Introduction

The virtual reality is considered as simulated experience, which can be different or similar from real world experience. The virtual reality applications involve entertainment and academic objectives. The virtual reality experience enhances involvement of the students.  It is also helpful for the students to make significant decisions related to the university.  The expression ‘virtual reality’ means three-dimensional atmosphere generated by computer.  For the better experience of virtual reality, it is required to have proper equipment such as headset and VR glasses. The virtual reality technology is useful to make immersive experience that can be helpful in educating the consumers. The main purpose of this research project is to discover that there is great use of virtual reality in the education system. By following interview and literature review strategy, the researcher will be able to know how virtual reality can transform the way educational content is delivered. This study discusses virtual reality in the educational sector or system.  

Research aims and objectives

This research is aimed at introduction of virtual reality in the educational system or sector (Schutte & Stilinovic, 2017).  Following are the research objectives –

1. To know the meaning of virtual reality
2. To discover the use of virtual reality in education system or sector
3. To explore the benefits of virtual reality in education system

Literature review

Meaning of virtual reality

The virtual reality makes immersive artificial world, which can be appeared as real world with the help of different technologies. There are various uses of virtual reality such as entertainment, training tool and education.  Guay et. al. (2017) argued that the notion of virtual reality is created on the natural combination of two terms, virtual and real. The software creates virtual worlds that are practised by users who put hardware tools such as goggle, different type of gloves and headphone. The users can outlook and interrelate with the virtual world as if related to this. Parong & Mayer (2018) stated that the virtual reality is utilisation of computer technology to develop simulated atmosphere. Not like conventional user interface, the virtual reality places the users inside experience. In place of seeing screen in front of them, the users are capable to have interaction with 3D world. In different words, the virtual reality means the computer-generated simulation where the individual can interact in the non-natural three-dimensional atmosphere by using electronic devices. In simulated non-natural atmosphere, the users are capable to feel real world experience.

Use of virtual reality in education system or sector

The virtual reality is upcoming major improvement in the educational system. This technology entered into modern classes with immersive resolutions in a very less time because of the effectiveness of using virtual reality in the classrooms. The virtual reality in school is modifying the upcoming prospect of education. Various researchers have been identified how virtual reality has potential to change the manner people learn and train, from rendering detailed understanding and helping them to know critical matters to facilitate language concentration and virtual trip (Elmqaddem, 2019). Sattar et. al. (2020) argued that the virtual reality technology is outstanding method for the teaching and learning. However, it can take time to develop in educational setting at great level because of the fact that it is very expensive to implement. The virtual reality can be used to enhance student learning and engagement. The virtual reality can change the manner to deliver educational contents. The virtual world does not permit users to see it but also have interaction with this (Kavanagh, et. al, 2017).

Benefits of virtual reality in education system

McGovern, Moreira & Luna-Nevarez (2020) stated that the education is the base for the development of people and society. The transfer of knowledge is essential for the civilization since the starting. The individuals are regularly seeking manners to make understanding transfer very simply, quickly, as well as effectually. In the world of technologies, the people have a chance to enable best learning with advancements. The virtual reality appears to be natural next pace for the development of education. The virtual reality is helpful in enhancing collaboration between students and teachers. It is also helpful in the distance learning and class-based education. The research states that virtual reality simulation increases inspiration among the students and enhance collaboration and development of understanding (Li, et. al, 2017).

It is important to know how virtual reality in education will be helpful to improve learning procedure. It is also required to focus on the improvement of quality of education in the first place. In olden times, most techniques made to help learning have been aimed at enabling access to data and observation about world. Before the use of computer, the people used powerful tool books. The books helped the people in retaining facts. The virtual reality can be useful to increase student learning and commitment. Bower, DeWitt & Lai (2020) argued that the virtual reality education can change the manner to deliver educational content. It works on the premise of making virtual world real or imaginary. The learning encourages the students to fully understand this. This will require less cognitive pressure to process data. In the education sector, the virtual reality gives better experience to the teachers as well as students. With virtual reality education, the learners are enthused to discover for themselves. The student has a chance to learn by doing rather than passively reading.

