Virtual Reality In Education

Virtual Reality In Education
by John Shaffer

Virtual reality can work for educators as a tool in assisting students to become immersed in a learning environment where they can participate in their own learning in a technology based environment. My name is John Shaffer. I am a seventh grade Science teacher in Academy School District Twenty in Colorado Springs, Colorado. Academy School District Twenty scored very high on the Third International Mathematics and Science Study (TIMSS) in 1998. District 20 ranked second in science in the United States, along with the highest performing countries including the Netherlands, Japan, Singapore, Korea, and Chinese Taipei, and well above the world average in math. From an educator's standpoint this is one indicator of our great district.
Over the last two years, I have written a paper, using research I have compiled from various authors to discuss the potential relationship between virtual reality and visual/auditory cortex growth. I call it Visual Perception Reaction Training (VPRT). The thought process involves the use of virtual reality to enhance educational learning. The information I have compiled discusses the potential growth of the visual and auditory cortex using virtual reality as a realistic immersive stimulant. I feel confident that I have the evidence to warrant a research and development program to prove the educational benefits to students. Research and application in related areas such as medicine have already shown success.
This introduction intends to show that further examination of the visual cortex should be considered. The problem is to discover and establish a measurable correlation between visual stimulus and visual cortex modification. The finding would then support Visual Perception Reaction Training (VPRT). The proposal is based on using the immersion in virtual reality to increase a person's physical or educational level of response to visual stimuli.
The research originally focused around why some people perceive stimuli at a slower rate than others. It has been stated that the top baseball players can see the stitches on the baseball as the pitcher releases it from his hand. Professionals such as, Mario Andretti, Al Unser, Sammy Sosa, Mark McGuire, top seeded tennis players, hockey players and others at this level appear to slow the level of the stimulating activity for positive results in their specific sport.
The investigation began October 13, 1998 while driving to work and listening to the radio about baseball players Sammy Sosa and Mark McGuire and their history making athletic season. I thought about the years I raced professional motocross, enduro and jet skis. I had spent hours in a Formula Vee car, Formula Ford car and motorcycles on a road coarse. The time was spent at speeds close to 140 miles per hour for long periods of time. I remembered that I quickly noticed when I left the track and entered the freeway, the sensation of speed, at 65 miles per hour, was tremendously distorted as it seemed much slower. I felt as though I could get out of the vehicle and walk at that speed, something of course you would not want to try. This led to the present day thought of remembering what speed felt like. I was able to come back to motocross after sixteen years, and noticed the ground going by at an incredibly fast rate. After spending hours on the motorcycle, practicing and racing, the ground is visually beginning to slow, although my physical speed is increasing. Another illustration example may be, if a baseball is continually seen at 120 miles per hour, those pitched at 90 miles per hour are potentially perceived at a slower rate and a higher hitting success would be the outcome.
The perceived rate of motion applies to a person as they adapt or are conditioned to an environmental stimulus. In professional motocross, motorcycle road racing, Cart, Indy, Nascar, Trans-Am, for example, the speeds are sensational to visual and physical reaction. In these sports, speeds often reaching 200 miles per hour are visually adjusted to fit the conditions given for each type of event. An illustration of speed adjustment is noted when a motorcycle road racer falls and slides across the pavement. When falling and sliding, the rider slows to a level that feels controllable only to find that he has misjudged the speed. This judgment error results in his body cartwheeling end over end and then coming to a violent stop. People that have been directly involved in a car accident, for example, say the event happened slowly while witnesses claim the accident appeared to have occurred at an incredibly fast rate.
The next phase that led substantially to the focus of this project was a research article that was written by Dr. David Ferster, Department of Neurobiology and Physiology, Northwestern University. In Dr. Ferster's research paper on Excitatory and Inhibitory Conductance Changes in Simple Cells of Cat Visual Cortex, he made a statement regarding his research findings that he found membrane conductance grew by 20-200 percent with stimulus contrast. I first e-mailed Dr. Ferster, November 25,1998, and asked him if this type of study had been done with humans. He wrote that, "The experiments we did to get those results involve inserting very fine electrodes into the neurons of the visual cortex. It is theoretically possible to do this in humans who are undergoing brain surgery, but even then it is nearly impossible for technical reasons. But there is no reason to think that what we find in cats is not happening in humans. The two species are very similar in many aspects of their visual function". With that information as a background, I began an investigation to find more information about visual cortex development. My main goal was to discover if there is a potential link that could deliver visual cortex stimulation through "Virtual Reality." I e-mailed Dr Ferster again, October 16, 2000, and asked if he had any knowledge of studies or research reflecting virtual reality and the visual cortex. He stated, "No, I am not sure how the two would relate to one another." I then sent him the material I compiled and his reply was, "Very interesting. There are a few other efforts based on brain plasticity studies to train people's brains that I know of. Scientific Learning.com, for example, is a company founded by Paula Tallal and Mike Merzneich. Merzneich, in particular, has done some of the most compelling studies of maps in the monkey somatosensory cortex and how they change with repeated sensory experience. I recommend that you look at his papers."
