students’ learning activity is over until the tool is fixed. This can be quite expensive and also inconvenient. So if a student has exams the next day and his virtual reality headset has some technical problems, he will be unable to study and pass that exam. This was just an example; it can happen differently at any time. Addiction To The Virtual World - The possibility of students getting addicted to their virtual world is also high. It’s known what video games and strong experiences connected to them can do to people. If they consider the things they experience better than their actual, normal existence, there’s a rather large chance of them becoming addicted.

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Dizzy/Blurry - Some research include surveys, with a big number of students mentioning that they get dizzy after a while in immersion experience. The rule of thumb is to not let students on the VR headsets for more than 5 minutes at a time. They lose interest and can start to get dizzy. Some students have mentioned starting to get headaches. Quite Expensive - Advanced technology is often expensive. If we wish to expand this virtual reality

trend and reach the masses, we have to spend billions of Euros on these features. More than that, the

modern education that takes advantage of the virtual reality environment will only be accessed by the

rich ones. The poor will not afford it; therefore, we will create inequality in education.

Question 5

Select the disadvantage of using virtual reality for learning? a) Increases students' engagement b) Doesn’t feel like work c) Lack of flexibility

3.3 Tools and APIs for VR

3.3.1. Why Use Virtual reality (VR) Software?

As VR has become more mainstream,

businesses are realizing its value in the workplace.

This technology can provide varying benefits to

users in myriad fields.

Expand education — VR can take hands-on

learning to the next level. Instead of observing a

teacher perform a task, a student or trainee can

visualize themselves performing it.

Virtually test out a product — For businesses that

sell a product, VR has the potential to be revolutionary, as this technology allows users to visualize

what owning a product would be like. Consumers can take a product for a "virtual test drive" before

they commit to a purchase.

Go one step past 3D modelling — Some VR tools allow users to develop, sculpt, model, paint, and

create tangible objects in a VR environment. Users can interact with 3D models from any angle with

tools like these.

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Types of Virtual Reality (VR) Development Software

Because virtual reality is still a relatively young field of technology, different subcategories of it are

still emerging. The following are just a few subcategories that are prominent in the area.

1- VR Game Engine and WebVR — This software provides developers with the essential for

creating a VR video game experience and Web VR experiences.

2- VR SDK — Virtual reality software development kits (SDK) provide the necessary base to

design, build, and test VR experiences. VR SDKs are, in essence, the foundation to creating practically

any VR experience, the building blocks.

3- VR App Software Development — This type of software allows users to create VR apps and

experiences with easy-to-use Interface, aggregating data in a virtual environment. These tools enable

users to see analytics in a way for them to fully understand what the data are communicating.

1 - VR Game Engine and WebVR

Unity 3D

Unity is one of the most ubiquitous tools being used today for VR development. Unity has both

professional and free versions, and can support all platforms via console, desk, or web. The free

version supports

iOS, Android as well as Windows while the more advanced Pro version supports systems such as

PlayStation, Xbox 360 and other gaming consoles.

At its heart, it’s a game engine. It has a direct VR mode to preview your work in an HMD (Head

Mounted Display) which can really boost productivity by designing for VR within a virtual environment.

It offers a wide array of editing tools that can be used through a plug-in and supports an incredibly

high amount of asset formats.

Due to the ability to prototype VR applications quickly and the ease of use it has, Unity is fast becoming

the default tool for VR development. There is already a massive community around this tool, which

means that there are also plenty of resources and other documentation one can learn from. A market

of 3D assets can get you up and running in a short amount of time. If you’re familiar with C# or

JavaScript, you can get into the scripting pretty easily as well. All major HMDs are supported and you

can export your work to almost any platform imaginable.

Unreal Engine (UE4)

Unreal Engine, one of Unity 3D’s primary competitors, is also an asset store, great documentation,

and a gaming engine with VR integrations. Created by Epic Games, Unreal is the engine behind plenty

of fantastic, high action games that offer an unprecedented level of details and graphics.

It has the largest community of developers who provide support to anyone who is interested in

creating VR games and it updates regularly to make sure that all the necessary updates have been

installed and answer all of the questions that the community of users may have.

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In addition to supporting all the big-name operating systems, Unreal also supports Linux, PS4, and

Oculus, amongst many other technologies. It has all the tools necessary to provide developers with all

of the aspects of 3D game development such as full source code extension, bug fixing, and

customization.

The learning curve is similar to Unity and the graphics are debatably more realistic and advanced. It

offers wonderful performance with the conveniences and facilities of a modern editing environment.

UE4 also exports to most platforms but slightly less than Unity.

WebVR Browser API

The WebVR API provides purpose-built interfaces to VR hardware to allow developers to build

compelling, comfortable VR experiences at a web browser.

The WebVR browser API makes it possible for web pages that can use JavaScript to access a VR

headset’s headset & controller orientation & position data, then uses that data to create the suitable

stereoscopic views into the VR headset with WebGL.

