VR in Education: Analyzing Role in Educational Institutions' Service

This report delves into the evolving role of Virtual Reality (VR) in educational institutions, examining its impact on improving service propositions and enhancing the learning experience for students. The research begins with an abstract outlining the focus on VR's role in educational organizations, followed by a literature review covering the emergence of VR, its historical context, and its impact on education. The study explores how VR addresses communication gaps, language barriers, and the need for improved visualization in complex subjects. The methodology section describes the use of qualitative interview sessions with educational authorities and professors to gather in-depth knowledge. The report also details the study design, population, sample, and investigative techniques, including semi-structured interview questions. The findings highlight how VR supports interactive content, 3D visualizations, and improved student engagement, ultimately aiming to provide a better virtual environment and learning experience for students. The report concludes by emphasizing the potential of VR to revolutionize education, offering interactive content and models that simplify complex topics and promote student interaction and collaboration.

Running head: VR AND EDUCATIONAL INSTITUTIONS
VR AND EDUCATIONAL INSTITUTIONS
Name of the student
Name of the University
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Abstract
The research will be focusing on developing an idea on the role that is being played by VR in
improving the service propositions made by the educational organizations. In this connection, the
research will facilitate a review of previous literatures and later conduct an interview session
with the authorities and professors from reputed educational organizations. The interview session
would specifically identify and analyze the role of VR and the manner in which the same helped
them in improving the learning experience of the students. The purpose of conducting the
research will be to evaluate the applicability of VR in the educational setting.

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Identifying the role of Virtual Reality in educational institutions
Introduction
Virtual reality has been emerging as the future of educational systems with the purpose of
improving the integration in between the students and increasing the effectiveness of the service
delivery process in the educational organizations. According to Domingo and Bradley (2018),
the application of the recent technologies on the educational institutions have significantly
reduced communication gaps by 23% as per the surveys conducted in two UK based universities.
It has been observed from the study conducted by Jantjies, Moodley and Maart (2018) that the
application of VR in the educational setting has helped in eradicating the language barriers
among the students and the teachers in the classrooms which naturally encouraged integration
and engagement in the different activities. Therefore, the current study will be analyzing the
di8fferent roles that are played by the VR in the educational institutions and the manner in which
the same is enabling the organizations in improving the service quality.
Summary
The growing technological innovations have assisted in improving the performance of the
different organizations. In this connection, the development of the VR has significantly
supported in improving the communication and integration of the students. It has also supported
in improving the experience of the students in diversified classroom situations. The research will
be conducted with the purpose of identifying the nature of VR and the manner in which it
supports the educational institutions in improving the service proposition while adhering to the
dynamic needs of the students.

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Review of the Literature
Brief history
VR or Virtual Reality emerged from a concept of creating realistic three-dimensional
image for assisting the humans in perceiving the same as real. According to Cook et al., (2019),
the concept of VR specifically enables the users in empowering their communicability while
operating from distant locations. The growth of the VR can be traced back to the last decade, as a
tool of improving the rate of operations and communication with the purpose of improving the
communicational aspects. Vesisenaho et al. (2019) opined that Virtual reality or existence
specifically enabled people in communicating and holding discussion with others from different
locations while creating an environment. However, Cook and Lischer-Katz (2019) observed in a
later study that the concept of VR acted more than a meager tool of communication for the
people as the technology also helped in developing a virtual environment through a hologram.
Earlier most of the educational organizations faced significant concerns in reaching out to
diverse range of cultural backgrounds and students which curtailed an integrated learning
experience for the students. It has been observed that most of the students encountered
significant concerns whole communicating with the supervisors or the professors resulting
communication lags.
Moreover, the absence of effective visualizations and simulations have affected the
capability of the teachers in making the students understand the critical and complex design of
subjects that might require practical understanding of phenomenon like Physics or mechanics.
According to Elliman, Loizou and Loizides (2016), the absence of effective visualizations affect
the capability of the students in conceiving the idea on the different practical activities. In this
connection, the educational institutions have continuously felt the necessity of a technology that

