How Virtual Reality Is Changing the Future of Learning in K-12 and Beyond: Using Needs-Affordances-Features Perspective

Abstract

The integration of digital tools into alternative education strategies presents a potentially rich area of practical research. Non-traditional learning opportunities are multiplying and gaining widespread implementation due to their efficacy in fostering student engagement with course materials. Immersion tools such as Virtual Reality (VR) educational experiences have received significant attention as potential replacements or complements to existing multimedia educational tools given their increasing affordability and demonstrated value in fostering greater soft skills in students, such as critical thinking and community engagement. In light of the practical value of leveraging VR for alternative education, this study investigates five sampled VR experiences to determine their potential usefulness as teaching aids. Using the Needs, Affordances, and Features (NAF) framework, this research compares and contrasts five fully-immersive VR programs and analyzes the intersection of Needs, Affordances, and Features in each to determine their value in addressing gaps in current alternative education platforms. This study finds that fully immersive VR educational features enable multiple affordances for Teacher Users, Student Users, and both that fulfill specific experiential needs for each group. As such, these VR programs do address needs left unmet by traditional educational tools and underfunded institutions. Further, the inclusion of fully immersive VR tools in educational plans may help address gaps in content creation, distribution, and assessment that are presented by current alternative educational strategies. Therefore, a NAF framework might be implemented for use by VR developers, education professionals, and researchers to determine the potential of a given VR experience for meeting the needs of students and teachers pursuing alternative education strategies.