4 STEM Tools That Turn Students’ Curiosity Into Real Learning
Five Ethical Considerations For Using Virtual Reality with Children and Adolescents
3 Free Virtual and Augmented Reality Apps for the Classroom
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While that's partly true, studies suggest that curiosity has a deeper impact on learning. Scientists at the University of California, Davis found that \u003c/span>\u003ca href=\"https://www.scientificamerican.com/article/curiosity-prepares-the-brain-for-better-learning/\">\u003cspan style=\"font-weight: 400\">brain activity increased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when participants were more curious about certain questions, resulting in greater quick recall as well as long-term memory. For teachers, this means students' curiosity might be harnessed to promote more meaningful learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What's most meaningful about curious exploration is the path, not the destination; STEM educators in particular have long valued inquiry- and project-based approaches that support this. But it's up to teachers to help students realize that while technology can make the discovery process easy, finding an answer from an internet search tends to be much less satisfying than the struggle it took to get there. The good news is that student curiosity isn't in short supply, and while some students seek understanding more than others, all have the ability to push the limits of what is known. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to get students exploring the big and small with virtual reality and augmented reality, making and coding their own inventions, and collecting real-time data from household objects to help channel kids’ curiosity for the world into deep learning.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/lifeliqe\">\u003cimg class=\"alignleft wp-image-50487\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/lifeliqe-1.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/lifeliqe\">\u003cb>Lifeliqe\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s so much to explore with this tool that contains tons of interactive 3D models. Students will find models spanning a variety of subjects and topics, including prehistoric mammals (science), a dodecahedron (geometry), or Stonehenge (culture). Besides letting students rotate or zoom in on models that peak their interest, teachers can guide students to use the augmented reality feature to take pictures of the models with real-life or student-constructed backgrounds. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/the-pocketlab\">\u003cimg class=\"alignleft wp-image-50488\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/pocketlab.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cbr>\n\u003ca href=\"https://www.commonsense.org/education/app/pocketlab\">\u003cb>PocketLab\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">With PocketLab, \u003c/span>\u003cspan style=\"font-weight: 400\">a small wireless sensor pairs with your device to collect data such as acceleration, pressure, magnetic field, and temperature in real time. While there are lesson plans on the site that introduce students to engineering and other STEM topics, let kids come up with a question they want to answer. They can strap the sensor to the leg of a gymnast, place it inside a soccer ball, or attach it to a bicycle wheel, \u003c/span>\u003ca href=\"http://support.thepocketlab.com/blog/newton-s-first-and-second-laws-of-motion-with-rockets\">\u003cspan style=\"font-weight: 400\">rocket\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"http://support.thepocketlab.com/blog/experiment-17-ceiling-fan-in-winter\">\u003cspan style=\"font-weight: 400\">ceiling fan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blade. Then, watch the student-driven learning happen.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/sam-edu\">\u003cimg class=\"alignleft wp-image-50489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/sam_labs_icon.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/sam-edu\">\u003cb>SAM Edu\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">SAM blocks include buttons, dc motors, LED lights, and more that can be programmed with drag-and-drop commands for sound, color, behavior, etc. Students will be designing and building things, practicing engineering skills, and engaging in imaginative play. Some students will relish the chance to create at their whim. However, teachers can create more meaningful experiential learning tasks by having students design a product that solves a problem at home, at school, or in the community.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/expeditions\">\u003cimg class=\"wp-image-50490 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/expeditions_0.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/expeditions\">\u003cb>Expeditions\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students will get lost in these virtual reality field trips. Each expedition is made up of various scenes that include 360-degree panoramas and 3D images, and take students from under the sea to outer space. Handy travel guides and Google Cardboard viewers make students feel like real explorers and provide needed context. Once kids have spent time investigating on their own, have them work together to create their own AR or VR experience with tools like \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/cospaces-edu\">\u003cspan style=\"font-weight: 400\">CoSpaces Edu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/metaverse\">\u003cspan style=\"font-weight: 400\">Metaverse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Tools like Expeditions, SAM and Lifeliqe connect kids to the greater world using augmented and virtual reality, while PocketLabs allows students to collect data for scientific experiments. ","status":"publish","parent":0,"modified":1521742978,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":578},"headData":{"title":"4 STEM Tools That Turn Students’ Curiosity Into Real Learning | KQED","description":"Tools like Expeditions, SAM and Lifeliqe connect kids to the greater world using augmented and virtual reality, while PocketLabs allows students to collect data for scientific experiments. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"4 STEM Tools That Turn Students’ Curiosity Into Real Learning","datePublished":"2018-03-22T18:22:58.000Z","dateModified":"2018-03-22T18:22:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50486 https://ww2.kqed.org/mindshift/?p=50486","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/22/4-stem-tools-that-turn-students-curiosity-into-real-learning/","disqusTitle":"4 STEM Tools That Turn Students’ Curiosity Into Real Learning","nprByline":"\u003ca href=\"https://www.commonsense.org/education/\">Danny Wagner, Common Sense Education\u003c/a>","path":"/mindshift/50486/4-stem-tools-that-turn-students-curiosity-into-real-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">To some, curiosity suggests actively seeking out challenges and new experiences. While that's partly true, studies suggest that curiosity has a deeper impact on learning. Scientists at the University of California, Davis found that \u003c/span>\u003ca href=\"https://www.scientificamerican.com/article/curiosity-prepares-the-brain-for-better-learning/\">\u003cspan style=\"font-weight: 400\">brain activity increased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when participants were more curious about certain questions, resulting in greater quick recall as well as long-term memory. For teachers, this means students' curiosity might be harnessed to promote more meaningful learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What's most meaningful about curious exploration is the path, not the destination; STEM educators in particular have long valued inquiry- and project-based approaches that support this. But it's up to teachers to help students realize that while technology can make the discovery process easy, finding an answer from an internet search tends to be much less satisfying than the struggle it took to get there. The good news is that student curiosity isn't in short supply, and while some students seek understanding more than others, all have the ability to push the limits of what is known. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to get students exploring the big and small with virtual reality and augmented reality, making and coding their own inventions, and collecting real-time data from household objects to help channel kids’ curiosity for the world into deep learning.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/lifeliqe\">\u003cimg class=\"alignleft wp-image-50487\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/lifeliqe-1.