Virtual reality in education has always been a priority of many educational institutions. A lot of premier higher education institutions have spent quite a bit of resources in coming up with high engagement educational modules that can be made accessible to students all over the world. The idea is to create a system where instructors, researchers, scientists, and persons of authority can plug in their collective knowledge into a central database.
This system can then create learning environments that enable students to get in touch with their ability to solve problems. The idea is not so much to arrive at the absolute right answer because there is some sort of magic formula that students are expected to follow. Instead, the idea behind virtual reality in education is to enable students to exercise their problem-solving skills and sense of personal initiative.
The worst thing that can happen when it comes to the learning environment is to train people to expect to be spoon-fed. If you’ve ever worked a job, you would know full well that a lot of the things that you were supposed to learn from the company manual and training materials barely cover the actual problem sets that you are faced with on a day-to-day basis. In that situation, many people are under the impression that they are just basically learning on the job.
When you go through corporate training, you’re not trained to have the perfect answer when the clearly defined problem appears in front of you. As impressive as that may sound in theory, that rarely happens in the day-to-day world. Instead, you are trained to know enough so that you would be able to respond or at least have the initiative to get the right information so you can take good care of the problem right then and there.
This scenario is what separates self-starters or high initiative employees from employees who would just basically stop what they’re doing, drop the whole process, and get on the phone to get in touch with somebody who knows the right answer. You can’t run a bureaucracy right like that much less highly sophisticated multimillion-dollar operations spanning many different continents.
The whole establishment is going to screech to a halt if it is filled with such employees. Most organizations comprised of people who are self-starters have a tremendous sense of initiative and can trust their intuition.
Virtual reality in education focuses on intuition
One of the most notable examples of virtual reality in education involves corporate training modules where problem sets are not entirely identified. The trainee is presented with the problem, but not all the solutions are readily apparent. It turns out that there is no answer.
Still, instead, the trainer scores the trainee based on their willingness to take risks, to check reference materials, and, just as importantly, to evaluate different courses of action before deciding on the best fit. The idea is not so much the score you get based on your ability to find the magic answer to the problem you faced.
There are always two sides to a question, and anybody with average reasoning skills can probably articulate in clear terms why they came to the decision they did. The issue is whether you can come to a decision at all and what kind of decision-making steps did you go through to make that call. Importantly, you will be evaluated based on how realistic the factors they’ve selected to base your decisions on. These are not focused on whether you dot the right I’s and cross the right T’s. This type of education doesn’t renter on rote memorization or rigid answers. The result is that such systems using virtual reality in school end up producing better managers. They start as rank-and-file employees but given their training and their willingness to take action to get there eventually position themselves for management training.
Virtual reality in education environment involving Game Theory
Game Theory is a specific body of predictive models that were likely effects of decisions made in an environment where the participants don’t have a complete set of facts. One good example of game theory is the prisoner’s dilemma. If two prisoners are interviewed separately by police, and both chose to remain silent, they will probably avoid jail or walk away with relatively lighter sentences.
If one of the prisoners becomes paranoid and starts thinking that the other prisoner has ratted him out in all likelihood, both of them are probably going to be saddled with lengthy prison sentences. The prisoner’s dilemma plays a significant role in virtual reality in education as far as management training goes.
In management, it would be ideal if all the information that you need to make the absolute right call was present. But the problem is, just like with rank-and-file employees, you are faced with shifting environments and in a wide range of different people that the information that may prove to be responsible as far as the issue you’re trying to resolve is concerned, rarely shows up.
Given what you can see and given what you’re aware of, how do you detect specific patterns so you can tie them into designs that you know can lead to specific desirable outcomes? This question is what is emphasized by modules using virtual reality in educational programs that target management. They are given problem sets that lead to life using virtual reality.
It is a virtual reality environment you can’t help but truly be emotionally invested in since you are directly engaging with images, sounds, and even smells, and textures that emotionally lock you in.
The high level of engagement also filters management applicants because the higher the level of emotional involvement, the higher the stress and the pressure. Virtual reality in education modules that train managers have a dual-purpose.
Not only do they enable people to make better decisions that can stand up to later scrutiny and analysis, but they also do a fantastic job in filtering people who would be able to handle stress and exhibit grace under pressure. These are two excellent examples of virtual reality in education involving both rank-and-file employees and management trainees.