s over the principals of VR in terms of immersion, perception, and telepresence. It discusses the educational value of VR by showing the ScienceSpace application which allows a student to learn about physics, electrostatic forces, and visualize the structures of molecules.
Biglari, Ehren, and Yusheng Feng. "Interactive Virtual-Reality Driven Learning Framework for Engineering and Science Education." Center for Simulation, Visualization and Real-Time Prediction (2014): n. pag. American Society for Engineering Education. Web. 4 Feb. 2016.
This Article discusses the usage of several VR devices and motion trackers and the usage of the technology in the modern day. The setup of their device is described as well as several of the strengths and weaknesses of the various VR devices. The Oculus is explained in terms of hardware, describing how the headset generates the an undistorted 3D environment.
Castillo, Anna. "Virtual Reality and Education." Stanford Teaching Commons. Stanford University, 22 May 2014. Web. 02 Feb. 2016.
An article looking at Stanford’s Virtual Reality lab and applications of the technology. The level of immersion that the lab provides is shown as an example of how to provide the students with realistic environments to better educate them about the subjects. However the biggest drawback is shown to be the development of such simulations which often take a year for each. The immersion of VR is being compared to watching a normal video of the same information to compare the difference and find just how effective it would be.
"Learning Through Exploring Virtual Worlds." Global Warming Intro. University of Washington, n.d. Web. 04 Feb. 2016. http://www.hitl.washington.edu/projects/learning_center/pf/whyvr.htm
This site shows a project that attempted to use VR to explain and show a representation of Global Warming. The projects plan was to allow students to manipulate environmental variables to see how the atmosphere is affected. The site also explains the role VR could play in education explaining how the immersive experience can be used to present lessons.
Orlosky, J.; Weber, M.; Gu, Y.; Sonntag, D.; and Sosnovsky,S. A. 2015c. An interactive pedestrian environment simulator for cognitive monitoring and evaluation, March 2015. Web. 02 Feb. 2016. https://www.researchgate.net/profile/Jason_Orlosky/publication/276848891_An_Interactive_Pedestrian_Environment_Simulator_for_Cognitive_Monitoring_and_Evaluation/links/55c0e2dc08aed621de1506a6.pdf
This article looks at using the Oculus Rift in a test for observing and monitoring pedestrians with cognitive impairments. The test uses VR to determine reactions and the pedestrians vision. The article also discusses problems with having the user physically interact with the world in a way that feels natural and use of the Leap Motion Control to track hand motion.
Piovesan, Sandra Dutra, Liliana Maria Passerino, and Adrian Soares Pereira. Proceedings of the International Association for Development of The Information Society (Iadis) International Conference on Cognition And Exploratory Learning in Digital Age (Celda) (Madrid, Spain, October 19-21, 2012). Virtual Reality as a Tool in The Education. Universidade Federal Do Rio Grande Do Sul. Web. 4 Feb. 2016. http://files.eric.ed.gov/fulltext/ED542830.pdf
This article discuss the idea of using VR in education, explaining how it allows a student to explore and build their knowledge. It focuses on how VR can be used to simulate environments which would be too difficult or expensive for the student to visit normally. The article describes how the subject of Formal Languages was implemented into a 3D environment to allow for a VR test of the subject.
Reiners, T., Teräs, H., Chang, V., Wood, L. C., Gregory, S., Gibson, D., Petter , N. & Teräs, M. (2014). Authentic, immersive, and emotional experience in virtual learning environments: The fear of dying as an important learning experience in a simulation. In Transformative, innovative and engaging. Proceedings of the 23rd Annual Teaching Learning Forum, 30-31 January 2014. Perth: The Un