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/lifeliqe\">\u003cb>Lifeliqe\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s so much to explore with this tool that contains tons of interactive 3D models. Students will find models spanning a variety of subjects and topics, including prehistoric mammals (science), a dodecahedron (geometry), or Stonehenge (culture). Besides letting students rotate or zoom in on models that peak their interest, teachers can guide students to use the augmented reality feature to take pictures of the models with real-life or student-constructed backgrounds. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/the-pocketlab\">\u003cimg class=\"alignleft wp-image-50488\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/pocketlab.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cbr>\n\u003ca href=\"https://www.commonsense.org/education/app/pocketlab\">\u003cb>PocketLab\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">With PocketLab, \u003c/span>\u003cspan style=\"font-weight: 400\">a small wireless sensor pairs with your device to collect data such as acceleration, pressure, magnetic field, and temperature in real time. While there are lesson plans on the site that introduce students to engineering and other STEM topics, let kids come up with a question they want to answer. They can strap the sensor to the leg of a gymnast, place it inside a soccer ball, or attach it to a bicycle wheel, \u003c/span>\u003ca href=\"http://support.thepocketlab.com/blog/newton-s-first-and-second-laws-of-motion-with-rockets\">\u003cspan style=\"font-weight: 400\">rocket\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"http://support.thepocketlab.com/blog/experiment-17-ceiling-fan-in-winter\">\u003cspan style=\"font-weight: 400\">ceiling fan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blade. Then, watch the student-driven learning happen.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/sam-edu\">\u003cimg class=\"alignleft wp-image-50489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/sam_labs_icon.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/sam-edu\">\u003cb>SAM Edu\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">SAM blocks include buttons, dc motors, LED lights, and more that can be programmed with drag-and-drop commands for sound, color, behavior, etc. Students will be designing and building things, practicing engineering skills, and engaging in imaginative play. Some students will relish the chance to create at their whim. However, teachers can create more meaningful experiential learning tasks by having students design a product that solves a problem at home, at school, or in the community.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/expeditions\">\u003cimg class=\"wp-image-50490 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/expeditions_0.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/expeditions\">\u003cb>Expeditions\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students will get lost in these virtual reality field trips. Each expedition is made up of various scenes that include 360-degree panoramas and 3D images, and take students from under the sea to outer space. Handy travel guides and Google Cardboard viewers make students feel like real explorers and provide needed context. Once kids have spent time investigating on their own, have them work together to create their own AR or VR experience with tools like \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/cospaces-edu\">\u003cspan style=\"font-weight: 400\">CoSpaces Edu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/metaverse\">\u003cspan style=\"font-weight: 400\">Metaverse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50486/4-stem-tools-that-turn-students-curiosity-into-real-learning","authors":["byline_mindshift_50486"],"categories":["mindshift_195"],"tags":["mindshift_335","mindshift_20912","mindshift_20784","mindshift_1040","mindshift_47","mindshift_21004"],"featImg":"mindshift_50824","label":"mindshift"},"mindshift_46103":{"type":"posts","id":"mindshift_46103","meta":{"index":"posts_1591205157","site":"mindshift","id":"46103","score":null,"sort":[1471436319000]},"guestAuthors":[],"slug":"five-ethical-considerations-for-using-virtual-reality-with-children-and-adolescents","title":"Five Ethical Considerations For Using Virtual Reality with Children and Adolescents","publishDate":1471436319,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The tragic events of Sept. 11 live in the American mind as a series of jarring television images: the second plane striking, the billowing smoke, the falling bodies, and the final collapse of the monolithic towers in a thick cloud. Audiences from around the world were glued to their screens as they watched the chaos unfold, left to wonder at the unimaginable horrors experienced by those trapped inside. Little was left to the imagination when, in 2015, a controversial virtual reality simulator titled \u003ca href=\"https://vrperception.com/2015/09/15/846-the-911-virtual-reality-experience/\">\u003cem>08:46\u003c/em>\u003c/a> put users in the perspective of an office worker trapped in the World Trade Center.\u003c/p>\n\u003cp>Supporters of the experience see it as a path towards empathy for the victims and as an immersive recreation of a pivotal historical event. Detractors feel that it is an unnecessary indulgence in horror and tragedy. But where do we draw the line? Is it acceptable to watch real falling bodies on the news, but morally questionable to undertake immersive fictional re-creation? Now that virtual reality (VR) is here, and here to stay, this sticky ethical dilemma is only one of many moral conundrums to come, especially in regard to the use of this revolutionary technology with children and teens. VR may have unprecedented value to education, but that very same power must be managed responsibly.\u003c/p>\n\u003cp>Since humans learned to control fire, technology has proven to be a double-edged sword, and VR is no exception. The same flames that gave us light, warmth and hot meals burned down entire cities. VR is not new; but its use in the past 50 years has been restricted to high tech labs in military, academia and industry. But today the technology has finally reached the masses. \u003ca href=\"https://www.youtube.com/watch?v=wD0bp0r-EpI\">In an address to the VRX conference\u003c/a> in San Francisco, noted game developer and tech wizard, Jesse Schell predicted that over 8 million VR gamer headsets will be sold in 2016. Facebook purchased Oculus Rift, presumably laying the groundwork for a future where friends and family will interact in rich virtual spaces. All the major players, including Microsoft, Sony, Samsung, Google and an HTC and Valve partnership are jostling for the consumer headset market. This means homes and school now have easy access to a technology that, less than a decade ago, seemed limited to the sci-fi realms of \u003cem>Star Trek\u003c/em> and the X-Men.\u003c/p>\n\u003cp>\u003cstrong>Virtual Reality in Schools\u003c/strong>\u003c/p>\n\u003cp>Mark Suter teaches computer science and game design at Elida High School in Elida, Ohio. He’s been experimenting with VR in his classes as part of a project piloted by Seattle-based \u003ca href=\"http://foundry10.org/\">foundry10\u003c/a>, a privately funded research organization that creates partnerships with educators to implement, research and explore the various intersections of emerging technologies and learning, including VR. Suter’s students both evaluate and design content for VR, and the 9/11 experience was available for those who wanted to try it. “I didn’t ask students to participate, but some wanted to try, and a few of those were emotionally moved,” Suter said. “They stated, ‘I knew it happened, but I never thought about what it was like for the people at the office that day. That felt horrible.’ This is both a flag to be watched closely for ethics violations, but also a testament of the platform’s immersion potential.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And the technology’s potential for good is vast. It has already been used to \u003ca href=\"https://www.autismspeaks.org/science/science-news/virtual-reality-training-improves-social-skills-and-brain-activity\">help with autism\u003c/a>, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3949005/\">improve personal financial management\u003c/a>, \u003ca href=\"http://ict.usc.edu/prototypes/pts/\">treat PTSD\u003c/a> and \u003ca href=\"https://www.hitl.washington.edu/projects/vrpain/\">manage pain\u003c/a>. More and more news outlets, including the \u003ca href=\"http://www.nytimes.com/marketing/nytvr/\">New York Times\u003c/a>, are adopting immersive journalism, where news stories \u003ca href=\"http://www.cjr.org/innovations/virtual_reality_journalism.php\">can be experienced through VR\u003c/a>.