Multimedia Research Article #2: Hard Technology
Sean McCarty
smccarty@ucsd.edu
12-09-08
Ed Tec 561 – Wed 7:00pm

17. Virtual Realities: Virtual Realities Research and Development

Summary
Section 17.8 details different types of research that has been done on virtual reality, ranging from learner’s cognitive visualization in 2-D and 3-D environments to special education applications. Much of the studies mentioned seemed to reach the same conclusion—that there is a great deal of potential for virtual reality but there is a need for more research. A common struggle for several studies was users’ unfamiliarity with virtual reality. In most cases the test subjects had never used the virtual reality device or program being assessed. Even when test subjects proved to be compliant and quick adapters, instructors did not have enough experience to answer the multitude of questions that resulted from the subsequent surveys.  Many of the studies reported several possible findings and potential directions for further research but few detailed any conclusive results.
 
Reflection
Simply because the effects and benefits of virtual reality have thus far been difficult to quantify does not mean research to date is not valuable. While the research findings are admittedly limited, the studies outlined in the chapter point to a multitude of unexpected applications for virtual reality. Learning spatial understanding is an obvious extension of cab simulators and virtual environments, however, one of the studies of a war simulation game indicated potential for teaching soft skills like group cooperation and communication. It seems that virtual reality could be used not only as an instructional tool to teach such soft skills but also as a tool to study human interactions. Of course, just as there are many unexpected possibilities there are also several unexpected issues that arise with virtual reality. When UCSD was considering implementing Second Life as a means of virtual student services, a major factor for tabling discussions about the virtual environment software were the multitude of unexpected consequences other colleges were reporting with student interactions and communications. For example, Ohio University struggled with the judicial implications of how to best handle a virtual shooting by a student’s avatar in Second Life and they were not alone. Several other universities have reported complaints of stalking, harassment, assault and even rape. You can read more about it at the Chronicle of Higher Education. Given the pandora’s box of possibilities and consequences, it does indeed appear the many studies outlined in Chapter 17 were correct to report that further research is needed.

McLellan, H., & McLellan, W.D. (2004). Virtual realities. In D. Jonassen, (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 483-489). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.