Constructor Lab
Leadership Summit
Edtech Advocacy &
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Virtual Reality Activities that Engage, Enhance, and Extend Student Learning

Participate and share

Participate and share : Interactive lecture

Tuesday, June 25, 1:15–2:15 pm
Location: 122B

Jonathan Spike  
Many virtual reality experiences are passive activities. In this session, we will focus on VR that challenges students to engage with real-world problem-solving, work together in teams to solve VR challenges, and design 3D creations that can be brought into the physical world.

Audience: Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators
Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS
Laptop: Mac, PC
Participant accounts, software and other materials: If possible, it would be great for attendees to download the Rumii app on Android, iOS, Mac OS, or Windows. Attendees can also consider the purchase of the following apps if they have a virtual reality system like Rift, Vive, Go, Gear, or other platforms:
*HoloLab Champions
*Keep Talking and Nobody Explodes
Focus: Technology infrastructure
Topic: Emergent technologies
Grade level: 6-12
Subject area: Special education, STEM/STEAM
ISTE Standards: For Students:
Innovative Designer
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
For Education Leaders:
Empowering Leader
  • Inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with digital tools.
For Educators:
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

Proposal summary

Purpose & objective

Participants will be able to utilize virtual reality to collaboratively plan, share, and create.

Participants will be able to utilize virtual reality to design 3D objects that can then be 3D printed for a physical prototype.

Participants will be able to engage in collaborative virtual reality to practice crucial social-emotional skills like communication, collaboration, and much more.

Participants will be able to assess virtual reality experiences and determine if they are engaging, enhancing, or extending learning for students.

The educational challenge being addressed is the lack of virtual reality experiences that are active, rather than passive activities.

The main model/framework being employed is Liz Kolb’s Triple E Framework for meaningful technology integration. The three e’s of engage, enhance, and extend are being used to drive what types of virtual reality experiences we should focus on as educators.

The evidence of success has been qualitative observations of preservice educators in labs and classrooms at the University of Wisconsin-Whitewater. Overall, participants have cited the opportunities to build social skills with others, design in a unique medium, and experience application-based learning as the best features of emerging virtual reality.


(10 Minutes) A volunteer will come up front and get group assistance to complete a task in virtual reality, demonstrating the collaborative power of the medium.
(15 Minutes) The presentation will discuss engagement strategies such as collaboration in virtual reality, like Keep Talking and Nobody Explodes, Rumii, and more.
(15 Minutes) The presentation will discuss enhancement strategies such creating in virtual reality through Blocks, Tvori, and more.
(15 Minutes) The presentation will discuss extension strategies such as real-world applications like HoloLab Champions, RoboCo, and much more.
(5 Minutes) Time will be reserved for questions and audience recommendations for virtual reality that engages, enhances, and extends learning for students.

Supporting research

The Triple E Framework by Dr. Liz Kolb

Learning Transported: Augmented, Virtually, and Mixed Reality For All Classrooms by Jaime Donnally

Yildirim, G. (2017). The users’ views on different types of instructional materials provided in virtual reality technologies. European Journal of Education Studies, 3 (11) 150-172. doi: 10.5281/zenodo.1045349

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Jonathan Spike, University of Wisconsin - Whitewater

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