\u003c/p>\n\u003cp>As an educational tool, VR might prove transformative. \u003ca href=\"https://www.google.ca/edu/expeditions/#how-it-works\">Google Expeditions\u003c/a> allows students to take over 100 virtual journeys from ancient Rome to the surface of Mars. It might also have a big impact on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/20/teaching-social-and-emotional-skills-in-schools/\">social emotional learning\u003c/a> (SEL), as VR’s unique ability to produce empathy recently led Wired magazine to explore its potential as “\u003ca href=\"http://www.wired.com/brandlab/2015/11/is-virtual-reality-the-ultimate-empathy-machine/\">the ultimate empathy machine\u003c/a>”. Addressing a persistent anxiety, Suter used Samsung Gear’s \u003ca href=\"https://www.youtube.com/watch?v=GOle5jN08EA\">Public Speaking Simulator\u003c/a> to successfully prepare a few nervous students for class presentations, reporting they felt “much more calm” during the live delivery.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=GOle5jN08EA\u003c/p>\n\u003cp>Tim Neal, who teaches communication technology at Orangeville District Secondary School in Orangeville, Canada, is also part of the foundry10 project and, like Suter, has implemented VR extensively in his program. He collaborated with English teachers at his school to use \u003cem>Keep Talking and Nobody Explodes,\u003c/em> a playful bomb defusing game that encourages communication and critical thinking. Neal also reports a great deal of success with \u003ca href=\"https://www.tiltbrush.com/\">\u003cem>Tilt Brush\u003c/em>\u003c/a>, a powerful 3-D art creation tool. A talented artist in his class was normally reluctant to share her work, but had a transformative experience using \u003cem>Tilt Brush\u003c/em>. “When I'm using VR all I can see is my artwork, I'm fully immersed,” she said. “I can't see if other people are watching, even though I'm sure they are, and I don't care because I'm in my own world making my own art with no restrictions.”\u003c/p>\n\u003cp>Neal has used \u003cem>Tilt Brush\u003c/em> with Syrian refugees and developmentally delayed students and notes that it “transcends language and ability and has no restrictions with regards to insecurity or ability.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=TckqNdrdbgk\u003c/p>\n\u003cp>Suter is also enthusiastic about \u003cem>Tilt Brush\u003c/em>. “Students described it as having the feeling they had when they were a kid playing in a sandbox, with no stresses or concerns. It was therapeutic,\" Suter said. \"Students that were normally reserved and quiet found that the inhibitions of being embarrassed or doing the wrong thing suddenly vanished. They were moving and creating in the middle of a classroom full of their peers, where five minutes before they would have hesitated to raise their hand to give a response.”\u003c/p>\n\u003cp>\u003cstrong>Ethical Considerations\u003c/strong>\u003c/p>\n\u003cp>These early classroom adoptions are promising, but it might be advisable to test the waters with our virtual toes, before hurling headlong into the digital ocean. Lisa Castaneda, co-founder and CEO of foundry10, tempers her wholehearted belief in the potential for the technology, with a mindful approach towards ethical implementation. “We need to be conscious of the psychological and physiological impacts. It is very easy to say, ‘Oh, the graphics on this one aren't so good; they know it isn't real.’ That is likely true, but the fascinating thing about the brain is that it still responds as if it is real. As educators, we need to be very aware of this and mindful of what experiences we choose to share with students.”\u003c/p>\n\u003cp>The body’s response to the virtual as if it were real is known as \u003cem>the illusion of embodiment\u003c/em>. \u003ca href=\"http://journal.frontiersin.org/article/10.3389/frobt.2016.00003/full\">In a recently published article\u003c/a>, researchers Michael Madary and Thomas K. Metzinger from Johannes Gutenberg University in Germany review a series of ethical considerations when implementing VR. The illusion of embodiment may provide VR’s greatest value to education, but also lies at the heart of its ethical implementation. Madary and Metzinger believe that VR is not just an evolution from television and video game screens, but a revolution that will have an enormous social impact. In their paper, they claim that:\u003c/p>\n\u003cblockquote>\u003cp>VR technology will eventually change not only our general image of humanity but also our understanding of deeply entrenched notions, such as “conscious experience,” “selfhood,” “authenticity,” or “realness.”\u003c/p>\u003c/blockquote>\n\u003cp>The implications, then, are not only social, but drive to the core of our being by affecting the very notions of identity and self-perception.\u003c/p>\n\u003cp>It’s important to remember that many current VR uses in schools, like Google Expeditions, are not interactive VR, but simply 360-degree video experiences. In these cases, students experience immersive 3D pictures or panoramas, but do not deeply interact with the content. The illusion of embodiment is a product of interactive content and motion tracking, where users can alter and affect their environment and engage with others who share their virtual space. Headsets like the Vive and Occulus Rift fall under this latter category, but it won’t be long before most, if not all, consumer oriented VR technology will be completely immersive and interactive.\u003c/p>\n\u003cp>Madary and Metzinger lay out ethical guidelines for VR research, but also make recommendations for everyday public use. Educators and parents should be aware of these before children and adolescents take the plunge, and it’s worth adding that they also apply to adults. These five areas are by no means exhaustive and in some cases they are speculative, but they address some of the more pressing issues to look out for as VR headsets enter day-to-day use.\u003c/p>\n\u003cp>\u003cstrong>1. Long-Term Effects and Prolonged Exposure\u003c/strong>\u003c/p>\n\u003cp>What little research has been undertaken on the psychological and physiological effects of VR has occurred in clinical settings and has only studied short-term use. There is no research on the long-term effects of VR on children, nor on the effects of prolonged exposure. It’s not uncommon for school-aged children and adolescents to spend dozens of hours a week consuming media and playing games, but what will happen when VR goggles are added to the mix? Madary and Metzinger flag addiction, manipulation of agency, unnoticed psychological change and mental illness as some potential hazards of prolonged exposure. This is of particular relevance to youth because their developing minds and bodies may, for better or worse, be deeply susceptible to the power of immersive technology.\u003c/p>\n\u003cp>Presumably, uses in schools would be limited in time and scope, but the availability of high-end gear at home will raise all the same questions about prolonged levels of use and addiction that have dogged the internet, video games and other media, especially since VR is likely to merge with all of the above. Associations like the United States Public Health Service and the American Academy of Pediatrics do not currently have guidelines in regard to VR. In the meantime, parents and teachers should curate content, limit exposure and monitor responses and reactions.\u003c/p>\n\u003cp>\u003cstrong>2. The Impact of Environment on Agency and Behavior\u003c/strong>\u003c/p>\n\u003cp>Research in psychology supports the notion that our surroundings, both social and structural, exert subtle effects on our behavior. Our senses regularly relay environmental cues that inform and affect our attitudes and reactions. This sensitivity to context has been identified in some of the most famous studies in psychology, including the \u003ca href=\"http://www.prisonexp.org/\">Stanford Prison Experiment\u003c/a> and \u003ca href=\"http://www.simplypsychology.org/milgram.html\">Milgram’s obedience experiment\u003c/a>, where participants were unconsciously coerced to apply what they thought were painful electric shocks to fellow participants.\u003c/p>\n\u003cp>This is of enormous consequence to VR, where users operate in immersive artificial environments. As the German researchers note, our day-to-day surroundings are relatively stable, but we don’t really know how our minds and bodies will respond to diverse and rapidly changing virtual worlds, potentially leading to any number of unintended consequences. The results may be positive or negative, but as it stands, research on specifics is scant to non-existent.