Designing for Playful Learning in Formal Education Through Virtual Reality Field Trips

“VR brought a sense of wonder and excitement to the classroom. Students were not just passive recipients of information; they were explorers in a digital world, eager to discover and learn.”

Eileen McGivney, PhD, Assistant Professor, Art + Design and Communication Studies at Northeastern University

With the rapid integration of technology into standard educational practices, virtual reality (VR) is emerging as a powerful tool to enhance and transform education. VR offers immersive, engaging, and interactive learning environments that can bring playful learning into the classroom. The potential of VR in education is substantial, with the Global AR and VR in Education Market projected to grow from $11.9 billion in 2023 to $75 billion by 2033, at a CAGR of 20.26 percent during the forecast period.

Despite the well-documented benefits of playful learning in boosting students’ motivation and overall learning, traditional classrooms often fall short of providing these enriching experiences. Playful learning, with its emphasis on exploration, curiosity, and joy, is essential for fostering a love of learning. However, conventional education systems’ rigid structure and resource limitations frequently hinder its implementation.

A recent study delves into the use of VR to introduce rich, playful contexts in high school engineering classrooms. We spoke with Dr. Eileen McGivney to learn about the study’s design and implementation process, benefits and challenges, insights for educators and policymakers on integrating VR in formal education, and how to inform future practices for VR learning field trips in schools.

Dr. Eileen McGivney is an assistant professor at Northeastern University. She studies learning in immersive virtual reality environments, including how virtual field trips impact students’ learning, motivation, and identity exploration. She is also a member of Harvard University’s Next Level Lab, where she researches immersive technologies for workforce development.

She has studied how people learn with VR in high school science classes, remote college courses, and training programs to help vulnerable populations practice job interviews. Her current projects examine learners’ experiences when using VR simulations and educational games, including how they enhance their agency and curiosity in learning. Prior to Northeastern and Harvard, she worked as a researcher at the Brookings Institution in Washington, DC, and the Educational Reform Initiative in Istanbul, Turkey.

Playful learning is a dynamic educational approach that prioritizes engagement, exploration, and enjoyment in the learning process. It allows students to take an active role in their education, fostering creativity, critical thinking, and problem-solving skills. By creating an environment where students feel free to experiment and explore, playful learning encourages deeper understanding and retention of knowledge.

However, traditional classrooms often face challenges in incorporating playful learning. The constraints of standardized curricula, limited resources, and the pressure to meet specific academic benchmarks can stifle opportunities for playful exploration. Teachers may struggle to find the time and tools necessary to create an engaging, play-based learning environment.

This is where virtual reality (VR) technologies come into play. VR encompasses a range of technologies designed to immerse users in a fully digital environment. These technologies can be categorized into:

• Virtual reality (VR): Fully immersive experiences that block out the physical world, often using head-mounted displays like Oculus Quest or HTC Vive.
• Augmented reality (AR): Combines digital elements with the physical world, seen in applications like Pokémon Go or furniture visualization apps.
• Mixed reality (MR): Integrates digital and physical elements, allowing for interaction between the two, exemplified by devices like the Apple Vision Pro.

In the recent study, VR enhanced playful learning in high school engineering classrooms. Initially, during the pandemic, cardboard headsets that use smartphones for VR experiences were utilized. As in-person learning resumed, more advanced Oculus headsets were introduced, providing a richer and more interactive VR environment.

By leveraging these VR technologies, educators can overcome some of the limitations of traditional classrooms, creating immersive and engaging learning experiences that foster playful learning. This approach makes learning more enjoyable and enhances students’ motivation and ability to grasp complex concepts through hands-on, interactive experiences.

The recent study “Designing for playful learning in formal education: a case study of virtual reality field trips” on integrating VR into high school engineering classrooms offers valuable insights into the design and implementation process of VR-based playful learning. It was conducted over three years and involved close collaboration between researchers and a dedicated teacher, adapting to both pandemic and post-pandemic educational environments.

Year One: Remote Learning and Initial Exploration

During the first year, the study began amidst the pandemic, necessitating remote learning. The researchers and teacher opted for cardboard headsets, which allowed students to use their smartphones to experience VR. These headsets provided a cost-effective means of introducing VR without requiring significant investment in hardware.

Dr. McGivney, the lead researcher, explained, “We wanted to start with something accessible. The cardboard headsets enabled us to bring VR into the students’ homes and keep them engaged during a challenging time.”

