Virtual Reality: A Technology Benefiting Students

Running Head: Virtual Reality: A Technology Benefiting Students
Virtual Reality: A Technology Benefiting Students
Samantha Hauck
Western Oregon University

Virtual Reality: A Technology Benefiting Students 2
Abstract
Studies have shown students learn and retain information taught to them when they are
interacting with the concepts and topics in an engaging way, and virtual reality provides this
(Bransford, Brown, & Cocking, 2000; Fredrick, J.A., Blumenfeld, P.C., & Paris, A.H., 2004).
Although some argue virtual reality is only for games and can create aggressive tendencies in
young users (Kardaras, 2015; Aubrey, Robb, Bailey, & Bailenson, J., 2018; APA Task Force on
Violent Media, 2015), others believe virtual reality has great potential in the classroom
concerning areas such as engaging students and developing skills without the fear or risk of
creating a major mistake (Loewus, 2017; Roy, Bakr, & George, 2017; Haluck & Krummel,
2000; Delialioglu, 2012; Hu-Au & Lee, 2017). The purpose of this paper is to explore the
benefits of virtual reality use in education. The history of virtual reality, benefits of using virtual
reality in the classroom, side effects, and possible solutions to avoid these side effects will be
explored.

Introduction
Educators have one of the hardest tasks in the world: making lessons and activities
engaging enough for students in order for them to learn important concepts and develop the skills
they need to succeed in life. Studies have shown students learn and retain information taught to
them when they are interacting with the concepts and topics in an engaging way (Bransford,
Brown, & Cocking, 2000; Fredrick, J.A., Blumenfeld, P.C., & Paris, A.H., 2004; Martín-
Gutiérrez & Meneses, 2014; Bacca, Baldiris, Fabregat, Graf, & Kinshuk, 2014; Holley, Hobbs,
& Menown, 2016 ). Making sure students are learning while also keeping them engaged is no
easy task, but recently there has been a new technology breakthrough which shows an abundance
of promise concerning keeping students engaged while also making sure they are learning and
developing the skills they need to be successful in life. This new technology is called virtual
reality. Virtual reality is still new and developing, but it is being used across all education
platforms including K-12, special education, medical education, and technical education. Studies
show educators are using virtual reality to teach fractions with a visual aspect (Roussou, Oliver,
& Slater, 2006; Common Sense, 2018), learn about animal behaviors (Adamo-Villani Wilbur, &
Washburn, 2008; Common Sense, 2018), and teach important surgical and pre-service teacher
skills (Loewus, 2017; Roy, Bakr, & George, 2017; Haluck & Krummel, 2000).
Although some argue virtual reality is only for games and can create aggressive
tendencies in young users (Kardaras, 2015; Aubrey, Robb, Bailey, & Bailenson, J., 2018; APA
Task Force on Violent Media, 2015; Greitemeyer & Mügge, 2014; Persky & Blascovich, 2008),
others believe virtual reality has great potential in the classroom concerning areas such as
engaging students (Delialioglu, 2012; Hu-Au & Lee, 2017; Pantelidis, 2009; Martín-Gutiérrez,
Mora, Añorbe-Díaz, & González-Marrero, 2016; Christou, 2010; Herrera, Bailenson, Weisz,

Ogle, & Zaki, 2018; Foote, 2017; Pickavance, 2019; Bailenson, Yee, Blascovich, Beall,
Lundblad, and Jin, 2008; Hu-Au & Lee, 2017) and developing skills without the fear or risk of
creating a major mistake such as bodily harm to a patient or a classroom getting out of control
(Loewus, 2017; Roy, Bakr, & George, 2017; Haluck & Krummel, 2000).
My own view is virtual reality does have some areas of concern, mainly with side effects
from usage, but research shows virtual reality being incorporated in education is beneficial for
students, and there are ways to overcome the areas of concerns educators, parents, and others
may have about the technology being used in the classroom (Higgin, 2018; Bailensen, 2018;
Christou, 2010; Aubrey, Robb, Bailey, & Bailenson, 2018; Pantelidis, 2009, Christou, 2010).
The purpose of this paper is to explore the benefits of virtual reality use in education. Before
exploring the negative views of virtual reality in education, it is important to explain what virtual
reality is and its background.
Defining Virtual Reality
Virtual reality can be defined as a technology that provides immersion, interaction, and
visual realism through a computer-generated simulation of a three-dimensional image or
environment a user can interact with by using a computer screen, special glasses, and sensor
gloves allowing them feel like they are physically in the image or environment (Steuer, 1992;
Aubrey, Robb, Bailey, & Bailenson, 2018; Freina & Ott, 2015; Hussein & Nätterdal, 2015;
Martín-Gutiérrez, Mora, Añorbe-Díaz, & González-Marrero, 2016). Virtual reality makes a user
feel like they are in a particular environment by using the user’s physical actions and senses to
explore the simulated image or environment. Virtual reality may seem like a brand new and
only-just-beginning-to-be-developed technology, but virtual reality has been around longer than