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would create a different 3D environment. Therefore, the development of the VR technologies
particularly adhered to the needs of the students in conceptualizing the subject area while
focusing towards improving their learning experience in the educational institutions.
Review
The development of different technologies is specifically focused towards easing any
activity. In this connection, VR (Virtual Reality) played a major role in empowering a drastic
change in the educational setting. It has been observed that most of the students have been facing
significant concerns in conceiving the complex ideas that are devised in the practical based
subjects like physics, geography or the like. According to Papanastasiou et al. (2019) , the
educational organizations implemented different changes in the teaching process with the
purpose of improving the learning experience of the students. The development of the audio-
visual facilities has significantly contributed to the experience that the educational organizations
aimed at providing to the students.
However, it has been observed that the audio visual effects created only a 2D effect
which was insufficient for contributing to the cognition of the students. Cooper and Thong
(2018) observed in a research that more than 67% of the students from different cultures were
perceived to encounter challenges in identifying and recognizing the practical subjects due to
insufficient visualization effects. Moreover, Makransky, Terkildsen, T. and Mayer (2019)
observed that the absence of communication in distance based learning affected the capability of
the educational institutions in providing the students with the expected experience of learning
while operating in the different markets. The specific impacts have affected the capability of the
educational organizations in providing adequate support and guidance to the students while
improving their experience while gaining standard knowledge.

5VR AND EDUCATIONAL INSTITUTIONS
According to Rivas, Valdivieso and Rodriguez (2020), the different modifications in the
technological aspects that were undertaken by the educational organizations was based on the
needs of improving the learning experience of the students. In this connection, the development
of VR has significantly supported the educational organizations in improving the overall learning
experience of the students while providing with better opportunities of developing their cognition
on complex subjects. Hollett et al., (2020) observed that the change in the approach of the
curriculum from theoretical knowledge to practical knowledge among the students have added to
the complications of the different subjects. Moreover, Ijaz, Bogdanovych, and Trescak (2017)
opined that the development of different merging technologies focused towards easing the
activities while increasing the effectiveness of the business operations. Therefore, most of the
educational organizations took the initiative of developing their capabilities on the VR
technologies with the objective of providing the students with a better virtual environment and
learning experience in 3D visualization.
According to Cook, and Lischer-Katz (2019), the different learning activities are
specifically enabled through conceptualization of the ideas. In this connection, the VR
technologies support the educational institutes in providing the students with a virtual
environment with projections or models that can be manipulated and interacted with. The
improved technology thereby supported most of the organizations in improving the service
delivery process to the students while ensuring their nurture and growth. However, Doming and
Bradley (2018) observed that VR is still an emerging concept which requires developments, and
wit lower scale of knowledge on VR among the educational institutions’ authorities might affect
the capability of the same in implementing the new technologies. Moreover, Elliman, Loizou
and Loizides (2016) observed that the VR technology requires higher costs which might affect

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the affordability rates of the organizations. However, it is quite clear that the application of VR
in the educational setting would allow the organization in improving the learning experience of
the students. Again, the VR would help in providing the students with interactive content and
models for easing the complications of the practical tasks that are associated with their
curriculum modules. Therefore, the development of VR in the educational organizations would
specifically allow the institutions in providing the students with interactive 3D visualizations for
easing the complicated and practical subject areas.
Apart from 3D visualizations VR also enables the educational organizations in
empowering the confidence of the students while encouraging their integration in the class. The
virtual yet interactive class environment is specifically liked by the students as it provides them
with scope of freely communicating and clarifying their doubts. According to Hollett et al.,
(2020) , the implementation of VR in different educational organizations, offering distance
learning courses, to diverse range of cultures, would allow in improving their skills of
interaction. Moreover, Ijaz, Bogdanovych and Trescak (2017) opined that the VR allows an
organization in providing the users with a virtual environment for the clear identification of the
different discussed aspects while operating as per the common goals of the organization. The
virtual environment assisted the educational institutions in providing the students with a better
understanding of the different characteristics of the learning attributes while facilitating sound
interaction.
The interactions on the basis of VR through control devices and headphones have
enabled in integrating the students from different cultures and races in a single class. According
to Cooper and Thong (2018), the students require a platform for communication while being
educated through online or distance learning courses. In this connection, the VR implementation

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have encouraged the educational institutions in empowering the online learning courses with the
purpose of improving the rate of operations of the venture while operating as per the common
needs of the students. It has been observed that effective communication and collaboration
between the students enables the same in improving the knowledge on a subject area. In this
connection, VR specifically contributed in devising effective communicational and interactive
practices with the purpose of clarifying the doubts of the students while integrating their efforts
towards gaining a common understanding of the subject area. Elliman, Loizou and Loizides
(2016) observed that the integrated classes and effective collaboration between the teachers and
the students through the use of virtual environment and space would allow the educational
organizations in upgrading the service delivery process as per the changing needs of the students.
Therefore, the implementation of VR in the educational organization plays an important role in
improving the quality of the educational service deliveries while adhering to the common needs
of the students.

