Virtual Reality (VR) makes use of computer graphics and electronics to create fully immersive simulated environments. This stands in stark contrast to other simulations that employ computer graphics and have to rely on 2D displays. Immersion in VR settings can lead to a unique experience termed presence, which Bohil, Alicea and Biocca (2011) describe as the psychological sensation of feeling part of the VR as opposed to the physical environment. With respect to learning, presence creates an ideal setting for situated and embodied cognition, which draws roots from philosophy, psychology, and cognitive science to explain how perceptual experience and embodiment are involved in learning (Stolz, 2015).
Even though VR environments are regarded as highly immersive, it has been suggested that a second element is required to achieve high learning rates, namely that of user interactivity (Checa & Bustillo, 2019). Games on the other hand offer exceptional opportunities for interactivity and it is here where we believe the potential lies for games and VR to merge and create a successful new kind of learning environment.
Not only are both of these technologies deeply engaging, they also share many other traits, which can be beneficial when combined to create deeply engaging learning environments (Checa & Bustillo, 2019).
Even though VR environments are regarded as highly immersive, it has been suggested that a second element is required to achieve high learning rates, namely that of user interactivity (Checa & Bustillo, 2019). Games on the other hand offer exceptional opportunities for interactivity and it is here where we believe the potential lies for games and VR to merge and create a successful new kind of learning environment.
Not only are both of these technologies deeply engaging, they also share many other traits, which can be beneficial when combined to create deeply engaging learning environments (Checa & Bustillo, 2019).
Checa and Bustillo (2019) recently undertook a review of 135 research articles that investigated VR serious games to explore their current and potential future impact in education. Below is a summary of their most relevant findings but for those interested, here is a link to their article.
Their research shows that the launch of lower cost options for VR equipment has led to an increase in publications linking VR and serious games since 2015. This suggests that educators are taking note of advances in the cost-effectiveness of VR equipment and as more options appear on the market, they are eagerly investigating this new frontier of game-based learning. The lower number publications attributed to 2019 relates to the authors not being able to acquire the final numbers of publications for that year due to their article submission.
Their research shows that the launch of lower cost options for VR equipment has led to an increase in publications linking VR and serious games since 2015. This suggests that educators are taking note of advances in the cost-effectiveness of VR equipment and as more options appear on the market, they are eagerly investigating this new frontier of game-based learning. The lower number publications attributed to 2019 relates to the authors not being able to acquire the final numbers of publications for that year due to their article submission.
Figure 1.
Number of articles on VR serious games within the education and training sector over the last decade
Note. Source: (Checa & Bustillo, 2019, p. 7)
As can be seen from Figure 2, it appears that the Higher Education sector is the dominant market for VR serious games at present. Presumably, this might be related to the still relatively high costs associated with VR equipment and hopefully we will see a greater balance in the different sectors over the next few years as even more affordable devices enter the market.
Figure 2
The targeted user of VR serious games based on publications included in the meta-analysis.
As can be seen from Figure 2, it appears that the Higher Education sector is the dominant market for VR serious games at present. Presumably, this might be related to the still relatively high costs associated with VR equipment and hopefully we will see a greater balance in the different sectors over the next few years as even more affordable devices enter the market.
Figure 2
The targeted user of VR serious games based on publications included in the meta-analysis.
Note. Source: (Checa & Bustillo, 2019, p. 8)
It is also interesting to note that interactive experiences are the main type of VR serious game that have been developed to present as seen in Figure 3.
Figure 3
The typology of VR serious games
It is also interesting to note that interactive experiences are the main type of VR serious game that have been developed to present as seen in Figure 3.
Figure 3
The typology of VR serious games
Note. Source: (Checa & Bustillo, 2019, p. 10)
Explorative interactions are considered to be games that allow users to freely interact with the environment whilst explorative experiences merely allow exploration of the environment and not any user interaction. On the other hand, interactive experiences allows for user interaction with the environment but not any free movement and lastly, the most restrictive gameplay would be passive experience where interactivity and movement is very restricted. The interactive experience for VR serious games is clearly the most dominant type of game on the market although free movement is still restricted in this type of game. This is probably due to the balance needed between cost, technological development, the degree of immersion required and potential to stimulate learning in a game. It is expected that as costs continue to reduce on VR equipment and development that we will see more explorative interaction type games being developed.
In terms of VR serious games development, it is interesting to note that explorative interaction games are only being developed for CAVE’s (virtual reality spaces created in an enclosed space) and high quality HMD’s (Head Mounted Devices) at the moment as can be seen in Figure 4.
Figure 4
Development of different VR serious games for various VR enabled devices
Explorative interactions are considered to be games that allow users to freely interact with the environment whilst explorative experiences merely allow exploration of the environment and not any user interaction. On the other hand, interactive experiences allows for user interaction with the environment but not any free movement and lastly, the most restrictive gameplay would be passive experience where interactivity and movement is very restricted. The interactive experience for VR serious games is clearly the most dominant type of game on the market although free movement is still restricted in this type of game. This is probably due to the balance needed between cost, technological development, the degree of immersion required and potential to stimulate learning in a game. It is expected that as costs continue to reduce on VR equipment and development that we will see more explorative interaction type games being developed.
In terms of VR serious games development, it is interesting to note that explorative interaction games are only being developed for CAVE’s (virtual reality spaces created in an enclosed space) and high quality HMD’s (Head Mounted Devices) at the moment as can be seen in Figure 4.
Figure 4
Development of different VR serious games for various VR enabled devices
Note. Source: (Checa & Bustillo, 2019, p. 11)
Since we believe VR games is a market that is worth exploring further for their potential in education we have dedicated the next sections to present various VR games aimed at specific school levels to help you form your own conclusions about this exciting direction in game-based learning.
Since we believe VR games is a market that is worth exploring further for their potential in education we have dedicated the next sections to present various VR games aimed at specific school levels to help you form your own conclusions about this exciting direction in game-based learning.