many people think. In this next section, I will present a brief history of virtual reality as it has
been used for several decades now.
The History of Virtual Reality
The term “virtual reality” was not coined until 1987 by Jaron Lanier, founder of the
visual programming lab (VPL) (Virtual Reality Society, 2016), but 1838 is the earliest
documented presence of virtual reality (Virtual Reality Society, 2016). Back then, Charles
Wheatstone found the brain processes two dimensional images from each eye into an object of
three dimensions. From this research, Wheatstone invented the stereoscope, which became the
first piece of virtual reality technology. In 1929, the Link trainer was created by Edward Link
(Virtual Reality Society, 2016). The Link trainer was the first commercial flight simulator to use
motors linked to the rudder and steering column to help with the pitch and roll and simulate an
actual flight. The US military bought six of the devices in order to help train their pilots before
they got into an actual aircraft (Virtual Reality Society, 2016).
In 1962, the Sensorama was introduced to the world (Freina & Ott, 2015; Virtual Reality
Society, 2016). The Sensorama used “three-dimensional, full colour film together with sounds,
smells, and the feeling of motion, as well as the sensation of wind on the viewer’s face” in order
to create a virtual motorcycle ride (Freina & Ott, 2015, p. 1). In other words, computer graphics
engineers used different senses and computer graphics to create a virtual experience for users.
The Sensorama as a new technology started getting people to really talk and explore what could
be done with virtual reality. In 1965, Ivan Sutherland, American computer scientist and the
father of computer graphics, described how computer graphics engineers should be approaching
virtual reality with their imagination and creativity by stating “the challenge to computer
graphics is to make that virtual world look real, sound real, move and respond to interaction in

real time, and even feel real” (Hussein & Nätterdal, 2015, p. 2). This is what Sutherland called
the “Ultimate Display, ” and it means Sutherland wanted computer graphics engineers to start
thinking about creating graphics that simulated a real world using the different senses people
have. Designers acted upon Sutherland’s call to action, and real world graphics in virtual reality
started appearing in the years to come.(Virtual Reality Society, 2016).
In the 90’s, video game companies like SEGA and Nintendo started to create and
introduce their own versions of virtual reality devices (Virtual Reality Society, 2016). These
devices were meant to be worn on the head of the user and over the eyes. The headset had a
screen users would look at in order to participate in the virtual world.
After the 90’s, virtual reality technology died down and was not in mainstream news
again until 2012. In 2012, there was a Kickstarter campaign titled “Oculus VR”. The entire
purpose was to raise enough money to create a new and improved VR headset. The Kickstarter
raised over 2.4 million dollars, and the Oculus Rift was developed and created (Hussein &
Nätterdal, 2015). The device was a wearable and affordable head-mounted display that had
stereoscopic displays. The main feature everyone was talking about was the 100-degree field of
view the headset offered in order to create the immersive experience needed for virtual reality
(Hussein & Nätterdal, 2015). Oculus Rift was a hit, but it was still not affordable to many
people. In 2014, Google introduced a cardboard head-mounted display device which could easily
be mounted to a smartphone in order to give users a virtual experience at a low and affordable
cost (Hussein & Nätterdal, 2015). The cardboard head-mounted display was more affordable for
people who wanted to participate in virtual reality but could not afford Oculus Rift. Virtual
reality started out as an experiment focusing on the eyes and brain and led to the development of
the sensorama and the Link trainer. All of these virtual technologies have the same goal: to allow

users to experience something without physically being at a certain place. Virtual reality is still
being developed, and while head-mounted displays are the most popular when it comes to virtual
reality devices, they are not the only pieces of technology allowing users to experience virtual
worlds. In the next section I will explain the different types of virtual reality technology.
Types of Virtual Reality Technology
There are two ways people can experience virtual reality through technology devices:
Cave automatic virtual environments (CAVEs) and Head-Mounted Displays (HMDs). This
section will explain each type of virtual reality technology.
Cave Automatic Virtual Environments (CAVEs)
A Cave Automatic Virtual Environment is one way to experience virtual reality.
According to Aubrey, Robb, Bailey, and Bailenson (2018), CAVE environments “are rooms in
which screens covering walls, the ceiling, and the floor project virtual images to surround the
user with the virtual environment” (p. 8). In other words, a user can experience virtual reality in a
room which has been covered with screens from top to bottom in order to feel they are really
experiencing something. CAVE environments allow a user to move around a room freely
without fear of major injury, however, these rooms require a lot of space, they cannot be freely
moved around due to their size, and they are expensive, which does not make CAVE
environments beneficial for school use (Freina & Ott, 2015). On the other hand, head-mounted
displays are more accessible and cost efficient.
Head-Mounted Displays (HMDs)
According to Aubrey, Robb, Bailey, and Bailenson (2018), head-mounted displays are
“headsets that are worn by the user and that can show stereoscopic information, spatialize sound,
and provoke tactile sensations” (p.8). In other words, head-mounted displays can create the same