Year Two: Transition to In-Person Learning

As in-person learning resumed, the study transitioned to using Oculus headsets, which offer more advanced capabilities and immersive experiences. This shift allowed a deeper exploration of VR’s potential in the classroom.

“Moving to the Oculus headsets was a game-changer,” noted Dr. Givney. “The level of immersion and interaction significantly enhanced the students’ engagement and learning outcomes.”

Year Three: Refinement and Iteration

The third year focused on refining the VR experiences based on feedback and observations from the previous years. The researchers and teacher iterated on their approaches, integrating more complex and context-rich VR environments to support engineering education.

Throughout the study, the design process was highly collaborative. The teacher’s input was crucial in tailoring the VR experiences to meet the specific learning goals and interests of the students. This iterative approach ensured that the VR implementations were both effective and aligned with the curriculum.

The study revealed several key findings about VR’s effectiveness in promoting playful learning. One of the most notable benefits was the significant increase in student engagement. VR’s immersive nature captured students’ attention and sparked their curiosity, leading to a more dynamic and interactive learning environment.

“VR brought a sense of wonder and excitement to the classroom,” Dr. McGivney observed. “Students were not just passive recipients of information; they were explorers in a digital world, eager to discover and learn.”

This heightened engagement translated into improved learning outcomes. Students demonstrated a better understanding of complex engineering concepts when they could visualize and interact with them in a VR environment.

However, the study also highlighted several challenges. One major limitation was the availability of appropriate educational content. While VR offers vast potential, the lack of high-quality, curriculum-aligned VR content poses a significant hurdle.

“Finding content that fits our learning objectives was a constant challenge,” Dr. McGivney remarked. “We often had to create or adapt content ourselves, which was time-consuming.”

Another challenge was managing the cognitive load associated with VR experiences. The immersive nature of VR can be overwhelming, requiring careful planning to ensure students have adequate time to process and reflect on their experiences.

In particular, the study underscored the importance of sustained partnerships between researchers and educators. The long-term collaboration allowed for continuous refinement and adaptation of VR implementations, ensuring they remained effective and relevant.

“Working with the same teacher over three years was invaluable,” Dr. McGivney noted. “It allowed us to build a deep understanding of what works and what doesn’t in a real classroom setting.”

The study found that reflection is a critical component of the VR learning process. Students needed ample time to process and discuss their VR experiences to fully grasp the concepts they encountered.

During remote learning, students participated in Zoom breakout rooms to discuss their VR experiences. This peer interaction was vital for processing information and building social connections during a period of isolation.

“When students talked about what they saw and felt in VR, it deepened their understanding,” Dr. McGivney explained. “Peer discussions helped them articulate their thoughts and learn from each other.”

Small group discussions proved equally effective in in-person settings. Students shared their observations and compared experiences, enhancing their collective learning.

Based on these findings, the study provides several recommendations for educators. Integrating VR into the classroom requires thoughtful planning and support. Teachers should:

• Allow time for reflection: Ensure students have opportunities to discuss and process their VR experiences.
• Facilitate peer interactions: Encourage group discussions to enhance understanding and retention.
• Provide professional development: Offer training for teachers to effectively integrate and use VR technology.

Policymakers should consider the following to support the integration of VR in education:

• Invest in VR content development: Funding for high-quality, curriculum-aligned VR content is crucial.
• Support infrastructure upgrades: Schools need the necessary hardware and technical support to implement VR effectively.
• Promote teacher training programs: Professional development is essential for teachers to confidently use VR in their classrooms.

Clearly, VR can significantly enhance student engagement, curiosity, and learning outcomes when implemented thoughtfully and collaboratively. Looking ahead, advancements in VR technology and artificial intelligence hold promise for even more immersive and effective educational experiences.

As Dr. McGivney pointed out, “The future of VR in education is bright. With the right tools and support, we can make learning more engaging and accessible for all students.”

To do this, though, educators and policymakers must embrace VR’s potential to revolutionize education. Longer-term studies from committed participants can yield incredible results if properly supported with resources compared to shorter-term, limited, and less-supported studies. Investing in technology, content, and training can create a more dynamic, interactive, and playful learning environment that prepares students for the future.

Ultimately, integrating VR in formal education offers a unique opportunity to enhance learning through play. Leveraging this technology can transform our classrooms and inspire the next generation of learners in ways previously unimaginable.