Limitations of research

The research scholar faces several limitations in doing research. The researcher has some issues in searching the topic ‘introduction of virtual reality in education system and sector.’ It is not easy for researcher to find out data and information to assess relevance of virtual reality (Makransky & Lilleholt, 2018). The absence of sample data and size creates issue for the researcher. Some government reports, websites as well as journal articles on the virtual reality are not accessible. The research scholar faces various problems and issues in conducting literature review to understand the importance of virtual reality in education sector (Huang, et. al, 2019).

Research methods

There are different types of research philosophies such as positivism philosophy, interpretivism philosophy and realism philosophy. For this study, the research scholar will use interpretivism philosophy. The different research approaches are inductive research approach and deductive research approach. Here, the researcher will use inductive research approach rather than deductive research approach. The deductive research approach is relevant only in case when the researcher develops hypothesis. The research design has two types such as qualitative design and quantitative design.  In this study, the researcher will use qualitative research design. Further, the research strategy permits researcher to evaluate issue of research by responding the research questions in well-organized way. To do this research, the researcher will use both interview as well as literature review. In addition, the researcher uses the literature review to collect data in less time. It is less expensive for researcher to conduct interview.  The literature review increases research quality and develop understanding. Thus, the researcher can use detailed information related to research problem by using the interview strategy.  The researcher will conduct interview with 15 teachers of different schools of UK (Makransky & Lilleholt, 2018).

In this study, the researcher uses secondary as well as primary data collection method. The primary data collection method is useful to collect data directly. While data is gathered directly by an investigator for very first time is considered as primary data. The secondary data collection method is helpful in making direct relation with the applicants to get beliefs about research issue. With the help of primary and secondary data collection method, the researcher can generate the detailed understanding about the issue of research. There are various sampling strategies such as probability strategies and non-probability strategy. For this study, the researcher will use probability research method.

After the collection of data, the researcher need to evaluate the data for making the consistent and appropriate outcomes related to subject matter of research. There are various data analysis methods such as statistical analysis, contents analysis, disclosures analysis, thematic analysis, and informal analysis. The researcher collects data for proper assessment of the research problem. For this study, the researcher expects to use content analysis as consistent with qualitative information (Vesisenaho, et. al, 2019).

Planning and resources

The research plan will focus on discovering the significance of virtual reality in education sector.

References

Bower, M., DeWitt, D., & Lai, J. W. (2020). Reasons associated with preservice teachers’ intention to use immersive virtual reality in education. British Journal of Educational Technology

Elmqaddem, N. (2019). Augmented reality and virtual reality in education. Myth or reality?. International Journal of Emerging Technologies in Learning (IJET), 14(03), 234-242

Guay, A., Forcier-Poirier, S., Ouellet, K., Cliche, P., Robitaille, P., & Knudsen, S. B. (2017). U.S. Patent Application No. 14/997,187

Huang, K. T., Ball, C., Francis, J., Ratan, R., Boumis, J., & Fordham, J. (2019). Augmented versus virtual reality in education: an exploratory study examining science knowledge retention when using augmented reality/virtual reality mobile applications. Cyberpsychology, Behavior, and Social Networking, 22(2), 105-110

Kavanagh, S., Luxton-Reilly, A., Wuensche, B., & Plimmer, B. (2017). A systematic review of Virtual Reality in education. Themes in Science and Technology Education, 10(2), 85-119

Liu, D., Bhagat, K. K., Gao, Y., Chang, T. W., & Huang, R. (2017). The potentials and trends of virtual reality in education. In Virtual, augmented, and mixed realities in education (pp. 105-130). Springer, Singapore

Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66(5), 1141-1164

McGovern, E., Moreira, G., & Luna-Nevarez, C. (2020). An application of virtual reality in education: Can this technology enhance the quality of students’ learning experience?. Journal of Education for Business, 95(7), 490-496

Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785

Sattar, M., Palaniappan, S., Lokman, A., Shah, N., Khalid, U., & Hasan, R. (2020). Motivating medical students using virtual reality based education. International Journal of Emerging Technologies in Learning (iJET), 15(2), 160-174

Schutte, N. S., & Stilinović, E. J. (2017). Facilitating empathy through virtual reality. Motivation and emotion, 41(6), 708-712

Vesisenaho, M., Juntunen, M., Häkkinen, P., Pöysä-Tarhonen, J., Fagerlund, J., Miakush, I., & Parviainen, T. (2019). Virtual reality in education: Focus on the role of emotions and physiological reactivity. Journal of Virtual Worlds Research, 12(1).