Ensuring students are engaged, motivated and challenged throughout their school careers is a key priority for teachers and requires dynamic and divergent techniques. Teachers who understand the importance of creativity in helping achieve these outcomes often use ICT tools to complement and enhance academic learning (Beghett & Kaufman, 2013). We must constantly utilise contemporary and cutting edge technology to stimulate beneficial learning experiences and higher order thinking in students (Ernst & Clark, 2012). An emerging technology that has the potential to both engage and excite young minds is a computer stimulated environment known as Virtual Reality.

Virtual Reality (VR) is a technology that immerses its users inside a synthetic environment that supplements reality. VR allows the user to “see the real world, with virtual objects superimposed upon or composited with the real world.” (Azuma, 1997). Learning experiences are elevated and distributed more effectively through 360 degree videos and 3D graphic. This technology uses devices such as head-mounted display gear, data gloves and even body suits for a fully immersive learning experiences that helps students peak their creativity outputs (Merchant, Goetz, Cifuentes, Keeney-Kennicutt & Davis, 2014). VR has the ability to foster students’ creativity through divergent interactions and in turn empower students to use higher cognitive functions (Beghett & Kaufman, 2013).

Turning Passive Learners into Active Learners:

VR helps students Identify, Inspire, Interpolate and Inspect and become active participants in their own learning (Crockett & Pink, 2006). VR systems are pedagogically sound and aid in sparking the imagination of students. The use of VR in classrooms helps to stimulate memories and experiences and help students understand complex subjects. VR eliminates the need for students to physically be in the environment they wish to explore and opens up possibilities that have been previously impossible.

Limitations of Virtual Reality:

VR’s popularity has expanded in past years, but it does have its limiting factors. The pure size and cost of the virtual head sets have kept this technology out of reach for schools/teachers. Headsets cost approximately $600-$800 each and are not seen as a necessity in schools. Alternatives to this technology include Google Cardboard which costs $10 each. Naturally, the quality and experience of these two VR systems will vary. Although there is a notable difference, the Google Cardboard version has provided the ability to incorporate this technology into classrooms to help foster creativity (Steinbach, 2018).

Bibliography:

Azuma, R. (1997). A survey of augmented reality. In Presence: Teleoperators and              Virtual Environments. 6(4), 355-385. Retrieved from        www.cs.unc.edu/~azuma/ARpresence.pdf

Beghetto, R. A., Kaufman, J.C. (2013). Fundamentals of Creativity. Educational     Leadership. 70 (5). 10-15

Crockett, L. Pink, D. (2006) Creativity fluency. Literacy is not enough: 21st-century fluencies for the digital age.

Ernst, J. V., Clark A.C. (2012) Augmented Reality as a Visual and Spatial Learning Tool      in Technology Education. Technology and Engineering Teacher. 71 (8. 18-21

Merchant, Z., Goetz, E., Cifuentes, L., Keeney-Kennicutt, W. and Davis, T. (2014).    Effectiveness of virtual reality-based instruction on students’ learning    outcomes in K-12 and higher education: A meta-analysis. Computers and      Education. 29-40. Available             at:  http://3wayne3050.pbworks.com/w/file/fetch/94442417/Computers%20a       nd%20Education.pdf

Steinbach, R. (2018) Virtual Reality in the Classroom is Becoming the New Norm.. Accessed https://www.gettingsmart.com/2018/02/virtual-reality-in-the- classroom-is-becoming-the-new-norm/