\u003c/p>\n\u003cp>As our responses are better understood, virtual worlds can be deliberately designed for specific outcome, but this is also ethically loaded. On one hand, environments can be created to encourage empathy, joy, fulfillment and any number of pro-social emotions and outcomes. But where does our true nature end and the engineering of emotions begin? Also, and more nefariously, these contexts can also be manipulated to give users the illusion of being in full control of their decisions, but subtle and unnoticed environmental cues can unwittingly lead us to alter our political and religious views, and open new horizons for commercial exploitation. This, of course, could disproportionately impact children, perennial targets for advertisers due to their susceptibility and the influence they exact on their parents.\u003c/p>\n\u003cp>There is also the danger of what is termed \u003cem>social hallucination\u003c/em>, or the perception that we’re having rich social (albeit virtual) interactions with an avatar guided by artificial intelligence. Again, these false friends can reshape our views and influence how we spend our hard earned dollars.\u003c/p>\n\u003cp>Once again, there is a need to proceed with caution in order to make sure the use of the technology with students and children falls on the side of good. Research, awareness, regulation and monitored use would all prove beneficial.\u003c/p>\n\u003cp>\u003cstrong>3. Aggravating Preexisting Psychological or Emotional Issues\u003c/strong>\u003c/p>\n\u003cp>No two human beings are alike and most people regularly cycle through a wide range of complex emotions and mindsets. Disposition has a significant effect on how individuals receive media, and has complicated studies that explore the effects of media, as content and media will affect different people in different ways at different times. In some cases, VR use might trigger or aggravate preexisting and latent emotional or psychological disorders. For this reason, it is important to screen individuals before subjecting them to VR experiences, and monitor them while the sessions are in progress, as what might be emotionally productive for one may prove devastating to another.\u003c/p>\n\u003cp>It’s also important to contextualize sessions with debriefs and discussions. “A student's past experience and knowledge level also has an impact,” Castaneda said. “Even with things such as being up high in the air, seeing a large creature, or being under water, we've seen situations with students where those triggered anxiety and discomfort. So, although most educators would not put their students in really intense scenarios in VR, from an ethics standpoint, it is really, really important that educators be aware of some of the psychological research.”\u003c/p>\n\u003cp>As previously mentioned, VR has already proven effective in treating PTSD, for one, and will likely be leveraged to produce further mental health benefits. The potential for VR to assist rather than aggravate, however, hinges on its judicious use based on empirical research.\u003c/p>\n\u003cp>\u003cstrong>4. (Un)Reality and Diminished Real World Interactions\u003c/strong>\u003c/p>\n\u003cp>Although we currently inhabit diverse and absorbing media ecologies, few will argue with the notion that the real world still has much to offer. There are many advantages or “enhancements” to interacting socially in virtual environments, but existing technology is still only an approximation of the nuanced, multisensory tangibility of real life. We have evolved to receive the subtleties of scent, body language, tactility and the vast complexities of the natural world, and their loss or imperfect substitution may have detrimental consequences. For example, limited and potentially superficial social interactions in virtual spaces -- such as reductive “liking” on Facebook -- may become normalized and we could, theoretically, collectively lose the knowledge and memory of the intricacies of face-to-face communication. However, on the plus side, these virtual and online spaces also enable reclusive, anti-social, geographically isolated and disabled or disfigured individuals to partake in a rich social life that may be otherwise limited or unavailable.\u003c/p>\n\u003cp>Madary and Metzinger speculate that heavy VR use may lead to dissociative conditions like Depersonalization/Derealization Disorder, a sort of dream-like state that produces a sense that either ones body or one’s surroundings are not real. They write that “Heavy users of VR may begin to experience the real world and their real bodies as unreal, effectively shifting their sense of reality exclusively to the virtual environment.” VR’s capacity to blur the real and the unreal can also deepen the propensity children have to mix-up fantasy with reality.\u003c/p>\n\u003cp>“The most advanced headsets are not recommended for younger children, for a variety of reasons,” Castaneda said. “One of the most interesting cases that we’ve seen that younger children have a difficult time separating virtual reality from reality. They struggle to frame, particularly at first, the fact that they just saw dinosaurs and are now in the living room.” Castaneda advises that it’s important to err on the side of caution and deliver age-appropriate experiences, which should be discussed beforehand, contextualized and include a debrief upon completion.\u003c/p>\n\u003cp>\u003cstrong>5. Privacy and Data Gathering\u003c/strong>\u003c/p>\n\u003cp>Data and education have a tentative relationship. The prospect of granular assessment using all types of data from keystrokes to heartbeats holds the promise of better understanding and responding to the individual needs of our students. Yet, that same data can fall into the wrong hands, now or later, with life-altering consequences. The relationship between data and privacy is quickly emerging as one of the defining social questions of the 21st century, and VR will likely take the debate to the next level. The further we merge with the virtual world, a condition that is now upon us, the more data we will release, often without our knowledge or consent.\u003c/p>\n\u003cp>As social networks and the Internet become virtual, 3-D spaces, we will more closely identify with and be identified by our online avatars, whose use and misuse raise complex questions about identity, ownership and privacy. Madary and Metzinger use a basic case to offer a small glimpse at the brewing legalities pertaining to our online selves: “Say a user creates an avatar that is similar but not pixel-for-pixel identical to another user’s avatar. Where precisely should we draw the line between theft and acceptable similarity?” Where, indeed? As is already the case, technology is advancing faster than legal systems and legislation can keep up, and pervasive VR use will only widen the gap.\u003c/p>\n\u003cp>Another privacy concern forwarded by the German researchers is that, if our online avatars mirror our real-world movement and gestures, these “motor intentions” and the “kinematic fingerprints” of our unique movement signatures can be tracked, read and exploited by advertisers or other predatory entities. Virtual environments will respond to our body language, occasioning laser precise targeted advertising and “neuromarketing,” including the strategy of putting us in the very ads and commercials that we are exposed to.\u003c/p>\n\u003cp>Of course, it’s not all gloom and doom, because these same technologies can help read our moods for more productive mental health counseling and treatment, as well as enhance health care in general. It also may help realize the elusive dream of truly differentiated instruction, making learning a happier and more equitable place.\u003c/p>\n\u003cp>Rather than sparking a new moral panic a la comic books, rock 'n' roll and video games, the use of VR in homes and schools calls for ongoing awareness and responsible citizenship, enlisting the democratic process to ensure that appropriate, research-based and ethical laws and regulations are in place to enhance the benefits and minimize the potential harm of VR technology. As in all instances of media use, parents and teachers should apply media and digital literacy best practices. This includes being involved, mindful and informed of their children’s media use, encouraging critical thinking and frequently dialoging about their experiences.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We feel that the most interesting and creative uses of VR will come from this open, engaged dialogue between educators and their students,” Castaneda said. “If we are willing to allow ourselves to think a bit more broadly, VR may be a viable avenue for true shifts in how we think about learning.”