VR in the classroom: Does the miracle cure of education also entail risks? A security check.

A critical reflection of the added value and challenge of using VR in school teaching

The integration of virtual reality into school teaching is sometimes celebrated almost martially as a revolution in the education system. The technology, which also expands the toolbox of the state of NRW, is not intended as a changing of the guard teaching methods, but as a supplement and visualization tool. In this way, complex scientific processes and historical events can be wonderfully recreated in virtual worlds and language and cultural barriers can be broken down for greater cooperation. And yet: skepticism is warranted — because at the push of a button, even the use of virtual learning environments certainly cannot solve the core problems of the German education system.

This article highlights both opportunities and stumbling blocks of VR in the classroom. The goal: Use mistakes made in previous digitization efforts to learn from them and show how virtual reality can be integrated into teaching in a sustainable and meaningful way.

Education with a wow effect: VR as a motivator in learning

Virtual reality promises you, as teachers, the opportunity to open up a completely new world of learning for students. With VR, they can visit ancient cities, understand the interior of a cell, or even relive historical events as quasi-contemporary witnesses. Studies show that immersive environments can promote learning through stronger emotional and cognitive connections.

But not only the learning outcome, but also the learning process are significantly influenced by VR. For example, the intrinsic motivation for learning often increases in connection with virtual learning environments, while the “fear of failure”, i.e. the fear of failure, decreases. Numerous studies confirm this including a German publication from the University of Duisburg-Essen. The reasons for a decrease in anxiety can be “being alone” in one's own learning world — far away from the critical eyes and voices of fellow students — but also the reproducibility of experiments and experiences in VR. VR-supplemented learning thus offers spaces for SUs who often find it difficult to position themselves with others in the learning process. The playful component invites them to experiment and discover, which is ultimately highly integrative and synchronizes the learning motivation of all SUs in the class.

But can these promises actually be implemented, or does virtual experience and learning remain a gimmick that fails in practice due to technical and organizational hurdles?

The past urges caution: Stumbling blocks on the road to digitization

In the past, the introduction of digital technologies in schools has often been accompanied by complications in technical integration and bitter disappointment with regard to the effect — I am primarily thinking of iPads or laptops, which are often only used to convey texts not via the book page, but in pixels. However, this did little to change the actual teaching mechanics. These experiences show that technological assistants alone rarely deliver the desired results.
Virtual reality jeopardizes this point all the more; as a fundamentally new and therefore often requires explanation, a quasi-wordless integration and “left to itself” would be fatal and would not only not create any added value, but would also cause frustration and failure. It is therefore immensely important to see the challenges of integration and to address them appropriately.

Common challenges include:

• Technical hurdles: VR devices require powerful hardware, regular maintenance, and stable networks. An outage during class quickly leads to frustration.
• costs: Buying VR headsets, software, and accessories is expensive. There are also hidden costs such as training or software licenses.
• Lack of training: As teachers, you are often left alone with new technologies. Without adequate training, VR can quickly become another unused tool in the closet.
• Educational adjustments: How does your VR meaningfully integrate into your curriculum? This requires a rethink and often also adjustments that cost time and resources.

These issues aren't new. According to a study by German Education Report 2022 For example, every third school project on digitization was canceled due to a lack of teacher qualification.

Intuitive, affordable solutions are therefore needed. Sponsorable solutions that are also designed for simple use can be one approach. The North Rhine-Westphalian education company VIL (Virtual Interactive Learning) specializes in such solutions and, as an implementing partner of the major NRW campaign mentioned above, is already assisting numerous media centers and ZfSL.

Small steps instead of revolution — digitalizing sustainably

Regardless of providers of so-called “plug & play” solutions, a strategy for implementing digital helpers is essential. The guidelines for such a strategy should include:

• Ensuring technical infrastructure: Although systems such as VIL are able to function autonomously and independently of IT infrastructure, at least a stable Internet connection via WLAN available throughout the school grounds is advisable.
• Step-by-step introduction: Start on a small scale. First, test VR in pilot projects to gain experience and identify potential individual problems.
• Training and continuing education: No matter how good the technology is — as teachers, you are the key to success. Invest in regular training courses that not only teach how to operate the devices but also didactic concepts.
• Focus on added value: Only use VR where it actually offers educational added value. A virtual trip to ancient Egypt can bring history to life — but a 360° video of a regular classroom or other tangible places and situations is less so.
• Encourage collaboration: Exchange ideas with other teachers who have already gained experience with VR. Networks and platforms can help find best practices and avoid mistakes.

Realism instead of hype

Used correctly, virtual reality learning environments offer unique advantages that are barely achievable with traditional methods. But it depends on the implementation — there is no magic button. Mistakes from the past that turned digitization missions into adherence to familiar, analog teaching methods must not be repeated. Because that could mean the end in the German classroom even for such a versatile tool as VR.

Virtual reality is not a panacea after all — but it is a tool with great potential. When new teaching mechanics are accepted and VR sequences are sustainably and thoughtfully integrated into teaching, new learning environments can be developed that demonstrably increase motivation and courage to learn, as well as learning success. It is up to you to critically plan the deployment and pay attention to the actual added value instead of following the hype. Because at the end of the day, it's not the technology that counts, but what you make of it as a teacher.

‍