The aim of the lesson is to take a virtual tour of selected sites using virtual reality glasses. Virtual reality and questionnaires are used to measure students’ motivation, cooperation, social skills, activity, perception and short-term memory in different subjects compared to a normal learning situation.
| Creator | Mikko Muilu |
| Subject | Geography, biology, science, environmental science, technology |
| Length | 45 minutes |
| Pedagogical Approach | Learning by doing, learning with technology |
| Competences | Objectives of the exercise • Students understand the basic concept of virtual reality • Students will be able to test virtual reality • Students will have different experiences of virtual reality • Students will be able to explore cultural sites in different countries • Students will learn to identify the most famous cultural sites • Students will be exposed to different geographical environments • Students will be able to see different vegetation zones • Students will be able to observe and identify animals |
| Grades | Students aged 9-12. |
| Technologies | Smartphone with YouTube/Expeditions (possibly also Google VR services). Virtual reality glasses. Enough space in the classroom. |
How is Google Cardboard assembled? Students work independently. Each student will be given a virtual reality glass to assemble, with a smartphone inserted inside. The smartphone is used to display 3 different virtual reality scenarios.
IMPORTANT!
It is possible that students start to feel sick, when using VR-glasses. They have to be warned about this and adviced to stop using glasses if they feel uncomfortable. Students should also sit down while using glasses to prevent any physical damage to them.
Students are instructed how to assemble the virtual reality glasses. At the same time, they are briefly explained how these virtual reality glasses work and what virtual reality is. The virtual reality glasses to be assembled require a smartphone from which the material is displayed. These should be provided by the students themselves or by school. It should therefore be considered at the outset that each participating pupil should have access to a suitable smartphone. The necessary time should be set aside for assembling and adjusting the glasses. The glasses may cause nausea, so pupils should be reminded that they can stop watching at any point if they feel uncomfortable.
The material consists of 3 different virtual reality scenarios in which the students have to observe their environment. The teacher will distribute links to the phones to the students and make sure that everyone can access the materials. Students do not have to start watching the video at the same time. After the materials, students can discuss for a while, but preferably only after everyone has watched the video. Once all the materials have been viewed, a final discussion and questionnaire will be held.
Exercise 1
Virtual trip to a foreign environment.
Antarctica: https://www.youtube.com/watch?v=XPhmpfiWEEw
Pupils observe their environment to the beat of a video. The students have no control over the rhythm or movement of the video.
Discussion
What animals did you see in the video?
How did you feel about virtual reality? Students can share their quick opinions on what it was like on the devices in question. What was great? What was bad?
Exercise 2
Virtual teaching material. Students observe their environment in a virtual teaching space with the possibility to open information points. This allows students to look at information on different sites.
https://poly.google.com/u/1/view/choAUTuvuf7 Seven new wonders of the world
Students have about 15min to go through the material.
Discussion
How did your perception of virtual reality change as you interacted with the environment? Pupils can share quick opinions on what it was like on the devices in question. What was great? What was bad? After the interactive material, a quick and short quiz could also be held on the information shown in the material.
What is not one of the seven new wonders of the world?
- The Great Wall of China
- Empire State Building
- Machu Picchu
In which country is the Taj Mahal located
- India
- China
- Indonesia
In which country is the Colosseum located?
- Spain
- Italy
- France
What was the Great Wall of China built for?
- To defend against invasions
- As a tourist destination
- As a tourist attraction
Who built the temple city of Chichén Itzá?
- The Indians
- Mohawks
- Mayans
In which vegetation zone is the Jordanian Petra located?
- Tundra
- Desert
- Rainforest
Which statue is located at the top of a mountain next to Rio de Janeiro?
- Statue of Liberty
- Statue of Christ
- Moai Statue
Exercise 3
https://www.youtube.com/watch?v=nzNiAY7c5wg Around the Planet in 2 minutes
A virtual trip to a fun, fast-paced environment (Lapland, roller coaster, car). Pupils observe their environment to the beat of a video. The student has no control over the rhythm or movement of the video.
Discussion
How did your perception of virtual reality change as you moved in the environment? Pupils can share quick opinions on what it was like on the devices in question. What was great? What was bad? After the material, a quick and short quiz could also be held on the information shown in the material.
What animals were in the video?
- Bear
- Cat
- Shark
- Dolphin
- Dog
- Panda
Which of the seven new wonders of the world were seen in the video?
- Machu Picchu
- Statue of Christ
- The Great Wall of China
- Chichén Itzá
- Colosseum
- Taj Mahal
Final discussion/questionnaire:
Students could be asked which of the scenarios came to mind. Which of the videos was the best and why? How did the pacing affect the feel of the virtual reality? Finally, a short final questionnaire would be held. Students are free to answer.