\u003c/p>\n\n","blocks":[],"excerpt":"As virtual reality headsets become more mainstream, researchers initiated \"A Code of Ethical Conduct\" because little is known about long term VR use, especially in children. ","status":"publish","parent":0,"modified":1471436319,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":3239},"headData":{"title":"Five Ethical Considerations For Using Virtual Reality with Children and Adolescents | KQED","description":"As virtual reality headsets become more mainstream, researchers initiated "A Code of Ethical Conduct" because little is known about long term VR use, especially in children. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Ethical Considerations For Using Virtual Reality with Children and Adolescents","datePublished":"2016-08-17T12:18:39.000Z","dateModified":"2016-08-17T12:18:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46103 http://ww2.kqed.org/mindshift/?p=46103","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/17/five-ethical-considerations-for-using-virtual-reality-with-children-and-adolescents/","disqusTitle":"Five Ethical Considerations For Using Virtual Reality with Children and Adolescents","path":"/mindshift/46103/five-ethical-considerations-for-using-virtual-reality-with-children-and-adolescents","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The tragic events of Sept. 11 live in the American mind as a series of jarring television images: the second plane striking, the billowing smoke, the falling bodies, and the final collapse of the monolithic towers in a thick cloud. Audiences from around the world were glued to their screens as they watched the chaos unfold, left to wonder at the unimaginable horrors experienced by those trapped inside. Little was left to the imagination when, in 2015, a controversial virtual reality simulator titled \u003ca href=\"https://vrperception.com/2015/09/15/846-the-911-virtual-reality-experience/\">\u003cem>08:46\u003c/em>\u003c/a> put users in the perspective of an office worker trapped in the World Trade Center.\u003c/p>\n\u003cp>Supporters of the experience see it as a path towards empathy for the victims and as an immersive recreation of a pivotal historical event. Detractors feel that it is an unnecessary indulgence in horror and tragedy. But where do we draw the line? Is it acceptable to watch real falling bodies on the news, but morally questionable to undertake immersive fictional re-creation? Now that virtual reality (VR) is here, and here to stay, this sticky ethical dilemma is only one of many moral conundrums to come, especially in regard to the use of this revolutionary technology with children and teens. VR may have unprecedented value to education, but that very same power must be managed responsibly.\u003c/p>\n\u003cp>Since humans learned to control fire, technology has proven to be a double-edged sword, and VR is no exception. The same flames that gave us light, warmth and hot meals burned down entire cities. VR is not new; but its use in the past 50 years has been restricted to high tech labs in military, academia and industry. But today the technology has finally reached the masses. \u003ca href=\"https://www.youtube.com/watch?v=wD0bp0r-EpI\">In an address to the VRX conference\u003c/a> in San Francisco, noted game developer and tech wizard, Jesse Schell predicted that over 8 million VR gamer headsets will be sold in 2016. Facebook purchased Oculus Rift, presumably laying the groundwork for a future where friends and family will interact in rich virtual spaces. All the major players, including Microsoft, Sony, Samsung, Google and an HTC and Valve partnership are jostling for the consumer headset market. This means homes and school now have easy access to a technology that, less than a decade ago, seemed limited to the sci-fi realms of \u003cem>Star Trek\u003c/em> and the X-Men.\u003c/p>\n\u003cp>\u003cstrong>Virtual Reality in Schools\u003c/strong>\u003c/p>\n\u003cp>Mark Suter teaches computer science and game design at Elida High School in Elida, Ohio. He’s been experimenting with VR in his classes as part of a project piloted by Seattle-based \u003ca href=\"http://foundry10.org/\">foundry10\u003c/a>, a privately funded research organization that creates partnerships with educators to implement, research and explore the various intersections of emerging technologies and learning, including VR. Suter’s students both evaluate and design content for VR, and the 9/11 experience was available for those who wanted to try it. “I didn’t ask students to participate, but some wanted to try, and a few of those were emotionally moved,” Suter said. “They stated, ‘I knew it happened, but I never thought about what it was like for the people at the office that day. That felt horrible.’ This is both a flag to be watched closely for ethics violations, but also a testament of the platform’s immersion potential.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the technology’s potential for good is vast. It has already been used to \u003ca href=\"https://www.autismspeaks.org/science/science-news/virtual-reality-training-improves-social-skills-and-brain-activity\">help with autism\u003c/a>, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3949005/\">improve personal financial management\u003c/a>, \u003ca href=\"http://ict.usc.edu/prototypes/pts/\">treat PTSD\u003c/a> and \u003ca href=\"https://www.hitl.washington.edu/projects/vrpain/\">manage pain\u003c/a>. More and more news outlets, including the \u003ca href=\"http://www.nytimes.com/marketing/nytvr/\">New York Times\u003c/a>, are adopting immersive journalism, where news stories \u003ca href=\"http://www.cjr.org/innovations/virtual_reality_journalism.php\">can be experienced through VR\u003c/a>.\u003c/p>\n\u003cp>As an educational tool, VR might prove transformative. \u003ca href=\"https://www.google.ca/edu/expeditions/#how-it-works\">Google Expeditions\u003c/a> allows students to take over 100 virtual journeys from ancient Rome to the surface of Mars. It might also have a big impact on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/20/teaching-social-and-emotional-skills-in-schools/\">social emotional learning\u003c/a> (SEL), as VR’s unique ability to produce empathy recently led Wired magazine to explore its potential as “\u003ca href=\"http://www.wired.com/brandlab/2015/11/is-virtual-reality-the-ultimate-empathy-machine/\">the ultimate empathy machine\u003c/a>”. Addressing a persistent anxiety, Suter used Samsung Gear’s \u003ca href=\"https://www.youtube.com/watch?v=GOle5jN08EA\">Public Speaking Simulator\u003c/a> to successfully prepare a few nervous students for class presentations, reporting they felt “much more calm” during the live delivery.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/GOle5jN08EA'\n title='//www.youtube.com/embed/GOle5jN08EA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Tim Neal, who teaches communication technology at Orangeville District Secondary School in Orangeville, Canada, is also part of the foundry10 project and, like Suter, has implemented VR extensively in his program. He collaborated with English teachers at his school to use \u003cem>Keep Talking and Nobody Explodes,\u003c/em> a playful bomb defusing game that encourages communication and critical thinking. Neal also reports a great deal of success with \u003ca href=\"https://www.tiltbrush.com/\">\u003cem>Tilt Brush\u003c/em>\u003c/a>, a powerful 3-D art creation tool. A talented artist in his class was normally reluctant to share her work, but had a transformative experience using \u003cem>Tilt Brush\u003c/em>. “When I'm using VR all I can see is my artwork, I'm fully immersed,” she said. “I can't see if other people are watching, even though I'm sure they are, and I don't care because I'm in my own world making my own art with no restrictions.”\u003c/p>\n\u003cp>Neal has used \u003cem>Tilt Brush\u003c/em> with Syrian refugees and developmentally delayed students and notes that it “transcends language and ability and has no restrictions with regards to insecurity or ability.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/TckqNdrdbgk'\n title='//www.youtube.com/embed/TckqNdrdbgk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Suter is also enthusiastic about \u003cem>Tilt Brush\u003c/em>. “Students described it as having the feeling they had when they were a kid playing in a sandbox, with no stresses or concerns. It was therapeutic,\" Suter said. \"Students that were normally reserved and quiet found that the inhibitions of being embarrassed or doing the wrong thing suddenly vanished. They were moving and creating in the middle of a classroom full of their peers, where five minutes before they would have hesitated to raise their hand to give a response.”