sense experiencing something in a virtual world as CAVE environments do. There are two types
of head-mounted displays.
The first type is a head-mounted device where the screen and technology are already built
into the device. These types of head-mounted displays require a connection to wireless internet
or a computer in order to download the virtual experience (Freina & Ott, 2015). These types of
head-mounted displays really put the user in the virtual experience of their choosing, but they are
also typically more expensive, which is why many educators lean towards the second option for
head-mounted displays (Freina & Ott, 2015).
The second type allows a user to use their smartphone device as part of the head mount.
The smartphone is simply placed in the front of the head mount and is the screen users will look
at to see and experience the virtual world they have chosen (Freina & Ott, 2015). These types of
head-mounts are typically more cost effective and can even be made out of cardboard, which is
something Google has created in order to make virtual reality more accessible and affordable
(Hussein & Nätterdal, 2015). Recently, virtual reality via head-mounted displays have made their
way into all types of education and show great promise when it comes to benefiting students in
areas of engagement, motivation, active learning, participating in opportunities they might not
otherwise have, getting hands on experience without the major risk involved, and learning about
compassion and empathy (Delialioglu, 2012; Hu-Au & Lee, 2017; Pantelidis, 2009; Martín-
Gutiérrez, Mora, Añorbe-Díaz, & González-Marrero, 2016; Christou, 2010; Loewus, 2017; Roy,
Bakr, & George, 2017; Haluck & Krummel, 2000; Pickavance, 2019; Foote, 2017; Walsh, 2017;
Sato, 2018; Herrera, Bailenson, Weisz, Ogle, & Zaki, 2018; Foote, 2017; Pickavance, 2019;
Bailenson, Yee, Blascovich, Beall, Lundblad, and Jin., 2008; Hu-Au & Lee, 2017). The next
section will explore and explain the different benefits of using virtual reality in education.

The Benefits of Using Virtual Reality in Education
In the past decade, many academics and researchers have been studying the benefits of
using virtual reality in education, and they have found there are many advantages for students of
different levels of education when virtual reality is used. These benefits include increasing
student engagement and motivation (Delialioglu, 2012; Hu-Au & Lee, 2017; Pantelidis, 2009;
Martín-Gutiérrez, Mora, Añorbe-Díaz, & González-Marrero, 2016; Christou, 2010), creating
hands on training without major risk in the medical and educational fields (Loewus, 2017; Roy,
Bakr, & George, 2017; Haluck & Krummel, 2000), giving students the opportunity to experience
something and learn from it in a situation they might not otherwise get (Pickavance, 2019; Foote,
2017; Walsh, 2017; Sato, 2018), and teaching compassion and empathy (Herrera, Bailenson,
Weisz, Ogle, & Zaki, 2018; Foote, 2017; Pickavance, 2019; Bailenson, Yee, Blascovich, Beall,
Lundblad, and Jin., 2008; Hu-Au & Lee, 2017). This section will explore each of these benefits
in order to show virtual reality in education is benefiting students.
Virtual Reality Increases Student Engagement and Motivation
In education today, teaching by lecturing is the most common form of conveying
objectives, topics, and content. It is also the most common reason why students are disengaged in
their learning (Delialioglu, 2012; Hu-Au & Lee, 2017). When students are disengaged, they are
not learning and developing the skills they need to be successful out in the real world, which is
why virtual reality has shown great improvement in student engagement and motivation (Harris
& Reid, 2005; Sotiriou & Bogner, 2008; Serio, Ibáñez, & Kloos, 2013; Martín-Gutiérrez &
Meneses, 2014; Bacca, Baldiris, Fabregat, Graf, & Kinshuk, 2014; Holley, Hobbs, & Menown,
2016).

