In an excerpt from MegaTech, a book discussing the effect of future technological advancements on humanity, author Daniel Franklin inserts an essay by Leo Mirani titled “Personal technology gets truly personal.” In this article, Mirani argues that the blend of real and digital realities encourages the world of 2050 to become personalized, stating “as the real and virtual worlds become increasingly intertwined, digital technology will penetrate ever deeper into our lives,” (Mirani, p. 141). Various recent developments, specifically in the category of education, agree with Mirani’s statement as technology personalizes to all individuals, classrooms, departments, countries, and higher education. Studies regarding recent technological advancements
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Virtual Reality (VR) offers a solution to institutional obstacles imposed on experiential learning outside of the classroom. Larger class sizes, financial restraints, inadequate online programs, and insufficient disability provisions inhibit students from interacting with essential locations - harming undergraduate students’ retention in geoscience (Natalie Bursztyn, Andy Walker, Brett Shelton, and Joel Pederson, p. 1). Unable to fund a trip to the Grand Canyon and curiosity about the effectiveness of augmented reality led scientists to test the benefits of a mobile augmented reality app of the Grand Canyon for students in a geoscience class. Overall, the students learning the VR had similar or better test scores compared with the results of “other teaching methods.” (Natalie Bursztyn, Andy Walker, Brett Shelton, and Joel Pederson, p. 7). The study provides evidence that augmented realities and true realities produce similar results in education. Discovering that augmented realities can act as sufficient teachers is essential – they provide students with crucial experiential learning experiences in a reasonable, cost-effective way that personally adapts to not only the educational program but individually modified to each student’s needs. With mobile technology, no educational institution has the …show more content…
Higher education will get more personal as students can receive individualized lessons and feedback through the attention a virtual program can provide. A study found that Pharmacology Inter-Leaved Learning Virtual Reality (PILL-VR), a non-immersive virtual reality program for nursing students to learn how to administer medication, found that the online program was more successful in teaching the students administration then the classroom setting, demonstrated by “significantly higher conceptual and procedural knowledge learning gains,” (Ilana Dubovi, Sharona T. Levy, and Efrat Dagan, p. 16). Lectures provide students with static scenarios, while VR provides students with interactive scenarios - personally teaching through individualized mistakes that the student makes and provides suitable alternatives in the VR simulation. Not only is PILL-VR beneficial to the student, but also the institution as the program offers a financially viable solution to field experience. In an even broader sense, “This study contributes to the professional education field by suggesting that a VR may providing greater access to practice opportunities in higher education, bridging the gap between the formal and practical learning of professionals, a crucial step in developing students' expertise,” (Ilana Dubovi, Sharona T.
Virtual Reality (VR) offers a solution to institutional obstacles imposed on experiential learning outside of the classroom. Larger class sizes, financial restraints, inadequate online programs, and insufficient disability provisions inhibit students from interacting with essential locations - harming undergraduate students’ retention in geoscience (Natalie Bursztyn, Andy Walker, Brett Shelton, and Joel Pederson, p. 1). Unable to fund a trip to the Grand Canyon and curiosity about the effectiveness of augmented reality led scientists to test the benefits of a mobile augmented reality app of the Grand Canyon for students in a geoscience class. Overall, the students learning the VR had similar or better test scores compared with the results of “other teaching methods.” (Natalie Bursztyn, Andy Walker, Brett Shelton, and Joel Pederson, p. 7). The study provides evidence that augmented realities and true realities produce similar results in education. Discovering that augmented realities can act as sufficient teachers is essential – they provide students with crucial experiential learning experiences in a reasonable, cost-effective way that personally adapts to not only the educational program but individually modified to each student’s needs. With mobile technology, no educational institution has the …show more content…
Higher education will get more personal as students can receive individualized lessons and feedback through the attention a virtual program can provide. A study found that Pharmacology Inter-Leaved Learning Virtual Reality (PILL-VR), a non-immersive virtual reality program for nursing students to learn how to administer medication, found that the online program was more successful in teaching the students administration then the classroom setting, demonstrated by “significantly higher conceptual and procedural knowledge learning gains,” (Ilana Dubovi, Sharona T. Levy, and Efrat Dagan, p. 16). Lectures provide students with static scenarios, while VR provides students with interactive scenarios - personally teaching through individualized mistakes that the student makes and provides suitable alternatives in the VR simulation. Not only is PILL-VR beneficial to the student, but also the institution as the program offers a financially viable solution to field experience. In an even broader sense, “This study contributes to the professional education field by suggesting that a VR may providing greater access to practice opportunities in higher education, bridging the gap between the formal and practical learning of professionals, a crucial step in developing students' expertise,” (Ilana Dubovi, Sharona T.