\u003c/p>\n\u003cp>\u003cstrong>Ethical Considerations\u003c/strong>\u003c/p>\n\u003cp>These early classroom adoptions are promising, but it might be advisable to test the waters with our virtual toes, before hurling headlong into the digital ocean. Lisa Castaneda, co-founder and CEO of foundry10, tempers her wholehearted belief in the potential for the technology, with a mindful approach towards ethical implementation. “We need to be conscious of the psychological and physiological impacts. It is very easy to say, ‘Oh, the graphics on this one aren't so good; they know it isn't real.’ That is likely true, but the fascinating thing about the brain is that it still responds as if it is real. As educators, we need to be very aware of this and mindful of what experiences we choose to share with students.”\u003c/p>\n\u003cp>The body’s response to the virtual as if it were real is known as \u003cem>the illusion of embodiment\u003c/em>. \u003ca href=\"http://journal.frontiersin.org/article/10.3389/frobt.2016.00003/full\">In a recently published article\u003c/a>, researchers Michael Madary and Thomas K. Metzinger from Johannes Gutenberg University in Germany review a series of ethical considerations when implementing VR. The illusion of embodiment may provide VR’s greatest value to education, but also lies at the heart of its ethical implementation. Madary and Metzinger believe that VR is not just an evolution from television and video game screens, but a revolution that will have an enormous social impact. In their paper, they claim that:\u003c/p>\n\u003cblockquote>\u003cp>VR technology will eventually change not only our general image of humanity but also our understanding of deeply entrenched notions, such as “conscious experience,” “selfhood,” “authenticity,” or “realness.”\u003c/p>\u003c/blockquote>\n\u003cp>The implications, then, are not only social, but drive to the core of our being by affecting the very notions of identity and self-perception.\u003c/p>\n\u003cp>It’s important to remember that many current VR uses in schools, like Google Expeditions, are not interactive VR, but simply 360-degree video experiences. In these cases, students experience immersive 3D pictures or panoramas, but do not deeply interact with the content. The illusion of embodiment is a product of interactive content and motion tracking, where users can alter and affect their environment and engage with others who share their virtual space. Headsets like the Vive and Occulus Rift fall under this latter category, but it won’t be long before most, if not all, consumer oriented VR technology will be completely immersive and interactive.\u003c/p>\n\u003cp>Madary and Metzinger lay out ethical guidelines for VR research, but also make recommendations for everyday public use. Educators and parents should be aware of these before children and adolescents take the plunge, and it’s worth adding that they also apply to adults. These five areas are by no means exhaustive and in some cases they are speculative, but they address some of the more pressing issues to look out for as VR headsets enter day-to-day use.\u003c/p>\n\u003cp>\u003cstrong>1. Long-Term Effects and Prolonged Exposure\u003c/strong>\u003c/p>\n\u003cp>What little research has been undertaken on the psychological and physiological effects of VR has occurred in clinical settings and has only studied short-term use. There is no research on the long-term effects of VR on children, nor on the effects of prolonged exposure. It’s not uncommon for school-aged children and adolescents to spend dozens of hours a week consuming media and playing games, but what will happen when VR goggles are added to the mix? Madary and Metzinger flag addiction, manipulation of agency, unnoticed psychological change and mental illness as some potential hazards of prolonged exposure. This is of particular relevance to youth because their developing minds and bodies may, for better or worse, be deeply susceptible to the power of immersive technology.\u003c/p>\n\u003cp>Presumably, uses in schools would be limited in time and scope, but the availability of high-end gear at home will raise all the same questions about prolonged levels of use and addiction that have dogged the internet, video games and other media, especially since VR is likely to merge with all of the above. Associations like the United States Public Health Service and the American Academy of Pediatrics do not currently have guidelines in regard to VR. In the meantime, parents and teachers should curate content, limit exposure and monitor responses and reactions.\u003c/p>\n\u003cp>\u003cstrong>2. The Impact of Environment on Agency and Behavior\u003c/strong>\u003c/p>\n\u003cp>Research in psychology supports the notion that our surroundings, both social and structural, exert subtle effects on our behavior. Our senses regularly relay environmental cues that inform and affect our attitudes and reactions. This sensitivity to context has been identified in some of the most famous studies in psychology, including the \u003ca href=\"http://www.prisonexp.org/\">Stanford Prison Experiment\u003c/a> and \u003ca href=\"http://www.simplypsychology.org/milgram.html\">Milgram’s obedience experiment\u003c/a>, where participants were unconsciously coerced to apply what they thought were painful electric shocks to fellow participants.\u003c/p>\n\u003cp>This is of enormous consequence to VR, where users operate in immersive artificial environments. As the German researchers note, our day-to-day surroundings are relatively stable, but we don’t really know how our minds and bodies will respond to diverse and rapidly changing virtual worlds, potentially leading to any number of unintended consequences. The results may be positive or negative, but as it stands, research on specifics is scant to non-existent.\u003c/p>\n\u003cp>As our responses are better understood, virtual worlds can be deliberately designed for specific outcome, but this is also ethically loaded. On one hand, environments can be created to encourage empathy, joy, fulfillment and any number of pro-social emotions and outcomes. But where does our true nature end and the engineering of emotions begin? Also, and more nefariously, these contexts can also be manipulated to give users the illusion of being in full control of their decisions, but subtle and unnoticed environmental cues can unwittingly lead us to alter our political and religious views, and open new horizons for commercial exploitation. This, of course, could disproportionately impact children, perennial targets for advertisers due to their susceptibility and the influence they exact on their parents.\u003c/p>\n\u003cp>There is also the danger of what is termed \u003cem>social hallucination\u003c/em>, or the perception that we’re having rich social (albeit virtual) interactions with an avatar guided by artificial intelligence. Again, these false friends can reshape our views and influence how we spend our hard earned dollars.\u003c/p>\n\u003cp>Once again, there is a need to proceed with caution in order to make sure the use of the technology with students and children falls on the side of good. Research, awareness, regulation and monitored use would all prove beneficial.\u003c/p>\n\u003cp>\u003cstrong>3. Aggravating Preexisting Psychological or Emotional Issues\u003c/strong>\u003c/p>\n\u003cp>No two human beings are alike and most people regularly cycle through a wide range of complex emotions and mindsets. Disposition has a significant effect on how individuals receive media, and has complicated studies that explore the effects of media, as content and media will affect different people in different ways at different times. In some cases, VR use might trigger or aggravate preexisting and latent emotional or psychological disorders. For this reason, it is important to screen individuals before subjecting them to VR experiences, and monitor them while the sessions are in progress, as what might be emotionally productive for one may prove devastating to another.\u003c/p>\n\u003cp>It’s also important to contextualize sessions with debriefs and discussions. “A student's past experience and knowledge level also has an impact,” Castaneda said. “Even with things such as being up high in the air, seeing a large creature, or being under water, we've seen situations with students where those triggered anxiety and discomfort. So, although most educators would not put their students in really intense scenarios in VR, from an ethics standpoint, it is really, really important that educators be aware of some of the psychological research.”