The goal of study is examine the effect of visual reality (VR) headsets in high school classroom in terms of test scores and class attendance. The result of the study will allow school teachers and administrators to make rational decision on whether VR headsets should be implemented in the classroom and what impacts can be expected from this implementation.
Although many studies have been conducted on implementing digital products including computers, cell phones and iPads into educational settings, there is little investigation regarding the incorporation of VR headsets in classroom teaching and student learning.
I hypothesize that VR headsets will introduce some new teaching methods and help students to be more focused on the teaching materials in high school. In addition, I predict that some students may be distracted by animating effects and some teachers might need some time before fully mastering the instruction of the products. All these changes can be recorded and analyzed in the form of variance in test scores and class attendance.
A VR headset is a head-mounted device that allows wearers to have an interactive experience in a simulated environment generated by the computer. The headset incorporates auditory and visual feedback to stimulate users physical presence in a virtual or imaginary environment. The device has been widely used in video games, medical and military training.(Satava 276)
Previous studies have been abundant in investigating the application of many digital products in education, including computers, cell phones and iPads. For example, Brewer (658), based on his own teaching experience, shows that computer-based teaching can be an effective tool to change students from passive recipients to active learners. Jonassen et al (26) observe that the computer shows value in “boosting students’ reflection” on what they have learnt and disseminating information. However, both Brewer (658) and Jonassen et al (26) stress that practitioners need to be cautious about the increasing possibility of academic dishonesty and off-task activities. In addition to the computer, researchers also attempt to explore the implementation of cellphones in classroom instruction. Some research show a positive result in increasing participation, more reflection and more accurate academic assessment (Engel and Tim 42). While some more recent studies tend to take a cautious stance, describing cellphone as a tangible threats to school and an incentive to cyberbullying and easier cheating (Robinson et al. 6). Released in 2010, iPads have constantly draw attention from both the public and academia. Curry et al. (58) conduct a four-year investigation on the long-term effect of implementing iPads. The result does not show a strong correlation between student’s academic achievement and the program. Meanwhile, there are some positive and interesting findings that although students start with a strong interest in the need to use iPads for leisure and entertainment, the majority of students quickly abandon it and use their iPads mainly for educational purposes (Gasparini and Alma 206). These research provides good reasons for further study on new digital inventions including VR.
Little research have been conducted on investigating the effects of VR headsets in teaching scenarios. Knowing the positive impacts of its implementation and potential risks will allow teachers and school administrates to make better decision on whether this device can take a place in the classroom.
The study will include 50 teenagers age 16-17, each of whom will be provided a VR headset that can only used in the classroom. In order to qualify for the study, all participants except those in the control group will have to fill in a form which ensures that they will obey some basic rules and policies of this study. There will be a same number of teengagesr in the control group.
The study will take place in T high school. It is chosen because of its cultural diversity and poor academic performance in the district. And students there typically lack sufficient financial support from family to afford a VR headset before the study.
The study will begin in the spring semester before each participant including teachers and students receiving trainings on how to use the digital products. And the support from the company will not stop to ensure all participants will receive instant feedback if they have any trouble in using the VR headsets.
During the whole semester, teachers will be encouraged to use VR headsets in many teaching scenarios under the guidance of trainers. The methods and time spent on each of them will be accurately recorded to ensure that students both in the research group and control group receive the same amount and same method of training. Meanwhile, students in the control group will follow the non-VR instruction and receive the same teaching curriculum. At the conclusion of this semester, test scores and class attendance will be analyzed and compared to the control group to find if there is any statistical difference.
The result of the study will discover how VR headset will change the the traditional teaching and learning experience. In addition, this study’s results can encourage researchers to pay more attention to how technology reshape the high school teaching methods . Besides, VR headsets manufacturers and businessmen can refer to the results and make business decision on whether they should continue investing in developing VR equipments to boost partnership with educational institutions. Teachers and school administrators can make rational decision about the its implementation.
Brewer, Carol. “Computers in the Classroom: How Information Technology Can Improve Conservation Education.” Conservation Biology, vol. 17, no. 3, 2003, pp. 657–660.
Curry, John H., et al. “Four More Years? A Longitudinal Study of One High School’s 1:1 IPad Implementation.” TechTrends, vol. 63, no. 1, 2018, pp. 53–61.
Engel, George, and Tim Green. “Cell Phones in the Classroom: Are We Dialing up Disaster?” TechTrends, vol. 55, no. 2, 2011, pp. 39–45.
Gasparini, Andrea, and Alma Culen. “ The iPad in a classroom: a cool personal item or simply an educational tool?” TechTrends, vol.72 , no. 3, 2013, pp.204-209.
Jonassen, David H., et al. “Computers as Mindtools for Engaging Learners in Critical Thinking.” TechTrends, vol. 43, no. 2, 1998, pp. 24–32.
Robinson, LeAnne, Abbie Brown, and Tim D. Green. Security vs. access: Balancing safety and productivity in the digital school. International Society for Technology in Education, vol. 66, no. 6, 2010, pp. 12-20
Satava, Richard M. “Medical applications of virtual reality.” Journal of Medical Systems 19.3 (1995): 275-280.
Grant: Advanced Technological Education (ATE) program
I choose this grant because ATE programs mainly focuses on the high-technology that would innovate the classroom. It has a particular interest in partnerships between academic institutions and industry to promote improvement in secondary school levels. Historical records how that it has supported study on curriculum development, digital classroom which are the same with my research topi.
Description of the Grant:
After reviewing some research proposals, I found that most of them employ the following rhetorical strategies.
Structure-the structure of abstract, project description, methods, budget description, data analysis is generally used by the proposal. This structure helps readers to effectively reach for the sufficient information needed before diving into a detailed reading.
Statistics-most proposal is data-oriented that it incorporates sufficient amount of statistics that help to account for the procedure and results of the study.
Tone- all proposals use a formal style of language which help to build the authority and credibility of the research.
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