Virtual reality (VR) has been part of the public’s consciousness for years. Like many technologies, it was once strictly the stuff of science fiction but now is very much a reality (pun intended). VR is already impressive, and it is still a young technology. As it advances, VR’s uses will increase, and in ways that we have not yet imagined. In the meantime, VR has already found its way into our lives in ways that were only ideas a few years ago. One of these new applications has found its way into one of our major educational institutions – Stanford University.
For the first time in the university’s history, Stanford has created a class that takes place entirely in VR. The communications course, “Virtual People”, which ran over this past summer and fall quarters, utilized a virtual meeting platform that gave teachers and students the ability to create and interact in a virtual space. The class curriculum included guided meditation in outer space, creating a performance that utilized avatars, and creating a unique scene all via the use of university-supplied headsets.(1) While it may be but one course, the university is not treating the class as a novelty. It is part of Stanford’s Virtual Human Interaction Lab’s (VHIL’s) ongoing study of the psychological and behavioral effects of VR and augmented reality (AR). The lab collected more than 3,000 hours of data, which it will use to examine human behavior in VR environments and further the technology’s use in education.
While the application shows promise, one must keep in mind that VR’s physical and psychological effects are not yet well understood. Groups such as VHIL can give us insights into VR and its current limitations. For example, some people experience dizziness, nausea, sweating, and headaches. In addition, there is concern that some individuals may form a dependence on virtual worlds and neglect the real one(2). Such a condition can cause anxiety, depression, and other negative feelings among users. Lastly, VR is a relatively new technology that is often cost-prohibitive, which can slow adoption rates.
These known and potential shortcomings are temporary setbacks at worst. VR technology will become more refined over time, and these detrimental effects will likely be addressed. Furthermore, costs relative to quality can be expected to decrease over time ─ similar to how current television and cell phones became comparatively more affordable than their far less advanced early models.
Regardless, VR is already showing a tremendous potential that far outweighs any current or perceived limitations. Considering what the coming years could bring, classrooms will not be limited to four walls and the occasional field trip. Students will be able to go and interact in virtual places, times, and conditions that would otherwise be too dangerous or physically impossible. Even now, VR’s role in education appears to be well-positioned for a bright future.
Sources
1. Kornfein, Adri. “Stanford launches first class taught completely in virtual reality.” The Stanford Daily, 01 December 2021, stanforddaily.com/2021/12/01/stanford-launches-first-class-taught-completely-in-virtual-reality/.
2. Hall, Tanner. “Stanford Is Literally Teaching An Entire Class In VR.” Screenrant, 10 December 2021, screenrant.com/stanford-vr-virtual-reality-cl