We could use virtual reality in our everyday life, education but can be problematic. By evaluating three different perspectives, we can conclude that virtual reality can be a great access when it comes to education but for day to day like, it can cause issues. This perspective only has one real pro and it actually covers it in the perspective prompt. “People can be whoever or whatever they want in this reality.” (Ms. Lafontaine). There was only one main pro which lead to finding many cons about this perspective.
In 2003, as the futurist Ray Kurzweil predicted, somewhat hyperbolically, “By the 2030s, virtual reality will be totally realistic and compelling and we will spend most of our time in virtual environments ... We will all become virtual humans.” In theory, such escapism is nothing new—as critics of increased TV, Internet, and smartphone usage will tell you—but as Virtual Reality technology continues to blossom, the worlds that they generate will become increasingly realistic, as Kurzweil explained, creating a greater potential for overuse. This technological paradigm shift brings a level of immersion unlike any that has come before it, and the handwringing has already begun. Early doomsday predictions aside, we have a million-dollar question i.e. can virtual escapism can ever be used for good? When researchers first began examining the connection between media consumption and life satisfaction, the oldest documented research on escapism reportedly dates back to the 40s and 50s.
Virtual classrooms promote collaborative learning attitude among students. Through Web based learning, vast amount of information can be searched, reorganized and downloaded from decentralized worldwide digital libraries. Also the quick delivery feedback ability of the Web can make learning more effective. The use of computers, and the Internet, opens a new world of potential. With the use of technology, education can surpass the physical boundaries of the classroom and provide students the opportunity to experience
This is thought to occur when there is a conflict between perceptions in different sense modalities (auditory, visual, vestibular, proprioceptive) or when sensory cue information in the Virtual Environment is incongruent with what is felt by the body or with what is expected based on the user’s history of real-world sensorimotor experience. Aftereffects may include such symptoms as disturbed locomotion, changes in postural control, perceptual-motor disturbances, past pointing, flashbacks, drowsiness, fatigue, and generally lowered arousal . The reported occurrence of side effects in virtual environments in unimpaired populations varies across studies, depending upon such factors as the type of VE program used, technical drivers (i.e., vection, response lag, field of view, etc. ), the length of exposure time, the person’s prior experience using VEs, active versus passive movement,
Those afflicted with the disorder believe that everything that happens to them is staged, everyone they know is an actor, and that they are constantly being filmed — but no one is allowed to admit it.” (Goyette,2012) According to Goyette’s research, reality shows also affect the movie stars. On the other hand, watching reality shows makes audience depressed because they see some problems on the television and they think that they may face with that problems. Another effect is that reality shows may cause physical illnesses. In order to watch that reality shows, people sit their couch for long hours. A 2014 study published in the International Journal of Cardiology suggests that human aged 2 to 10 for more than two hours a day is 30 percent more likely to be at risk for blood pressure compared to those who spend less time for watching TV.
Reality and Virtuality are not as plain and simple concepts as we often think. “Virtual-Reality” itself is such a term which is very controversial and difficult to understand. Now one can think that we are living amidst of the reality; the things we are observing, feeling in our day to day life is all real. But from the philosophical point of view, we can’t accept our universe is real or virtual without any proper justification. So a simple question arises “what is Virtual-Reality”?
Secondly the most important part that I found in the virtual assignment was the working step by step process about the Child’s growth hence, I learned the importance of the health and safety practises which are very important for me to work as an Early Childhood Educator. The most challenging part in the virtual child assignment that had a huge impact on my learning
Virtual reality and increased the truth are awesome case of encounters and cooperations filled by the yearning to wind up inundated in a recreated land for diversion and play, or to include another measurement of association between computerized gadgets and this present reality. Alone or mixed together, they are without a doubt opening up universes both genuine and virtual
A report published by Horizon in 2011 provided that game based learning and augmented reality are likely to gain widespread use in the next two to three years (Annetta, 2008). The benefits of videogames in education have also seen a rise in game based learning advocates, who argue that game based learning especially in higher education creates the ability of digital games to used as teaching tools as well as tools for reinforcing skills that are significant for future jobs (McClarty et al, 2012). According to Annetta (2008) a number of videogames are currently being developed for education purposes. Immune Attack, for instance, was developed by the FAS, The University of Southern California and Brown University as an alternative means to educate students on complex immunology topics. In this game, the player who is perceived to have a unique immunodeficiency has to teach his immune system how to function properly or die (Annetta, 2008).