Confucius once said, "I hear and I forget. I see, and I remember, I do and I understand." Virtual reality is the ultimate tool to provide what is called "experiential learning". This theory is based on the idea that, instead of being told what it entails, we learn and recall activities for ourselves.
What do the studies tell, however? Does what many of us think is true, that students learn better in a virtual reality environment, really exist?
Real Learning is by Doing:
Learning by Doing, also known as Experimental Learning is defined as "strategic and active participation of students in learning opportunities and reflection on such activities, empowering them to apply their theoretical knowledge to practical work in multiple settings within and beyond the classroom."
In a small face-to-face class lesson of 20-25 students, the first five steps would usually be taken, and the sixth would be a private one or small group (four or five students), and the seventh step would be completed in a full group meeting with the teacher. This method is, however, especially appropriate for simultaneous learning when the study solution is mainly online, although some teachers have handled the entire process online through a mixture of synchronous web conferences and asynchronous online discussions.
Imagine a scenario in which students undergo a photosynthesis immersive module. With the aid of a guide, they can go into the plant and understand what chloroplastic is or how plants fulfill the requirements for the photosynthesis cycle. Such 'look-see-do' learning modes allow students to experiment, explore, and define at their speed with the content.
Allow students to Engage:
VR goes far beyond conventional learning and offers an engaging atmosphere for students to explore. We can absorb more profoundly abstract concepts without interference with properly designed VR libraries. This will stimulate curiosity and motivation ("I want to learn this topic because I am interested and committed") by motivating them ("I want to learn this subject because I'm going to get a certificate at the end"). VR Mysticraft allows comfortable learning space and scenarios for students to engage on better intellectual levels.
Allow students to Choose:
Science could become even more interesting and enjoyable with proper VR material in the classroom. Students have an organization for what they want to do so that they can decide what they want to be in the future. For example, in the virtual world, a chemistry or biology laboratory can ignite a potential scientist or physician. It can be also extrapolated to different career opportunities.
Allow students to Teach:
The ability of a student to relate to a topic or idea is realized by the use of tools like VR Mysticraft at the disposal of the faculty. Another position for exploration can also be taken up with such interaction by guidance. That is, students can share with their friends and teachers and discuss the subject thoroughly and with excitement, the experience in the Taj Mahal, or Eiffel Tower. It is expected that teachers would consider improved time-to-work, assessment results, and even cognitive processes of students. A modest target, but more ambitious goals have the potential to be accomplished when the young mind is actively engaged.
The increasing usability of educational technology and their maturity provide students with more and more opportunities to explore and relate their experiences. A platform like VR can only bring students into the heart of the learning process when paired with strong, well-trained content, where they can learn to relate to abstract concepts, speak to their peers and teachers, and prove their new knowledge in the real world. It is the real crossroads of perception and knowledge.