\u003c/p>\n\u003cp>As previously mentioned, VR has already proven effective in treating PTSD, for one, and will likely be leveraged to produce further mental health benefits. The potential for VR to assist rather than aggravate, however, hinges on its judicious use based on empirical research.\u003c/p>\n\u003cp>\u003cstrong>4. (Un)Reality and Diminished Real World Interactions\u003c/strong>\u003c/p>\n\u003cp>Although we currently inhabit diverse and absorbing media ecologies, few will argue with the notion that the real world still has much to offer. There are many advantages or “enhancements” to interacting socially in virtual environments, but existing technology is still only an approximation of the nuanced, multisensory tangibility of real life. We have evolved to receive the subtleties of scent, body language, tactility and the vast complexities of the natural world, and their loss or imperfect substitution may have detrimental consequences. For example, limited and potentially superficial social interactions in virtual spaces -- such as reductive “liking” on Facebook -- may become normalized and we could, theoretically, collectively lose the knowledge and memory of the intricacies of face-to-face communication. However, on the plus side, these virtual and online spaces also enable reclusive, anti-social, geographically isolated and disabled or disfigured individuals to partake in a rich social life that may be otherwise limited or unavailable.\u003c/p>\n\u003cp>Madary and Metzinger speculate that heavy VR use may lead to dissociative conditions like Depersonalization/Derealization Disorder, a sort of dream-like state that produces a sense that either ones body or one’s surroundings are not real. They write that “Heavy users of VR may begin to experience the real world and their real bodies as unreal, effectively shifting their sense of reality exclusively to the virtual environment.” VR’s capacity to blur the real and the unreal can also deepen the propensity children have to mix-up fantasy with reality.\u003c/p>\n\u003cp>“The most advanced headsets are not recommended for younger children, for a variety of reasons,” Castaneda said. “One of the most interesting cases that we’ve seen that younger children have a difficult time separating virtual reality from reality. They struggle to frame, particularly at first, the fact that they just saw dinosaurs and are now in the living room.” Castaneda advises that it’s important to err on the side of caution and deliver age-appropriate experiences, which should be discussed beforehand, contextualized and include a debrief upon completion.\u003c/p>\n\u003cp>\u003cstrong>5. Privacy and Data Gathering\u003c/strong>\u003c/p>\n\u003cp>Data and education have a tentative relationship. The prospect of granular assessment using all types of data from keystrokes to heartbeats holds the promise of better understanding and responding to the individual needs of our students. Yet, that same data can fall into the wrong hands, now or later, with life-altering consequences. The relationship between data and privacy is quickly emerging as one of the defining social questions of the 21st century, and VR will likely take the debate to the next level. The further we merge with the virtual world, a condition that is now upon us, the more data we will release, often without our knowledge or consent.\u003c/p>\n\u003cp>As social networks and the Internet become virtual, 3-D spaces, we will more closely identify with and be identified by our online avatars, whose use and misuse raise complex questions about identity, ownership and privacy. Madary and Metzinger use a basic case to offer a small glimpse at the brewing legalities pertaining to our online selves: “Say a user creates an avatar that is similar but not pixel-for-pixel identical to another user’s avatar. Where precisely should we draw the line between theft and acceptable similarity?” Where, indeed? As is already the case, technology is advancing faster than legal systems and legislation can keep up, and pervasive VR use will only widen the gap.\u003c/p>\n\u003cp>Another privacy concern forwarded by the German researchers is that, if our online avatars mirror our real-world movement and gestures, these “motor intentions” and the “kinematic fingerprints” of our unique movement signatures can be tracked, read and exploited by advertisers or other predatory entities. Virtual environments will respond to our body language, occasioning laser precise targeted advertising and “neuromarketing,” including the strategy of putting us in the very ads and commercials that we are exposed to.\u003c/p>\n\u003cp>Of course, it’s not all gloom and doom, because these same technologies can help read our moods for more productive mental health counseling and treatment, as well as enhance health care in general. It also may help realize the elusive dream of truly differentiated instruction, making learning a happier and more equitable place.\u003c/p>\n\u003cp>Rather than sparking a new moral panic a la comic books, rock 'n' roll and video games, the use of VR in homes and schools calls for ongoing awareness and responsible citizenship, enlisting the democratic process to ensure that appropriate, research-based and ethical laws and regulations are in place to enhance the benefits and minimize the potential harm of VR technology. As in all instances of media use, parents and teachers should apply media and digital literacy best practices. This includes being involved, mindful and informed of their children’s media use, encouraging critical thinking and frequently dialoging about their experiences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We feel that the most interesting and creative uses of VR will come from this open, engaged dialogue between educators and their students,” Castaneda said. “If we are willing to allow ourselves to think a bit more broadly, VR may be a viable avenue for true shifts in how we think about learning.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46103/five-ethical-considerations-for-using-virtual-reality-with-children-and-adolescents","authors":["11107"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_21004"],"featImg":"mindshift_46121","label":"mindshift"},"mindshift_45432":{"type":"posts","id":"mindshift_45432","meta":{"index":"posts_1591205157","site":"mindshift","id":"45432","score":null,"sort":[1465565529000]},"guestAuthors":[],"slug":"3-free-virtual-and-augmented-reality-apps-for-the-classroom","title":"3 Free Virtual and Augmented Reality Apps for the Classroom","publishDate":1465565529,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Virtual reality (VR) and augmented reality (AR) have never been more accessible for teachers and students. Of course, the technology isn't perfect yet, and the content offerings can be hit or miss. But, considering how many students carry smartphones, and with \u003c/span>\u003ca href=\"https://vr.google.com/cardboard/get-cardboard/\">\u003cspan style=\"font-weight: 400\">cardboard-style VR viewers starting at about $15\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s easier than ever to give kids immersive VR and AR experiences in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, it’s easy to think of VR as more of a tool for training (think flight simulators), but the \u003c/span>\u003cspan style=\"font-weight: 400\">real\u003c/span>\u003cspan style=\"font-weight: 400\"> learning potential lies more in its ability foster empathy in students. Walking in someone else’s shoes has always been a valuable exercise, even if it’s a bit abstract for kids. VR has the potential to bridge this gap in ways it’s hard to do otherwise. Even with a cardboard viewer and a set of earbuds, the level of immersion is significant.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Where VR brings the world \u003c/span>\u003cspan style=\"font-weight: 400\">into\u003c/span>\u003cspan style=\"font-weight: 400\"> our classrooms, I think of AR as extending elements of our classrooms outward. Like a lens, or filter of sorts, AR apps can add layers of context and depth where typical classroom materials might run short. Using either of these technologies -- VR or AR -- at just the right teachable moment can create a powerful, even moving, experience for students. Here are three free apps to get you started:\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ecavbpCuvkI\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">\u003cspan style=\"font-weight: 400\">\u003cstrong>NYTVR - Virtual Reality Stories from the New York Times\u003cbr>\n\u003c/strong>\u003c/span>\u003c/a>A lot of cardboard-based VR apps today feel kind of experimental, and NYTVR is no different. Some of the videos are really just advertisements; others seem unnecessary. But a handful stand out as beacons of what great VR for education should become. Among these you’ll find “The Displaced” an emotionally moving and deftly produced VR montage exploring the lives of three children affected by recent wars. Other selections include an up-close look at the 2016 campaign trail and an underwater doc on the language of dolphins. You can watch with or without a cardboard viewer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1PP3Q3dyA7A\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/app/aurasma\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Aurasma\u003c/strong>\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">While not specifically for education, Aurasma offers an easy, classroom-friendly AR solution. Just upload a “trigger” (any recognizable image or icon in your classroom), and a corresponding “overlay” (a link, video, animation, etc.). As students aim their device’s camera at various triggers they’ll see the overlays you’ve curated. With a bit of prep work, you can give students a thoughtful mashup of learning content that helps extend the activity beyond the classroom.