Virtual reality allows students to experience topics, content, and objectives in a new and
exciting way, which engages and motivates them to take control of their learning (Pantelidis,
2009; Martín-Gutiérrez, Mora, Añorbe-Díaz, & González-Marrero, 2016). When using virtual
reality, students are excited and challenged by what they need to do, and this increases their
engagement and motivation to keep going and learning. Pantelidis (2009) found virtual reality in
education provides a new way to present material and information, it can more accurately
explain certain concepts and topics compared to traditional teaching, and it motivates students by
requiring them to be active in their learning. Virtual reality allows students to learn information
in a way that matches their specific learning needs, such as visual, hands-on, and auditory, which
helps to engage and motivate students because they are getting the information they need in a
way that connects with them (Pantelidis, 2009).
Erwin, a teacher in the Cornell School District in Pittsburg, Pennsylvania and skeptic of
virtual reality, started using virtual reality in his history classes and stated “with virtual reality,
even with one try, I could tell that there is some educational value. The kids do remember facts
better when they use virtual reality” (Chute, 2018, p. 23). In other words, at first, Erwin was
hesitant to embrace virtual reality, but after using it with his class, he saw an immediate change
in his students. Erwin’s students were able to remember facts about the virtual field trip they
took to Rome better than if Erwin had just lectured them about it. Erwin’s discovery is important
because it shows virtual reality really engages students and keeps what they learned alive and
fresh in their minds. Virtual reality increases student engagement and motivation, but it also
promotes active learning and constructivism, which in turn further increases student engagement
and motivation.

Virtual Reality Promotes Active Learning and Constructivism
Virtual reality encourages students to be active learners, which can also increase their
engagement and motivation. According to Martín-Gutiérrez, Mora, Añorbe-Díaz, & González-
Marrero (2016) virtual reality promotes “decision-making when interacting with virtual
environments, permitting autonomous exploration, understanding complex concepts, creating
new experiences, and learning by doing” (p. 479). In other words, virtual reality makes students
become active learners by encouraging them to interact, make decisions, and explore the virtual
world they are in. Virtual reality is encouraging students to become more engaged and motivated
with their school work by allowing them to take control of their learning. Constructivism is
another way virtual reality promotes student engagement and motivation.
Constructivist teaching methods support students in learning and making meaning
something through sensory data (Christou, 2010). Virtual reality allows students to participate in
constructive learning by allowing them to experience something with all or most of their senses
and then construct meaning from those experiences in order to learn. Constructive learning
engages and motivates students by allowing them to experience something on their own and use
the information they gather to create their own conclusions and questions. Christou (2010) said
virtual reality is perfect for constructive learning because it “provides a multi-sensory, interactive
environment that is engaging and that allows learners to construct meaning from experience” (p.
8). In other words, virtual reality provides everything needed for students to engage in
constructive learning, which will also promote them to become more engaged and motivated
with their learning. Virtual reality increases student engagement and motivation, but it also
provides students hands on learning experiences without major risk.

Virtual Reality Allows for Hands on Training Without Major Risk
In recent years, virtual reality has become popular in medical, educational, and other
technical fields when it comes to hands-on training. Virtual reality has been used to teach pilots
how to fly before they actually get into an aircraft (Ellis, 2018), some police training happens
through virtual reality before candidates reach the streets (Reyes, 2017), and automotive
mechanics are now being trained using virtual reality (Quevedo, Sánchez, Arteaga, & Alverez,
2017). Pickavance (2019), stated “the best way to learn a skill is by doing it,” which makes
virtual reality appealing and suitable for students going to school for medical and education
careers (p. 1). When studying virtual reality, many researchers have found students who practice
surgical techniques or classroom management skills are not as stressed and overwhelmed, so
they perform these skills with more precision and clarity compared to students who practice the
skills in a real life setting (Loewus, 2017; Roy, Bakr, & George, 2017; Haluck & Krummel,
2000).
Virtual reality in the medical field is a great benefit which gives students the chance to
practice without fear of injuring someone. Haluck, MD and Krummel, MD (2000) stated:
Simulation allows learners to participate in real-life events without significant risk. In a
computer-generated virtual model, there is no patient who might suffer. Task
performance or any particular learning module may be repeated as many times as
necessary...In this setting, trainees can inflict numerous injuries, causing numerous
complications time after time, if necessary, to achieve the educational goal...Learners
would not have to wait for a particular case but would practice whatever and whenever is
best suited to their needs. (p. 789)

This means virtual reality is perfect for medical students because it gives them the opportunity to
create bodily injury and trauma without actually hurting anyone. Students are able to see the
injuries, see how they were created, and then go through the module again without actually
needing a human body. Medical and dental students are put under tremendous amounts of stress,
and situations of high stress can decrease learning and not provide the best environment in the
operating room, which is why virtual reality is helpful to medical students before they ever cut a
real body (Haluck & Krummel, 2000; Loewus, 2017; Roy, Bakr, & George, 2017) . Virtual
reality provides the same low-risk environment for students wanting to become teachers as well.
In their study about pre-service teachers, researchers at New York's University at Buffalo
found many of them wanted more classroom management experience (Loewus, 2017). These
researchers partnered with a local charter school and digital-media company to create virtual
reality experiences to give pre-service teachers an opportunity to practice their classroom
management skills and learn from what they were doing without having the risk of real student
bodies involved (Loewus, 2017). The technology created uses images and videos of actual
students to give the virtual world more of a real feeling. This virtual reality experience gives pre-
service teachers the opportunity to practice their skills in an unthreatening environment (Loewus,
2017). They are still doing field work inside of an actual classroom, but the virtual reality gives
them some extra practice other pre-service teachers said they did not get before. Many of the
participants reported a visceral feeling the virtual reality experience allowed them to have
(Loewus, 2017). The participants felt they were actually in the classroom with students and could
practice their classroom management skills without major stress and fear. Virtual reality is giving
students in higher education an opportunity to practice and hone the skills they need to be