This API can include tools used for developing WebVR in the various browsers like Chrome and Firefox.

Having said that, most phones can also be detected with the WebVR-polyfil, and if turned sideways,

shifted to a dual display mode that can be used with Google Cardboard, Samsung VR, or other

headsets that are built to be used in conjunction with a smartphone.

Question 6

What is the difference between develop VR for Game Engine or Web? a) Game Engine VR is used by a larger range of developers, and easier for VR prototype and

creating, using 3D assets available. b) Only Game Engine VR can access the headset’s sensors. c) Only WebVR provides support for mobile devices.

2 - VR SDK

Google VR API

In Classroom, students using their smartphone is a simple and economical way for diving in and

explore the immersive experience of virtual reality. Google Cardboard and Google Daydream are the

world’s most accessible and affordable VR platforms, supporting both Android and iOS.

To make the development of VR app/game as easy as possible in Google platforms is available a

Google VR SDK. It’s offered for both native Android and iOS platforms, and Unity.

The collection of SDKs provides APIs for all of the expected features for VR developers including input,

controller support, and graphics rendering, which we can use to build new VR experiences on either

Daydream or Cardboard. This SDK´s enables immersive VR experiences by fusing data from the

phone's sensors to predict the user's head position in both real and virtual worlds.

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Google VR: Cardboard and Daydream

Key Concepts

Development in VR requires understanding many concepts specific to VR.

Asynchronous reprojection: The way Daydream and Daydream Standalone support

comfortable, fluid experiences even when the frames drop.

WorldSense tracking: How Daydream Standalone tracks the user's head position relative to

the virtual world.

3DoF vs 6DoF: The 3DoF and the 6DoF platforms have several key differences.

Technologies that power Google VR experiences both with and without a headset.

360° media is able to enhance traditional apps by introducing immersive content to them.

The Daydream Controllers allow the user to explore VR environments.

Seurat: Seurat is a scene simplification technology that enables you to take complex 3D scenes

and render them efficiently on mobile 6DoF VR systems.

Resonance Audio is a powerful spatial audio technology critical to realistic experiences for AR

and VR.

Oculus SDK / Oculus Mobile SDK

The Oculus technologies SDK is a collection of libraries, tools, and resources for developing Oculus'

products. It includes Mobile platform, Windows platform or using API´s for integrating game engines

(if we prefer using Unity or Unreal).

For classrooms, the most affordable option could be the Oculus Go, who is Facebook's entry into an

emerging market segment of standalone mobile VR headsets that don't require a smartphone to be

inserted in them to operate. Be that as it may, the Oculus Go does not offer 6DoF, nor inside-out

tracking. Developers who are looking to create enterprise experiences that may require users to do

more than sit in a stationary space and move their heads should be aware of this limitation.

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https://developer.oculus.com/

HTC VIVE SDKs

HTC offers a whole network for developers seeking to create VR content around its Vive brand

products. The company recently released the HTC Vive Pro (shown above), with a heavy emphasis on

attracting enterprise VR users and developers. In addition to this, it has 6DoF, standalone headset,

known as the Vive Focus. Furthermore, Vive offers peripheral hardware, like the Vive Tracker, that can

attach to third-party hardware such as cameras, controllers, and tools, allowing them to be brought

into the VR experiences as well.

https://developer.vive.com/

Question 7

What is the cheapest way to use VR in education? a) Using Oculus GO because it doesn't require a smartphone. b) Using Google Cardboard with students’ smartphone. c) Using HTC Vive device because it already incorporates sensors.

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3 - VR App software Development (Examples) InstaVR InstaVR is an intuitive, online platform for creating VR apps and experiences: Easy-to-Use Interface;. Completely web-based; Drag-and-drop, with no coding or tech skill is required, and we can start authoring without special hardware or installing software; Create experiences for real estate, tourism, training, storytelling and more, all in minutes.

With InstaVR we can publish in all VR platforms such as iOS, Android, Samsung Gear VR, Daydream,

Web, HTC VIVE, Oculus Rift, etc as Native Apps.

https://www.instavr.co/

A Frame A-frame is a web framework intended for building virtual reality (VR) experiences. A-Frame stems from HTML, which makes it a simple task to get started. However, A-Frame is not merely a mark-up language or 3D scene graph; the core is a powerful entity-component framework that lays out an extensible, composable, and declarative stricter to three.js. Conceived within Mozilla originally and now maintained by the co-creators of A-Frame within Supermedium, A-Frame was intended to be a powerful but easy way to develop VR content. Maintaining its stance as an independent, open source project, A-Frame has grown one of the largest VR communities, and supports most VR headsets, including Oculus Go, Vive, Cardboard, Rift, GearVR, Windows Mixed Reality, and Daydream. It can be used for augmented reality, as well. While A-Frame supports the whole spectrum, A-Frame seeks to make full use of positional tracking and controllers to define fully immersive interactive VR experiences beyond basic 360° content.

https://aframe.io/

Creator AVR (EON Reality, Inc) This virtual reality (VR) and augmented reality (AR) software developer from EON Reality Inc., is a mobile-based application called EON Creator AVR (Augmented Virtual Reality). The company specializes in VR-based knowledge transfer for industry, education, and entertainment, with the new app aimed at teachers and students.

