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Essay / Research Paper Abstract
This 15 page paper discusses the use of virtual reality in schools. Following an introduction that includes comments about virtual reality and the two basic ways humans have to learn, the writer reports opinions on the benefits of virtual reality as well as how it has been used in some schools. A summer pilot program in an elementary and high school using the headsets and gloves is reported with the types of subjects virtual reality was used for. Two other programs using 3D virtual reality are explained. A case study using a Web-based virtual reality application for college students is described with the outcomes. Bibliography lists 8 sources.
Page Count:
15 pages (~225 words per page)
File: MM12_PGVRed.rtf
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Unformatted sample text from the term paper:
have large headset devices and gloves on and are attached to some sort of computer device. The user is in another world, one where he or she can see more
than one normally sees. There is more depth and more peripheral vision than many people see through their own eyes. This person has entered a virtual world, another place.
People who experience this report a sense of being someplace else (Winn, 1993). Winn reports the sense of being in another place is "a phenomenon known as cognitive presence" (Winn,
1993). The term virtual reality was coined in the 1980s and the research on this technology has been primarily in the entertainment, computer gaming and defense industries (Dean, n.d.). We
basically have two ways of knowing the world, from our own direct experience and by reading or hearing how others describe it (Winn, 1993). First-person experiences are the result of
our interactions with the world, which are personal and subjective and often tacit because we do not always know that we know something (Winn, 1993). Third-person knowledge is vicarious in
that we gain the knowledge through someone elses direct experience (Winn, 1993). Third-person knowledge is symbolic, first-person knowledge is not (Winn, 1993). We now have another way to gain
knowledge of the world, through virtual reality (Winn, 1993). Immersion in a virtual world allows the user to cross over any number of boundaries and barriers to learning (Winn, 1993).
Virtual reality allows the user to become immersed in another world and to gain direct experience and knowledge of it (Winn, 1993). From these experiences, we can gain the kind
of knowledge that could previously be gained only from direct, first-hand experience (Winn, 1993). The knowledge becomes personal (Winn, 1993). We then construct knowledge from our own personal experience (Winn,
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