AR / VR

Digital Learning Technologies, Online learning, Learning analytics / Data mining, Mobile learning, OER, Educational Games / Gamification, AR / VR Higher education Usage: Current and Past
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N=243
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243 EDUCAUSE members

Adoption of different learning technologies

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Publication Year: 
2016
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Survey question: 

■ Don’t know: I don’t know what this technology is.

■ No deployment: None of this technology is in place, and no work will be under way or resources committed for this technology in 2016.

■ Tracking: Multiple person-days of effort will be assigned but restricted to monitoring and understanding this technology (much more than just reading articles).

■ Planning, piloting, initial deployment: This technology is not yet available to users; however, meaningful planning for deployment is either in development or in place. Staff are investing significant time (multiple person-weeks of effort) and resources in executing the plan to pilot or deploy this technology within a defined time frame.

■ Expanding deployment: In 2016, we will move from initial or partial to broader or even institution-wide deployment.

■ Institution-wide deployment: Full production-quality technical capability is in place, including ongoing maintenance, funding, etc., with deployment potentially supporting institution-wide access.

(p. 47)

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AR / VR K-12 Attitudes/Benefits/Challenges

What are the major drawbacks to using VR in education

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2016
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AR / VR K-12 Attitudes/Benefits/Challenges

What are the major benefits of using VR in education

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2016
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AR / VR K-12 Usage: Anticipated

Do you expect or plan to use VR in the future?

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2016
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AR / VR K-12 Usage: Current and Past

How often does your school use VR?

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2016
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AR / VR K-12 Usage: Current and Past

In which subject areas is VR used?

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2016
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AR / VR K-12 Attitudes/Benefits/Challenges

Familiarity/Usage of VR

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2016
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AR / VR K-12 Usage: Current and Past

Simulations are more widely used by teachers in virtual classes (23%) and teachers who have implemented a flipped learning model (26%) or a blended learning model (17%).

Sample Description:

In fall 2015, Project Tomorrow surveyed 415,686 K-12 students, 38,613 teachers and librarians, 4,536 administrators, 40,218 parents and 6,623 community members representing over 7,600 public and private schools and 2,600 districts. Schools from urban (25%), suburban (40 %), and rural (35 %) communities are represented. Just over one-half of the schools (58%) that participated in Speak Up 2015 are Title I eligible schools (an indicator of student population poverty). The Speak Up 2015 surveys were available online for input between October 1st and December 18th, 2015.

The adoption of simulation

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2016
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Simulations are more widely used by teachers in virtual classes (23%) and teachers who have implemented a flipped learning model (26%) or a blended learning model (17%).

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Educational Games / Gamification, AR / VR K-12 Usage: Current and Past

Whereas in the past, classroom use of tools such as videos, games, animations and simulations the part of risk-taking teachers, today it appears that these activities are not only gaining scale within schools but are endorsed and promoted by school and district leaders. In reporting their districts’ use of various digital tools to support learning, 82 percent of district administrators say their districts have now implemented a variety of digital content and online resources in their classrooms. Additionally, five out of 10 administrators note that the implementation of digital content resources such as videos, simulations and animations was already generating positive student outcome results.
Relative to game-based learning environments, 40 percent of administrators say their classrooms now include digital games as learning tools, outpacing even the adoption of 1:1 tablet programs in classrooms (33 percent). (p. 5)

Sample Description:

In fall 2015, Project Tomorrow surveyed 415,686 K-12 students, 38,613 teachers and librarians, 4,536 administrators, 40,218 parents and 6,623 community members representing over 7,600 public and private schools and 2,600 districts. Schools from urban (25%), suburban (40 %), and rural (35 %) communities are represented. Just over one-half of the schools (58%) that participated in Speak Up 2015 are Title I eligible schools (an indicator of student population poverty). The Speak Up 2015 surveys were available online for input between October 1st and December 18th, 2015.

Increasing adoption of using digital tools

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2016
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Whereas in the past, classroom use of tools such as videos, games, animations and simulations the part of risk-taking teachers, today it appears that these activities are not only gaining scale within schools but are endorsed and promoted by school and district leaders. In reporting their districts’ use of various digital tools to support learning, 82 percent of district administrators say their districts have now implemented a variety of digital content and online resources in their classrooms. Additionally, five out of 10 administrators note that the implementation of digital content resources such as videos, simulations and animations was already generating positive student outcome results.
Relative to game-based learning environments, 40 percent of administrators say their classrooms now include digital games as learning tools, outpacing even the adoption of 1:1 tablet programs in classrooms (33 percent). (p. 5)

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Online learning, Mobile learning, Performance support / improvement, Knowledge management, AR / VR Business and industry Usage: Current and Past
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644
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644 companies

Learning Technologies Current Usage

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2016
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