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Creator AVR will equip users with the ability to create, collaborate, share, and publish AR and VR content. The app contains a large AR/VR component library and assessment database to help build unique learning experiences. It's designed to help students and teachers quickly designing interactive learning content directly on their tablets, smartphones, VR head-mounted displays (HMDs), or AR glasses without the need for programming skills. The app’s functions include: Browse – Pre-existing objects and environments in 3D in the EON Experience VR Library; Populate – Put 3D objects into the 3D scene; Scale – the dimensions of the 3D object selected; Configure, Build, and Plan – Merge different objects and arrange them in a scene; Annotate – Add information to scenes and the objects in them by attaching media such as YouTube, Wikipedia, and PowerPoint presentations, or information like a description of the object or its name, to specific subcomponents or objects.

https://www.eonreality.com/platform/creator-avr/

Question 8

For VR development we need: a) Sensors. b) HMD (Head Mounted Display) device. c) Specific software to build, test and publish on VR platforms.

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Bibliography

Akman, E., &Çakir, R. (2019). Pupils’ opinions on an educational Virtual Reality game in terms of flow experience. International Journal of Emerging Technologies in Learning, 14(15), 121–137. https://doi.org/10.3991/ijet.v14i15.10576 Barry, D. M., Kanematsu, H., Lawson, M., Nakahira, K., & Ogawa, N. (2017). Virtual STEM activity for renewable energy. 112, 946–955. https://doi.org/10.1016/j.procs.2017.08.130 Carbonell-Carrera, C., &Saorin, J. L. (2018). Virtual learning environments to enhance spatial orientation. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), 709–719. https://doi.org/10.12973/ejmste/79171 Gochman, S. R., Morano Lord, M., Goyal, N., Chow, K., Cooper, B. K., Gray, L. K., …Dominy, N. J. (2019). Tarsier Goggles: A virtual reality tool for experiencing the optics of a dark-adapted primate visual system. Evolution: Education and Outreach, 12(1). https://doi.org/10.1186/s12052-019-0101-6 Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., &Bailenson, J. N. (2018). Immersive Virtual Reality field trips facilitate learning about climate change. Frontiers in Psychology, 9(NOV). https://doi.org/10.3389/fpsyg.2018.02364 Murphy, M., Chenaux, A., Keenaghan, G., Gibson, V., Butler, J., &Pybusr, C. (2017). Armagh observatory -historic building information modelling for virtual learning in building conservation. 42, 531–538. https://doi.org/10.5194/isprs-archives-XLII-2-W5-531-2017 Laura Freina, Michela Ott (2015). A literature review on immersive virtual reality in education: state of the art and perspectives, Conference eLearning and Software for Education, 2015 - ppm.itd.cnr.it https://invisible.toys/virtual-reality-development/virtual-reality-in-education/ https://www.aquilaeducation.com/single-post/2017/05/31/The-Good-the-Bad-and-the-Instructional-of-VR-in-the-classroom https://www.researchgate.net/publication/268002587_Reasons_to_Use_Virtual_Reality_in_Education_and_Training_Courses_and_a_Model_to_Determine_When_to_Use_Virtual_Reality https://www.theewf.org/uploads/pdf/Facebook-for-Education-VR-compressed.pdf https://elearningindustry.com/pros-cons-using-virtual-reality-in-the-classroom https://skywell.software/blog/unreal-vs-unity-for-vr-development/ https://www.g2.com/categories/virtual-reality https://www.lullabot.com/articles/11-tools-for-vr-developers https://pt.slideshare.net/SushmitaChatterjee9/ar-and-vr-development-tools-and-platforms-98586769 https://www.designnews.com/design-hardware-software/7-best-sdks-enterprise-vr-developers https://immersive-web.github.io/webvr/ https://en.wikipedia.org/wiki/Google_Cardboard https://developers.google.com/vr/discover/ https://aframe.io/docs/0.9.0/introduction/ https://www.vrfocus.com/2016/02/eon-creator-avr-puts-content-creation-in-the-hands-of-teachers-and-

students/

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Future schools using the power of Virtual and Augmented Reality for education and training in the classroom

2018-1-RO01-KA201-049411

Answers to the questions addressed in the module 3

Question 1 – d

Question 2 – a

Question 3 – d

Question 4 – d

Question 5 – c

Question 6 – a

Question 7 – b

Question 8– c