Embodied Learning and Virtual Spaces

For my readings this week, I chose to look readings that were more focuses in on virtual and augmented reality. What really drew me to this was a quote in Winn (2003) that talked about how our cognition is really just a way of “embodying distinctions.” Winn (2003) posed  that learning follows this process:

1. Declaring a break (in the environment)
2. Drawing a distinction (between what the environment usually does and is currently doing)
3. Ground the distinction (to make it compatible with is already known)
4. Embodying the distinction (to apply it in other situations)

Looking at learning from this point of view would find countless situations to use virtual reality and augmented reality in the classroom, as it would allow students to experience and to draw distinctions in situations that they may not normally be able to (due to location or size).

For example, Zydney & Warner (2016) reviewed numerous mobile apps that could be used in the classroom. Looking at what they examined, I did my own search of the app store to see what else has been added since they wrote their review. Numerous apps exist that, in true Ms. Frizzle fashion, allow students to shrink down to microscopic sizes and really experience what is going on at that minuscule level. Experiences like these allow students to have that moment of a break, draw, ground, and embody a distinction so that learning can take place.

*One such app is called InCell VR for Cardboard. This free app allows students to explore a cell using the assistance of the Google Cardboard VR viewer. When in the app, students can explore a cell, try to save it from agents that may destroy it, and even try to survive a virus that takes attempts to take it over. This blending of VR, action, gamification, and science is sure to leave a lasting impression and give students a chance to truly embody the learning.

Previously, these types of role-playing activities may not have been done in the classroom as they would have been “too childish” or too inaccessible to try and recreate a human cell in a meaningful way. But nowadays, with the full computation power of the devices in the classroom, these experiences are able to come to life in full HD experiences. With the cost efficientness of Google Cardboard and other VR devices, students are now able to be transported into experiences that before would have been relegated to museums or field trips. These experiences are invaluable to students, as role-playing affords students the opportunities to be fully immersed in their own world when before, it would have simply been something that could only be illustrated in a textbook.

Yet with all of these experiences, it will take a particular set of TPCK in the teacher to be able to manage and develop these types of learning situations. Many of these apps are not aligned to standards and have varying levels of scientific accuracy. Added on top of that the level of technological knowledge that would be necessary to implement this in the classroom, and the pedagogical knowledge necessary to be able to manage and develop all the resources together into a way that will be beneficial to the students. However, when done correctly, the introduction of these resources poses a strong potential for bringing experiences and learning to life for the students.

Questions:

1. Do you think that there is a difference, theoretically speaking, in an experience that is virtual as compared to one that is physical? Are they both able to bring that “break” in the environment that Winn (2003) would say is necessary for learning?
2. What special considerations would a teacher need to have in order to implement a VR experience in their classroom with solid TPCK?

References:

Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.

Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers & Education, 94, 1-17.

(*For my final project, I am doing the ePortfolio option, so I am also combining this post with my posting for that, as I wish to keep them all together. A question that was addressed in my posting was: 

• According to Resnick and Wilensky (1998), while role-playing activities have been commonly used in social studies classrooms, they have been infrequently used in science and mathematics classrooms.
  • Speculate on why role-playing activities may not be promoted in math and science and elaborate on your opinion on whether activities such as role-playing should be promoted.)