Foundry10 is a research organization studying ways elementary educators dynamically integrate virtual reality into classrooms. Initial barriers for elementary educators using VR, like age restrictions on advanced headsets, students not owning their own devices, fewer types of content available and elementary classroom management can prohibit innovative uses of VR. We will share insights and challenges from our study of four classrooms integrating VR in unique ways, helping educators move through these barriers and implement VR play effectively into curriculum.

1. Expeditions and Beyond:
Virtual Reality in Elementary
Education
Marc Pacampara and Anna Cechony

2. Who We Are
Anna Cechony Marc Pacampara

3. Educational research organization based in Seattle, we’re pretty non-traditional
in a traditional field
Our focus is on student/teacher creativity and expanding the ways people think
about learning
We try to do as many good things as we can that directly benefit kids

4. Outline
● Our work in VR
● Creating an atmosphere for VR
● Experiences out there for elementary
classes
● What do students and teachers think?

5. Our Work in VR
Applied VR in the Schools
Has been running for 3+ years in
elementary, middle & high schools
-- A focus on how VR is actually
integrated into real classrooms
-- Emphasize different aspects of VR
usage each year
Experimental VR
Research questions are often derived
from our applied work
-- Last year we focused on perceived
role and narrative in 360 video
-- This year we are looking at the
impact of audio on immersion

6. The importance of our work
In the last few years, virtual reality has grown to become one of the main
advanced, emerging technologies on the market.
VR in educational settings continues to gain interest.
We wanted to study how teachers and students interact with the technology in
their classroom, more specifically in elementary schools.
Giving teachers and students autonomy to work with VR how they so choose.

7. Evolution of our Elementary Study
● Pilot Study, “Does VR create value in
the classroom?”
● Relative value and interest in VR
through different subjects
● Due to hardware restrictions,
elementary students inherently
experienced VR differently than
middle and high school students.

8. Designing the
studyRecruitment
Demographics
Diversity of access to technology
50% of
schools in
the study
had 1:1
ipad:student
ratios
75% of schools in
the study had 1:1
chromebook:stude
nt ratios
100% of schools in our study
used other advanced
technologies such as robotics in
their classrooms

9. Methods
● Research approved by an internal Institutional Review Board
● Participants recruited from 4 schools
● Students completed two surveys
○ Likert scaled responses
○ Open-ended responses
● Teachers completed three interviews: pre/mid/post
● Demographic variables were used to describe the sample of participants
● All students had to meet the age requirements of the VR manufacturers

10. Creating an Atmosphere for VR

11. In the Classroom
Consider other
technology usage
in the classroom
How is technology
presented to
students?

12. In the school
Addressing
infrastructural challenges
(Network & Electrical
capabilities)
Teacher support from
Admin, IT, and other
educators.

13. Experiences out there for Elementary
Classes

14. Virtual reality is the ‘ultimate empathy machine.’ These
experiences are more than documentaries, they’re
opportunities to walk a mile in someone else’s shoes.
-Chris Milk

15. People and Places

16. People and Places

17. 360 Video

18. Google Expeditions
What an educator sees when leading a class through Google Expedition to
Rome

19. CoSpaces
“The students in cospaces have seen
VR in a very different way because
they were contributors, when they
used to be passive recipients. It’s a
whole new mode of giving the content,
and they are excited”
- Elementary Teacher

20. Merge Cube
Students are able to use their phones and
interact with object IRL, more specifically the
Merge Cube.
Merge Cube acts as a hands on avatar for
what is being displayed digitally on the phone.

21. ThingLink
Students can use their
own image or images
found online and add
information like text,
videos, audio and
other images to
enhance them. They
can then be viewed on
a flat screen or using
VR.

22. What Do Students and Teachers
Think?

23. Overall Value of VR in Elementary Education

24. Value of VR in Elementary Education

25. Students using VR
VR allows students to hone in on what
they’re learning:
“No distraction when you’re using the VR, because you
can't see anyone else so you will be focused on what
YOU are doing”
VR lends itself well to multiple
interests:
“I would use VR by learning and making more stories. It would also
be fun to play around a bit too.”

26. Teachers using VR
“I think it's a tool that completely engages them and immerses them into what
they're learning.”
“A big challenge was the lack of apps tied to state or national standard.”
“ It can be a vehicle for problem solving because it doesn't always work. What are
steps to get [VR] working, students teaching other students, showing the next
person how to handle it, showing and following, guiding one another.”

27. Concluding Thoughts
Creating an technology inclined atmosphere for students to experience different
devices helps them understand the importance using VR beyond the excitement
and hype.
Interactivity with VR content promotes engagement with curriculum. This can be
within the experiences or paired with external activities.
Student and teacher support is important. When they feel supported, they can
think more critically of how VR can bring value to their classroom.

28. Next Steps
Creating
professional
development
community for
elementary
educators using VR

29. Contact us
Follow us on:
LinkedIn
Instagram
Facebook
Twitter
www.foundry10.org