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Methods
Purpose
The methodology is aimed towards identifying the different activities that might be
considered while collecting the data for the current study. In this connection, most of the
researchers who have studied the role of VR in the educational organizations have considered
qualitative interview sessions with the institution authorities that are backed with literature. The
purpose of the interviews was together an in-depth knowledge on the role played by VR in
improving the service propositions in the educational institutions.
Study Design
The current research will be conducted through the utilization of qualitative interview
session with the explanatory research design. The interviews will be conducted with the
authorities in the educational institutions and their responses would be gathered and analyzed for
identifying the outcome. The implementation of the explanatory research design is aimed
towards identifying the causal relationship between the variables, role of VR and the impact of
the same on the services that are delivered by he educational institutions.
Population and Sample
The sample population of respondents for the interview session would be chosen through
the utilization of convenience sampling plan. 6 respondents would be chosen from among the
group of authorities and professors from three renowned educational organizations in the region.
The convenience sampling would be facilitated as it would allow in interviewing the widely
available respondents that are voluntarily participating in the data collection, which would
significantly support in improving the research design.

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Investigative Techniques
The current research’s data will be gathered through the utilization of semi-structured
interview questions which would be posed to the respondents and their responses would be
gathered spontaneously for analysis. The use of semi-structured interviews would support in
improving the quality of the responses while maintaining spontaneity in modifying the questions
as per the responses of the respondents.

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References
Domingo, J. R., & Bradley, E. G. (2018). Education student perceptions of virtual reality as a
learning tool. Journal of Educational Technology Systems, 46(3), 329-342.
Cook, M., Lischer-Katz, Z., Hall, N., Hardesty, J., Johnson, J., McDonald, R., & Carlisle, T.
(2019). Challenges and Strategies for Educational Virtual Reality. Information
Technology and Libraries, 38(4), 25-48.
Vesisenaho, M., Juntunen, M., Häkkinen, P., Pöysä-Tarhonen, J., Fagerlund, J., Miakush, I., &
Parviainen, T. (2019). Virtual reality in education: Focus on the role of emotions and
physiological reactivity. Journal of Virtual Worlds Research, 12(1).
Cook, M., & Lischer-Katz, Z. (2019). Integrating 3D and Virtual Reality into Research and
Pedagogy in Higher Education. Beyond Reality: Augmented, Virtual, and Mixed Reality
in the Library, 69-85.
Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and
augmented reality effects on K-12, higher and tertiary education students’ twenty-first
century skills. Virtual Reality, 23(4), 425-436.
Cooper, G., & Thong, L. P. (2018). Implementing Virtual Reality in the Classroom: Envisaging
Possibilities in STEM Education. In STEM Education: An Emerging Field of Inquiry (pp.
61-73). Brill Sense.
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a
science lab simulation causes more presence but less learning. Learning and
Instruction, 60, 225-236.

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Rivas, Y. C., Valdivieso, P. A. V., & Rodriguez, M. A. Y. (2020). Virtual reality and 21st
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sciences, 7(1), 37-44.
Hollett, T., Luo, S., Turcotte, N., Ramsay, C., Stubbs, C., & Zidik, Z. (2020). Moments of
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Ijaz, K., Bogdanovych, A., & Trescak, T. (2017). Virtual worlds vs books and videos in history
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Elliman, J., Loizou, M., & Loizides, F. (2016, September). Virtual reality simulation training for
student nurse education. In 2016 8th International Conference on Games and Virtual
Worlds for Serious Applications (VS-Games) (pp. 1-2). IEEE.
Jantjies, M., Moodley, T., & Maart, R. (2018, December). Experiential learning through virtual
and augmented reality in higher education. In Proceedings of the 2018 International
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