Mixed reality – which includes augmented reality, virtual reality and extended reality – is set to transform how today’s students solve problems once they enter the workforce. And they need to be ready.
Mixed reality in education is gaining momentum similar to the way AI did a few years ago – but with a key difference, says Mr Ajith Ratnarajah, founder of ApsisVR Escape Rooms in Melbourne.
“This technology will have a significant impact on how human beings will do their jobs in the future. The tech industry has made a significant innovation, using vision to transform how we respond and interact with our environment for jobs and entertainment,” he says.
“For example, using mixed reality, an architect can design a building with the building’s owner in an interactive manner, positioning rooms, and selecting building materials and colours to fulfill a design that is close to reality.
“Similarly, a car mechanic can look at a car that has an engine failure with a VR headset or VR glasses and provide a diagnosis of the problem and how to repair it.”
These examples, Mr Ratnarajah says, like so many others, will require the next generation of students to utilise mixed reality to redefine their jobs and careers.
“However, schools need to be careful not to spend on expensive technology without understanding how they can engage students for learning,” he says.
He notes that VR escape rooms and VR games have become increasing popular with children, helping them to develop their problem solving, communication and teamwork skills.
“Now we are seeing a significant amount of curriculum content being developed by educational VR vendors, especially for the International Baccalaureate program,” Mr Ratnarajah says.
However, he says, in addition to VR content, schools need to develop a whole-of-school VR program that is not technology-driven but engagement-driven.
“VR escape room venues have mastered the art of keeping children engaged during school excursions and incursions. These practices and principles can be adopted for students to learn using VR, and not just play with it,” he says.
ApsisVR has introduced several VR educational programs to engage schools at different stages and levels, including discussing career pathways during excursions and incursions, and setting up VR labs using educational content with a program plan to ensure students achieve their learning outcome.
Before setting up VR labs, Mr Ratnarajah recommends schools first trial VR with vendors who manage VR escape rooms and VR game arcades to set up OnDemand VR for a day or week.
“Schools can use this opportunity to learn and observe student engagement plus enable teachers to understand how best to incorporate technology into the curriculum,” he says.
Taking students on excursions to VR venues or bringing VR vendors to school incursions would be the logical next step.
“Initially this could be done with senior secondary students for them to gain an understanding of the career pathways available for them using VR. ApsisVR does this as part of its VR education program,” Mr Ratnarajah says.
Once a school has developed a strong VR educational program by incrementally introducing the technology, then a VR lab can be established in the school itself.
“This approach enables schools to incrementally try, test, learn and adopt before investing in technology upfront – doing so would be like a solution looking for a problem.”
For more information, call (03) 9088 6232, email info@apsisvr.com or visit melbourne.apsisvr.com/school-Program/