successful after they graduate, but it is also giving students in traditional K-12 classrooms
opportunities to experience difficult or unreachable topics as well.
Virtual Reality Gives Students Opportunities They Might not Have Otherwise
Certain subjects, such as the deep sea and the cellular complexity of living organisms, are
practically impossible to actually explore, but virtual reality now offers the opportunity to
experience these topics (Pickavance, 2019). With virtual reality, students can experience Syrian
refugees come ashore by boat or sit in on a class in a small African village (Foote, 2017). Many
museums also offer virtual tours in order for students to see and explore artifacts they would
otherwise not get to see (Walsh, 2017). Being able to actually see and interact with a difficult
concept like cells in a living organism helps students with their learning and provides them
chances to experience topics they might not otherwise get a chance to experience, and virtual
reality is helping educators teach difficult topics.
In many K-12 schools, students who come from high-poverty backgrounds are not able to
take field trips or have exciting new experiences to increase their learning, but virtual reality is
starting to change these circumstances (Sato, 2018). Through virtual reality technology, like
Google Expeditions, students are able to go on virtual field trips and explore museums and
locations they would not have the opportunity to otherwise, due to financial disabilities (Sato,
2018). Students in high-poverty situations now have a chance at a similar education as others
who are lucky enough to be able to have these experiences in real life.
To illustrate, Jada, an eighth-grade student in the Cornell School District, is a student in a
high-poverty district who was able to experience virtual reality first hand (Chute, 2018). Jada and
her classmates were introduced to virtual reality during the 2017-2018 school year when they
were studying about deciduous forests and the plant and animal life that live there. Jada stated by

using virtual technology she was able to learn about wolves and monarch butterflies, which is
something she would otherwise not get a chance to do since her school district is located close to
downtown Pittsburg, Pennsylvania (Chute, 2018). Hupp, director of technology and instructional
innovation in the Cornell School District, stated “Virtual reality allows students to explore places
and structures in a way that is as close to real life as possible, without actually leaving our
campus” (Chute, 2018, p.7). This means without virtual reality, Jada and her classmates would
not get the hands on experience of a deciduous forest due to their location and poverty status.
Field trips are not an option for them. Virtual reality is helping students connect with topics that
are difficult to understand or topics they might not be able to explore physically, but virtual
reality is also helping to teach students about compassion and empathy.
Virtual Reality Teaches Compassion and Empathy
Recently, virtual reality has been used to teach students about empathy and compassion
towards others and certain situations. Some people, such as Lynch, a writer for The Tech
Edvocate, (2017), have argued that virtual reality devalues the importance of human connections.
Lynch argued “with virtual reality, it’s just you and your virtual reality software. Even if your
classmates are experiencing it right alongside you, it’s not the same as human connection”
(Lynch, 2017, p. 2). Lynch is trying to say students cannot make personal connections with
others and experiences with virtual reality because it is not real, but there are educators, students,
and recent studies that disagree (Herrera, Bailenson, Weisz, Ogle, & Zaki, 2018; Foote, 2017;
Bailenson, Yee, Blascovich, Beall, Lundblad, & Jin, 2008; Hu-Au & Lee, 2017) . Empathy and
compassion are hard-to-explain topics without actually experiencing them and being in the
moment, so teachers have been using virtual reality to help teach students about these two
important topics.