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2kpFr0XFgFA\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/app/elements-4d-by-daqri\">Elements 4D by DAQRI\u003cbr>\n\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\">Science-specific AR apps are fairly common, but Elements 4D may be the most unique. A chemistry app to help students learn about \u003c/span>\u003cspan style=\"font-weight: 400\">elements and their chemical reactions, w\u003c/span>\u003cspan style=\"font-weight: 400\">hat’s different here comes in the form of templates for DIY, print-and-fold paper dice. Each side is printed with the symbol for one of 36 elements. Just roll the dice, then — using a device’s camera — watch an augmented, animated version of the compound that’s created and its chemical equation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jeffrey Knutson is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Common Sense\u003c/a>, a nonprofit organization, and creator of \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a>, a free service that helps educators find the best ed-tech tools, learn best practices for teaching with ed tech, and connect with expert educators. Go to \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a> to read full reviews of digital tools and see how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Using virtual or augmented reality at just the right teachable moment can create a powerful, even moving, experience for students.","status":"publish","parent":0,"modified":1465565597,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":604},"headData":{"title":"3 Free Virtual and Augmented Reality Apps for the Classroom | KQED","description":"Using virtual or augmented reality at just the right teachable moment can create a powerful, even moving, experience for students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"3 Free Virtual and Augmented Reality Apps for the Classroom","datePublished":"2016-06-10T13:32:09.000Z","dateModified":"2016-06-10T13:33:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45432 http://ww2.kqed.org/mindshift/?p=45432","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/10/3-free-virtual-and-augmented-reality-apps-for-the-classroom/","disqusTitle":"3 Free Virtual and Augmented Reality Apps for the Classroom","nprByline":"By Jeffrey Knutson, \u003ca href=\"https://www.graphite.org/\">Common Sense Graphite\u003c/a>","path":"/mindshift/45432/3-free-virtual-and-augmented-reality-apps-for-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Virtual reality (VR) and augmented reality (AR) have never been more accessible for teachers and students. Of course, the technology isn't perfect yet, and the content offerings can be hit or miss. But, considering how many students carry smartphones, and with \u003c/span>\u003ca href=\"https://vr.google.com/cardboard/get-cardboard/\">\u003cspan style=\"font-weight: 400\">cardboard-style VR viewers starting at about $15\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s easier than ever to give kids immersive VR and AR experiences in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, it’s easy to think of VR as more of a tool for training (think flight simulators), but the \u003c/span>\u003cspan style=\"font-weight: 400\">real\u003c/span>\u003cspan style=\"font-weight: 400\"> learning potential lies more in its ability foster empathy in students. Walking in someone else’s shoes has always been a valuable exercise, even if it’s a bit abstract for kids. VR has the potential to bridge this gap in ways it’s hard to do otherwise. Even with a cardboard viewer and a set of earbuds, the level of immersion is significant.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Where VR brings the world \u003c/span>\u003cspan style=\"font-weight: 400\">into\u003c/span>\u003cspan style=\"font-weight: 400\"> our classrooms, I think of AR as extending elements of our classrooms outward. Like a lens, or filter of sorts, AR apps can add layers of context and depth where typical classroom materials might run short. Using either of these technologies -- VR or AR -- at just the right teachable moment can create a powerful, even moving, experience for students. Here are three free apps to get you started:\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ecavbpCuvkI'\n title='//www.youtube.com/embed/ecavbpCuvkI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.graphite.org/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">\u003cspan style=\"font-weight: 400\">\u003cstrong>NYTVR - Virtual Reality Stories from the New York Times\u003cbr>\n\u003c/strong>\u003c/span>\u003c/a>A lot of cardboard-based VR apps today feel kind of experimental, and NYTVR is no different. Some of the videos are really just advertisements; others seem unnecessary. But a handful stand out as beacons of what great VR for education should become. Among these you’ll find “The Displaced” an emotionally moving and deftly produced VR montage exploring the lives of three children affected by recent wars. Other selections include an up-close look at the 2016 campaign trail and an underwater doc on the language of dolphins. You can watch with or without a cardboard viewer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1PP3Q3dyA7A'\n title='//www.youtube.com/embed/1PP3Q3dyA7A'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.graphite.org/app/aurasma\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Aurasma\u003c/strong>\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">While not specifically for education, Aurasma offers an easy, classroom-friendly AR solution. Just upload a “trigger” (any recognizable image or icon in your classroom), and a corresponding “overlay” (a link, video, animation, etc.). As students aim their device’s camera at various triggers they’ll see the overlays you’ve curated. With a bit of prep work, you can give students a thoughtful mashup of learning content that helps extend the activity beyond the classroom.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2kpFr0XFgFA'\n title='//www.youtube.com/embed/2kpFr0XFgFA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/app/elements-4d-by-daqri\">Elements 4D by DAQRI\u003cbr>\n\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\">Science-specific AR apps are fairly common, but Elements 4D may be the most unique. A chemistry app to help students learn about \u003c/span>\u003cspan style=\"font-weight: 400\">elements and their chemical reactions, w\u003c/span>\u003cspan style=\"font-weight: 400\">hat’s different here comes in the form of templates for DIY, print-and-fold paper dice. Each side is printed with the symbol for one of 36 elements. Just roll the dice, then — using a device’s camera — watch an augmented, animated version of the compound that’s created and its chemical equation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jeffrey Knutson is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Common Sense\u003c/a>, a nonprofit organization, and creator of \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a>, a free service that helps educators find the best ed-tech tools, learn best practices for teaching with ed tech, and connect with expert educators. Go to \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a> to read full reviews of digital tools and see how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45432/3-free-virtual-and-augmented-reality-apps-for-the-classroom","authors":["byline_mindshift_45432"],"categories":["mindshift_195"],"tags":["mindshift_335","mindshift_20912","mindshift_20784","mindshift_1040","mindshift_20913","mindshift_21004"],"featImg":"mindshift_45435","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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