Although the virtual reality and augmented reality technologies still face the high-end market, K-12 education schools (kindergarten to high school) in the United States have already seen the educational value of both technologies and started to invest in it.
Google's virtual reality education program Expeditions has been launched in the United States, in the United States with many K-12 schools, YiViAn has repeatedly reported. The project only needs a smart phone, a cheap Cardboard, and Expeditions applications for immersive education.
In a high school in the Methacton School District outside Philadelphia, USA, a marine teacher led students to a tour of the Great Barrier Reef. His Spanish teacher traveled to Spain and Mexico with everyone.
Methacton School District teachers Chris Lloyd and Layla Lyons think Expeditions is a good addition to some classes and the technology is easy to use.
Lyons said: "At the teachers' meeting, the teachers were very excited about the introduction of the technology, and everyone wanted to arrange for their class to use the technology."
Lloyd said that based on experience, the school district will certainly continue to use Google Expeditions to supplement teaching later. Lloyd said: "When the teachers finished their experience, they immediately asked us where we got them."
Is virtual reality valuable to schools? A virtual off-campus tour is the simplest case, but virtual reality can do more. Jeff Jacobson, managing director of Public VR, a nonprofit organization, said: "Virtual reality can get you there when you want to see the internal structure of something like an atom, a magnetic field, a human body structure, or a building. Simulations, such as physical experiments and weather changes, virtual reality can also help you. "
Jennifer Holland, a project manager at Google Education Applications, said the concept of Expeditions originates from Google's hacking marathon. Holland said: "We were looking for ways to get teachers to bring a concept to the classroom when we just released Cardboard, a new virtual reality platform that only needed cardboard, stereo lenses and smartphones and then got 360 So, we created such an application (Expeditions), so that teachers can lead students to go to school where the school can not reach, panoramic video to make the classroom more lively and interesting.
K-12 school in action
Although high-end virtual reality systems are expensive, some schools are already investing in it. With 10,000 students in the Liberty County school district in Hinesville, Georgia, the school district has already paid $ 500,000 to zSpace and acquired virtual reality labs for six schools. These technologies allow learners to interact with simulated objects in a virtual environment.
Valya Lee, Leader of the Liberty School District, said: "I already had a 3D printer in my school district, so when I heard the word 3D, I was interested and we thought the technology could broaden students' horizons."
In addition to boosting student engagement, Lee believes the system improves student performance. She added: "Whenever you want to measure the direct impact of a thing, you need to think about the variables and that's what we want to do to create a holistic framework for digital education." Despite the high prices, once the school Get started, we get more than pay. "
Aug That! Is an augmented reality application that lets students and teachers scan images on a smart device, and the image becomes a three-dimensional image rendered at 360 degrees. Adam Newman, executive director of Aug That !, and assistant principal of New York City's school district, said: "I saw the power of virtual reality, but the technology is not perfect. Students are dizzy. For schools, augmented reality is more cost-effective. As I started to enter the realm of augmented reality, the technology started to receive more attention. "
After another few years of commercial experimentation, Newman decided in 2014 to launch augmented reality applications for K-12 schools. He said: "As an educator, my biggest concern is student participation and whether teachers will get used to the technology. If the technology is too complicated, the teacher will not use it and will not promote it. So I tried my best to make this application more user friendly and more suitable for teachers and students. "
He said the app is particularly popular in K-8 (junior). But high school students are also starting to build their own virtual labs. Most of the time teachers are very nervous, they do not spend too much time to use these technologies. But if you can make these techniques easier to use, teachers will use it. Newman added: "When I watched students use Augmented Reality, I was amazed at the students' willingness to keep using them, which greatly encouraged me."
Collin Brooks is a physics teacher who designed his class through a 4D human anatomy application and an augmented reality studio. The teacher only needs to print a specific image, and let the students through the application to watch, they can see the human body 4D model.
Brooks said: "I like this technology because it enriches the learning experience, adds an extremely powerful visual effect to the physical church, and increases student engagement." Augmented reality allows users to break down the body system: muscles, bones, loops And so on. Students can carefully observe the structure inside and the links between the various organizations.
Virtual Reality Education Pathfinder
When Rex Kozak was also Principal at LeGrand High School, someone donated 3D modeling hardware and software to them.
At that time, he found that students were very willing to accept these technologies. He later decided to set up a nonprofit organization called the Virtual Reality Education Pathfinders to help school districts and teachers install similar 3D modeling equipment and to provide Blender, an open source 3D modeling software. VREP now collaborates with more than 80 schools. Students can design their own virtual programs, create 2D and 3D images, and create immersive virtual environments with stereoscopic displays.
Kozak said the key is to make students listen to their own interests, more use of open learning, rather than instructional learning. "I saw some students made eyeball socks in the Biology class or Spanish warships and explored in Spanish and we saw that they liked these things and they started to do it yourself, They are not taught in class and they do not like it, but because they are doing it for their own sake, they like it. "
(source from internet, copyright hold by its original author)