A study done by Herrera et al. (2018) showed students who use VR to experience
homelessness typically had more positive and caring behaviors towards homeless people
compared to those who experienced homelessness on a desktop computer. The feelings the
students developed also lasted long after the study had concluded. After experiencing being a
Syrian refugee, Andrea Trudeau (Foote, 2017) stated the levels of empathy in her students were
increased and it was “obvious to see from their comments on the class whiteboard” (p. 1). This
means students had a strong emotional reaction after experiencing being a refugee and they
understood what it was like to be homeless refugee. In another study about teaching and building
student empathy, students used virtual reality to experience being an elderly person (Bailenson,
Yee, Blascovich, Beall, Lundblad, and Jin, 2008; Hu-Au & Lee, 2017). After their experience,
the study found students’ attitudes towards older generations increased in a positive way.
Teaching empathy and compassion using virtual reality is not limited to only personal stories and
experiences though.
Pickavance (2019) has been using VR in schools to bring awareness to climate change by
having young people witness “the melting of the icecaps,” swim “in the Great Barrier Reef to see
the effects of receding coral on the ecosystem,” and rub “shoulders with great primates whose
habitats are being cleared by deforestation” (p. 1). In other words, virtual reality is being used to
put young people in a circumstance where climate change is real in order for them to understand
what is going on. Pickavance (2019) noticed young people had more of a compassionate reaction
compared to being lectured about climate change. Virtual reality may not be giving students the
physical interaction with learning that Lynch (2017) says is so important, but these studies and
educator experiences show virtual reality can be used to teach empathy and compassion, and
students are taking away important information and learning from the experiences. Recently,

head-mounted virtual reality use has made its way into all types of education and shows great
promise in connecting students with information and building their skills to be successful outside
of schooling, but the head-mounted displays have also come under fire by many researchers
(Christou, 2010; Virtual Reality Society, 2016; Kennedy, Stanney, & Dunlap, 2000) for possible
negative side effects users develop and can experience.
Side Effects of Virtual Reality
Virtual reality in education has been shown to be extremely beneficial, but there are some
researchers and academics who question if the side effects of virtual reality use are worth the
possible negative health side effects (Kim, 2015; Aubrey, Robb, Bailey, & Bailenson, 2018;
Blascovich & Bailensen, 2012; Christou, 2010; Kardaras, 2015). Researchers and academics
have noticed concerns about simulation sickness, escapism, and aggression with the use of
virtual reality. The examples and studies done by these researchers only concern virtual reality in
a setting of using it for pleasure and entertainment, but these side effects do have the possibility
to bleed into an educational setting given the right circumstances. This section will cover
concerning side effects of virtual reality including simulation sickness, escapism, and aggression.
Virtual Reality and Simulation Sickness
In his research on virtual reality in education, Christou (2010) noted some health related
issues can arise from using virtual reality. Christou found the most common health issue
concerning virtual reality was simulation sickness. Christou explained simulation sickness
happened when “there is a mismatch between the subject’s visual perception and their sense of
movement” (p. 16). In other words, what the user is seeing is not matching their movements
while in virtual reality. The sensation from the eyes not matching the movements throws off the
user’s vestibular system, inner ear, and creates simulation sickness. Symptoms include nausea,

disorientation, and fatigue (Christou, 2010; Virtual Reality Society, 2016). Christou found virtual
reality technology with better quality graphics often had a higher chance of causing simulation
sickness compared to lower quality graphics. Studies have shown simulation sickness is less
frequent when a user is exposed to virtual reality frequently, but it is still a concern when
thinking about incorporating virtual reality in an educational setting (Kennedy, Stanney, &
Dunlap, 2000). Simulation sickness is a real possibility when it comes to using virtual reality in
education, but researchers have also made some concerning discoveries concerning using virtual
reality to escape real life (Kim, 2015; Aubrey, Robb, Bailey, & Bailenson, J., 2018; Blascovich
& Bailensen, 2012).
Virtual Reality and Escapism
Vorderer, a professor at the University of Mannheim, explained “escapism means that
most people have, due to unsatisfying life circumstances, again and again cause to ‘leave’ the
reality in which they live in a cognitive and emotional way” (Kim, 2015, p. 5). In other words, a
person is unsatisfied with their physical life and chooses to escape it by way of virtual reality.
Researchers and academics such as Aubrey, Robb, Bailey, and Bailenson, J. (2018) and Peter
Vorderer (as cited in Kim, 2015) have noticed an increase when it comes to escapism. When
asked about their feelings on virtual reality, 61% of parents said they have concerns about their
children using virtual reality to escape and become socially isolated from the real world (Aubrey,
Robb, Bailey, & Bailenson, J., 2018). Many student-aged users turn to virtual reality to meet
their love- and sense-of-belonging needs because they can easily find places and people in the
virtual world who accept them for who they are (Kim, 2015; boyd, 2014; Freitas, 2017). Some
researchers such as Kardaras (2015) believe using the virtual world to escape reality will only

