Educators’ Perceptions of Ethics in Virtual Educational Environments (VREs): A Qualitative Narrative Inquiry
Location
DeSantis Room 1052
Format Type
Plenary
Format Type
Paper
Start Date
17-1-2020 9:45 AM
End Date
17-1-2020 10:05 AM
Abstract
Much research has been written about benefits of virtual immersive environments in educational settings (VREs). Studies related to pedagogical theory and conceptual frameworks show potential for a student’s opportunities for meaningful learning and development of higher order thinking skills during experiences in these immersive spaces. Still, the need exists for additional study regarding ethics in VR technology, the education field, in particular. The integration of situated cognition as the theoretical framework for this research study provides the form of explanation and belief for our analysis of virtual reality applications and ethics, as frameworks show connections between development of higher order thinking skills, morals, and external artifacts. Plans, procedures, and decisions regarding ethics in virtual educational environments (VREs) could affect every individual within the organization physically, psychologically, and/or socially. As with organizations, those within educational settings could benefit from integrating educational applications within virtual immersive space where designers’ priorities were ethical use of the products. Through one-on-one interviews with open-ended questions, educators from Association for Educational Communications and Technology (AECT) shared their stories of their perspectives of ethics in VREs. Further research is needed regarding ethics in VR technology in virtual educational environments, as educators proceed to plan and prepare ethically sound and safe virtual experiences for their students.
Keywords
virtual reality, ethics, teaching and learning, educators, higher education, simulation activities
Educators’ Perceptions of Ethics in Virtual Educational Environments (VREs): A Qualitative Narrative Inquiry
DeSantis Room 1052
Much research has been written about benefits of virtual immersive environments in educational settings (VREs). Studies related to pedagogical theory and conceptual frameworks show potential for a student’s opportunities for meaningful learning and development of higher order thinking skills during experiences in these immersive spaces. Still, the need exists for additional study regarding ethics in VR technology, the education field, in particular. The integration of situated cognition as the theoretical framework for this research study provides the form of explanation and belief for our analysis of virtual reality applications and ethics, as frameworks show connections between development of higher order thinking skills, morals, and external artifacts. Plans, procedures, and decisions regarding ethics in virtual educational environments (VREs) could affect every individual within the organization physically, psychologically, and/or socially. As with organizations, those within educational settings could benefit from integrating educational applications within virtual immersive space where designers’ priorities were ethical use of the products. Through one-on-one interviews with open-ended questions, educators from Association for Educational Communications and Technology (AECT) shared their stories of their perspectives of ethics in VREs. Further research is needed regarding ethics in VR technology in virtual educational environments, as educators proceed to plan and prepare ethically sound and safe virtual experiences for their students.
Comments
collaborative effort among university faculty at a higher ed institution