I contacted Scientific Learning and made an attempt to gain more information. The reply was, "The amazing success we have seen with the Fast ForWord family of programs is due largely to the fact that the brain is plastic and can continue to change throughout an individual's life. Our company was created from the research of Paula Tallal, Mike Merzenich, Bill Jenkins, Steve Miller, and others, whose work with language and the brain has resulted in the Fast ForWord program. Fast ForWord addresses auditory processing issues in individuals who have difficulty with receptive language skills. The training exercises in Fast ForWord take the participant through an intense period of auditory stimuli. Training on these exercises for 100 minutes a day five days a week for four to eight weeks has resulted in increased neural activity in that part of the brain which handles auditory processing. We have seen these changes in very young participants, as well as adults."
I gave Dr. Jacobs, Laboratory of Quantitative Neuromorphology Colorado College, Colorado Springs, Colorado the material to review, November 18, 2000, and he commented; "I've looked over the material you gave me. Not easy to make specific comments since it is a compilation of materials rather than a unified manuscript. Nevertheless, seems like a promising start for the direction you'd like to go. A couple of comments come to mind after looking things over. First, the type of visual processing you are most interested in probably is that which takes place in the parietal lobe (as part of the "where" system). Second, you might be interested in knowing that there are more projections to the LGN (lateral giniculate nucleus) from the visual cortex, than vice-versa-such is the nature of the brain: all information coming into the cortex is already heavily modulated by the cortex and other sub cortical structures, that is, there is no objective reality. This kind of descending control is extremely important, and may play an important role in virtual realities. Third, neuroimaging research, particularly, fMRI, will be particular important for your endeavor. One book that might give you a general overview of neuroimaging research is, Carter: Mapping the Mind. Fourth, another researcher that may be of interest is Damasio, and particularly his book: Descartes' Error and a newer book." I met with Dr. Jacobs and had a great long conversation about the feasibility and different areas of application of a multisensory approach for learning.
I contacted Dr. Bryan Kolb, Department of Psychology and Neuroscience, The University of Lethbridge, AB Canada, January 24, 2001. Dr. Kolb wrote a book titled, Brain Plasticity and Behavior. I asked him if there had been studies or research using virtual reality as a stimulant that may enhance the growth of the visual cortex. Dr. Kolb responded, "Good question. I am not aware of any such research but I have forwarded your question to a colleague who is a vision expert who might be more helpful. I do know that there are some groups in Europe who have been trying to use virtual reality techniques for rehabilitation programs after brain injury but these are still in a preliminary state. Good luck with your question."
Using the direct application of Virtual Reality, that would provide the ultimate in visual and auditory stimulus, it is projected to show that a multisensory experience has application in many areas. Within the chosen content areas, expected outcomes are based with the direction of the program that is developed. Therefore, the greater knowledge of the task, the better the performance will be.
The following are possible applications that I have in mind:
development of "VR math flash cards" (vision, color, touch, sound)
bilingual math VR flash cards
bilingual reading; imagine, walking into a VR room, touching items and getting feedback.
social studies; imagine, looking at a VR globe, where a country and information can pop up when pressed, on a world geography map filled with experiences of geography, culture, peoples daily lives, language, and founding history.
science; demonstrating cells, photosynthesis, space, chemistry, geology, physical and environmental science.
I would like to see validation as an important focus in this multi-modal/multi-sensory learning environment. I would think this could be done with qualitative and quantitative analysis in the development of these types of programs. In the beginning we should look at programs that are simplistic and then grow in complexity. Using the relationship with virtual reality as an educational tool, (VR) or any other media immersion should allow a student to actively become part of a learning and reviewing process. This process I feel will put the concept to the test using vision, audio, and tactile experiences. I hope that this gives insight for continued development of a educational multimedia experience.
In education we are always striving to develop technology that helps develop and move students from concrete thought into more abstract or formal operation thinking. With the "Virtual Reality" approach we can develop and refine a new learning environment. This learning environment can be entertaining and educational and the applications can promote facilitating sequential learning. As an educator I see the need to tie together the basics of education and the technology of the twenty-first Century.
When we listen to students and watch students, we will find that they are trying to tell us and show us how they learn.
With this in mind I hope to become involved in any of the following areas:
participate directly in research regarding Virtual Reality benefits.
This would include all areas of program development, data gathering and analysis.
Working with a facility or school test site that would be willing to participate in program development.
This would involve developing Virtual Reality learning experiences for application in the classroom content curriculum. One such area to develop, mathematic programs and follow data for student enhancement.
Direct involvement with a commercial venture.
This area would pursue all data and concepts in developing programs including education, sports training and entertainment.