create an addiction due to the freedom of the virtual world, but others such as Blascovich and
Bailensen (2012) believe using virtual reality to escape might not be a bad thing.
Blascovich and Bailensen (2012) explored the use and consequences of virtual reality.
The two researchers found more people are using virtual reality to escape, but they also noted a
person being able to fulfill their basic human needs in a virtual world wasn’t necessarily a bad
thing (Blascovich & Bailensen, 2012). Some people do not have the opportunities in their
physical lives to socialize with others who are like them, and virtual reality offers the opportunity
to leave the real world behind for a time and connect with people who share the same interests.
While using virtual reality as an escape mechanism is a growing concern for some researchers,
growing aggression among young virtual reality users is a current trend that cannot be ignored
(Kardaras, 2015; Aubrey, Robb, Bailey, & Bailenson, J., 2018).
Virtual Reality and Aggression
Increase in aggression and aggressive tendencies is one of the biggest concerning side
effects when it comes to young users and virtual reality (Kardaras, 2015; Aubrey, Robb, Bailey,
& Bailenson, J., 2018; APA Task Force on Violent Media, 2015; Greitemeyer & Mügge, 2014;
Persky & Blascovich, 2008). Aggression is a major side effect concerning any type of violent
game play, but since virtual reality makes the user feel like they are actually in the environment
they are exploring or playing, it creates a greater risk of the aggression coming out due to the
feeling of physically being present (Persky & Blaskovich, 2007/2008; Lull & Bushman, 2016).
In his book, Glow Kids, Kardaras (2015) has an entire chapter dedicated to technology
use and aggression. In this chapter, Kardaras points to many studies linking technology use,
especially violent game play, to aggressive behavior in young users (Anderson et al., 2008;
Hollingdale & Greitmeyer, 2014; Barlett, Harris, & Baldassaro, 2007). These studies found

aggressive tendencies in young users grew even if they had no aggressive background to begin
with. All of these studies deal with non-virtual reality game play and aggression, but the fear of
many researchers and parents is the same aggressive behaviors will cross over to virtual reality
and become worse due to the realness of the experience, and there are studies that suggest the
connection between violent game play and an increase in agression (Persky & Blaskovich, 2007;
Persky & Blaskovich, 2008; Lull & Bushman, 2016; Aubrey, Robb, Bailey, & Bailenson, J.,
2018).
In a study about virtual reality and aggression done by Persky and Blaskovich (2007)
young adult participants played video games in a headset virtual reality format. The participants
in this study reported they had more aggressive feelings and their heart rates elevated more
compared to participants who played on a desktop format (Persky & Blaskovich, 2007). Similar
findings were also reported in another study done by Persky and Blaskovich (2007) and in a
study done by Lull and Bushman (2016). Both studies reported participants playing violent video
games in virtual reality played the games more violently and aggressively and also showed more
aggressive behaviors after game play compared to those on a desktop computer. When surveyed
about violence and virtual reality, 70% of parents of children under 18 say they are worried
about the effects violent virtual reality content will have on their children (Aubrey, Robb, Bailey,
& Bailenson, 2018). These studies are important because they show experiencing violence via
virtual reality can increase aggression in young users, and this becomes a major concern when
thinking about using virtual reality in educational settings.
Solutions to Avoid the Side Effects of Virtual Reality
Educators may feel overwhelmed and not in control when trying to introduce virtual
reality into the classroom while also battling the possible side effects, but luckily there are some

solutions. According to researchers, there are many steps that can be taken by educators to avoid
side effects such as simulation sickness, escapism, and aggression when using virtual reality in
the classroom, but there are solutions such as using virtual reality when it is really needed, time
management, and setting up the space appropriately to avoid these side effects (Higgin, 2018;
Bailensen, 2018; Christou, 2010; Aubrey, Robb, Bailey, & Bailenson, 2018; Pantelidis, 2009).
This section will cover possible solutions to avoid the negative side effects that come from using
virtual reality.
Asking if Virtual Reality is Really Needed
Virtual reality in the classroom is a great resource for students to have, which provides
many learning opportunities, but sometimes it is not needed. Before incorporating virtual reality
into a lesson or activity, there are some questions an educator needs to ask:
1. Can a simulation be used for this lesson/activity?
2. Is teaching/training the actual topic dangerous, impossible, or difficult?
3. Will a model of the environment teach/train as well as the real thing?
4. Will the virtual experience be as motivating or more motivating than the real
experience?
5. Is information visualization, manipulating, and rearranging of information using
graphic symbols needed so it can be easily understood?
6. Is it essential to make learning/training more interesting and fun?
7. Would mistakes made in a physical environment create major harm to someone
else? (Pantelidis, 1996; Pantelidis, 2009 p. 64-65).
Asking these questions beforehand can greatly reduce the risk of negative side effects from
virtual reality use because an educator is able to deeply think about whether or not virtual reality

is truly needed for the lesson or activity they want to teach because there are fewer risks when
there are fewer times virtual reality is used (Higgin, 2018). These questions result in educators
also thinking about the side effects that can occur during and after use. Sometimes, virtual reality
and the negative side effects that happen from using it can be avoided by asking these questions,
but there are times when educator finds out they need to use virtual reality in their classroom,
and there are steps they can take to help avoid these side effects.
Time Management
The number one solution researchers recommend educators implement in order to avoid
the negative side effects of virtual reality is to use virtual reality in timed chunks and create time
where virtual reality is not going to be used (Higgin, 2018; Bailensen, 2018; Christou, 2010;
Aubrey, Robb, Bailey, & Bailenson, 2018). Researchers such as Higgin (2018), Bailensen
(2018), and Christou (2010) all recommend students only use virtual reality in increments of 20
minutes at a time to decrease and avoid the occurrence of negative side effects. The time chunks
can help keep students from feeling nauseated and disoriented (Bailensen, 2018). By setting a
limit of 20 minutes of use at a time, educators are making sure students are pulling away from
the virtual world and coming back to the real world. Setting a specific time limit helps to keep
students from using virtual reality as an escape mechanism (Bailensen, 2018; Aubrey, Robb,
Bailey, & Bailenson, 2018). Time management when using virtual reality in the classroom is the
best thing an educator can do to avoid the negative side effects that can come from use and
making sure the classroom or space being used with the virtual reality is another step educators
can take when it comes to avoiding bodily harm.

Sitting Down and Clearing the Room
From his personal experience, Bailenson (2018) noted bodily harm or injury can be
another side effect that happens to virtual reality users. Bailenson stated, “I’ve had people smash
their heads into desks. Even though the users knew the desks were there before the goggles went
on, they forgot when they tried to lean closer to a virtual object on the virtual ground” (p. 4). In
other words, students, who know the classroom layout, are still likely to hurt themselves if the
virtual reality experience involves moving around because they forget there are other objects in
the physical space.
There are two things Bailenson (2018) recommended in order to avoid bodily harm to
students. First, he recommended students stay seated. Many virtual reality experiences do not
require students to be up and walking around, so staying seated will solve many accidents that
could happen if students were allowed to walk around. If the virtual experience required students
to move around, recommendation number two was: clear the room of all big objects or find a
bigger space (Bailensen, 2018). Clearing the room of tables, chairs, and other big pieces of
furniture or finding a bigger space to use virtual reality will create less of a hazardous risk for
students who need to move around with headsets on (Bailensen, 2018). These solutions are not
the end all when it comes to the negative side effects of virtual reality use, but the solutions
presented are a way to avoid the most concerning side effects. When the negative side effects of
virtual reality have been addressed and solutions have been employed to avoid them, educators
can use virtual reality in ways that truly benefit students.
Conclusion
In a study done about student perceptions of virtual reality, Domingo and Bradley (2018)
found 52% of students have an overall positive perception of their experience when using virtual

reality in the classroom. Many students reported first having a negative perception of virtual
reality, which turned into a positive perception after using virtual reality to learn. If educators
want this percentage to rise, they need to address whether virtual reality is going to be beneficial
for their classroom and the negative side effects that can occur when using virtual reality. The
solutions to combating these negative side effects are not groundbreaking, but they work. It is
just a matter of educators really taking the time to implement the solutions correctly for their
learning environments.
Even though there are some researchers who are worried about the possible negative side
effects from virtual reality use (Kardaras, 2015; Aubrey, Robb, Bailey, & Bailenson, J., 2018;
APA Task Force on Violent Media, 2015; Greitemeyer & Mügge, 2014; Persky & Blascovich,
2008), studies have shown virtual reality in education has many important and advantageous
benefits for students in all areas of education (Loewus, 2017; Roy, Bakr, & George, 2017;
Haluck & Krummel, 2000; Delialioglu, 2012 as cited in Hu-Au & Lee, 2017; Pantelidis, 2009;
Martín-Gutiérrez, Mora, Añorbe-Díaz, & González-Marrero, 2016; Christou, 2010; Herrera,
Bailenson, Weisz, Ogle, & Zaki, 2018; Foote, 2017; Pickavance, 2019; Bailenson, Yee,
Blascovich, Beall, Lundblad, and Jin, 2008 as cited in Hu-Au & Lee, 2017). With virtual reality,
students are able to explore difficult topics and concepts, they are able to practice skills such as
surgical and aviation techniques, and they are able to have and learn from experiences they might
not otherwise have. Currently, researchers are exploring the use of virtual reality with students
with disabilities, and studies are showing positive benefits, which means virtual reality is flexible
and can be used by anyone (Pantelidis, 2009; Walsh, 2017; Hu-Au & Lee, 2018). Virtual reality
use shows no signs of slowing down anytime soon, so it is only a matter of time before it
becomes common practice in education. If educators can become more knowledgeable of virtual

reality and its side effects now, then there is a chance the benefits of virtual reality will grow and
give students everywhere a chance at a more engaging and motivating education.

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