Learning science in immersive VR (virtual reality)

“We believe VR/AR technology has the potential to be a standard tool in education and could revolutionise the way in which students are taught for both the K-12 segment (pre-college) and higher education.”

Dave Dolan Veative VR Learn director of product management

How immersive Virtual Realty is changing Education:

  1. RETENTION
  2. ENGAGEMENT
  3. DISTRACTION FREE

Research suggests that visualisation and a VR environment strengthen the connection between a student and a concept, possibly heightening retention. It is about participating in the learning process, having actual/virtual experiences, and enjoying the process in a self-paced, self-directed environment. When students are inside a virtual environment, they are far less prone to distractions such as other students, phones, and so on. This promotes focused attention on core concepts. Built-in learner feedback and tracked assessment ensure that learners stay on task.

VR CONTENT LIBRARY

VEATIVE VR Library has 650+ Interactive modules. It gives learning interaction: in Physics, Chemistry, Biology, Mathematics, Geography, Language Learning. Every module consists of: a learning objective, attention to a core concept, and assessments within the learning environment. Explore Veative Library here. Overview of Content is in a video below.

PHYSICS

Physics is an extremely important subject, which allows us to connect with the physical world. Its inherent complexity can be intimidating, as students can easily doubt whether they are up to the task. But removing that sense of intimidation for learners can be empowering and inspiring. Using immersive experiences promotes that connection between learner and the concept, inspiring greater inquiry.

CHEMISTRY

Chemistry can be a difficult subject to grasp as learners are often confused by obscure terms and processes. Instructors are always on the lookout for ways to allow students to realize that chemistry manifests itself in everyday life. Distraction-free learning, inside a virtual environment, is  conducive to engaging learners in focused attention on difficult concepts.

BIOLOGY

Life is a wonder, and learning about the intricacies of the world around us, at a biological level, is now within the grasp of learners. Enter into a plant, become a part of an ecosystem, and feel a connection with the smallest particles that make up the basis of life. From genes to proteins, or cells to protoplasm, immersion into this world brings life.

MATHEMATICS

Mathematical concepts are not always easily visualised, handicapping learners who just don’t “get it.” However, Veative has adopted some interesting techniques to introduce students to the world of math, by connecting difficult-to-grasp ideas with real world situations, all in a virtual  world! When a polyhedron is no longer a flat image, but a 3D, interactive  object, it starts to make more sense. When that object can be explored from  the inside, spatial intelligence is activated and a deeper understanding is  within the reach of learners.

Geography

A sense of wonder is what we wish to awaken. Students don’t always get a chance to visit and explore some of the wonders of the world. Imagine taking your learners to majestic places such as Eiffel tower and Taj Mahal  through immersive technology. This allows students to not only feel what it is like in Paris or Agra, but learn about its architect and design at the very  same time.

LANGUAGE LEARNING

VR enables real life experiences, in the safe and comfortable environment needed to ignite language learning. Role-play situations can be enhanced by interacting with virtual people. Scenario-based modules allow a connection between the scene, the context, and the target language. This airport scenario brings learners into a new world, and helps to arouse a desire to learn more.

What is the process for a school to get started?

The main challenge is the hardware. Schools can use their own or ask us a Virtual Reality Classroom Pack. VR CONTENT LIBRARY works with all major VR devices.

Compatibility list

  • Veative VR content also works with all major VR standalone consoles i.e. Oculus Go, PICO VR, Samsung Gear VR & Google DayDream.
  • The handheld controller enables interactivity and navigation, increasing student engagement by promoting active participation
  • Perform virtual experiments and manipulate objects from within an immersive environment

Learning Management PLATFORM

Once the hardware issue is taken care of, next is content. Each student and teacher has their own account. Veative has administrative tools and personalized User Profiles.

Which is necessary a teacher has analytics to schools on usage, assessment scores, proficiency with respect to cognitive domains. Veative provides its own proprietary reporting system for teachers and students to view analytics. Analytics data can also be sent to any other LMS/LRS system (capable of retrieving results), used by schools. The analytics system is supporting our offline version that stores results locally and syncs with the server when an internet connection is available.

Conclusion

VR opens up many possibilities, and obviously not just in traditional schools. Specialized training, such as for medical procedures, is already happening. Difficult and dangerous job training can greatly benefit from the benefits of doing these tasks virtually while gaining skill and “time in the task.” The virtual world creates a safe environment for learning, so if you make a wrong incision for safe environment, or set off an explosion in a power plant, VR offers second chances that life often doesn’t.

For purchase questions, e-mail ask@ste(.)education. (You must remove the brackets from the email address before sending).

STEM Technologies in kindergarten

The most intense development of a person takes place in childhood. A child discovers how the surrounding world works. As a result, the teaching of robotics as programming technology in kindergarten significantly narrows the chances of learning the real world and its rules. The most pressing question at this age is “why?”. The transfer of material to children should, therefore, answer this question.

The traditional approach in technology answers the question: “How to do something?”, therefore, for many, robotics is a separate research topic in kindergarten. Let’s compare the STEM approach and regular one.

Let’s look at the examples. One of the most common tasks in robotics is an orientation in the room and step-by-step actions. The directions – right, left, forward and backwards – can be learned by the repeat method. Children repeat the robot’s activities with pleasure. When they press the left or right key again it answers the question: “how?”, in this case: “How do I turn left or right?”

Until then, everything has gone well. Now we take the task step by step: twice to the right, once to the left, one to the right. If you line up the children in two rows of mirror images to check the learned material and ask them to repeat the order at the same time, the confusion will surely begin. This is because there are not links to explain the action in a child’s brain. To the question: “Why I am turning to that angle?” was not answered during the teaching process.

Let’s look at the second approach with the answer to the question: “Why?” Adults often don’t understand the reasoning logic of a child, for which the logical answer to the question is, “Why does a rooster scream?” the answer is, “Because he’s a rooster.” It means that someone has this kind of passion. In other words, if we associate a character with an activity, that’s the answer to the question, “Why?” This communication through a character becomes the checkpoint that a child can use in an unusual situation. In addition, the communication of activities through the character becomes part of the game. Turning to a character is natural. The boys used to play like they were soldiers, the girls played like they were talking dolls, then the boys played Spiderman and the girls played Barbie dolls and Monster High, let’s make a robot or system a character. It provides more opportunities for learning. First, the creative ones, because you have to create a character, second, the sensational ones, because knowledge can be transferred through relationships between the characters. Children easily memorize activities and mimic those they admire.

Let us return to the task of learning directions. Imagine we created three characters. The first one can only go backwards, such as cancer. The other character can only go left, be it the dog running after his tail. And the third character is a sweet-eater who can get a treat if he lifts up his right hand, with which most of us hold a spoon. Learning directions can touch other knowledge that will remain in your memory for a long time. I believe every teacher has already been able to keep thinking about what he would do to complement his character’s story. For example, when imagining cancer, it must be said that he has had to move back quickly so that his natural enemies do not eat him. But cancer wants to be eaten by an otter, water birds, and fish such as a grave and a perch. Therefore, when attacked under water, the cancer abruptly bends its tail, swims back and saves itself in this way. A dog that runs to the left after its tail all the time, runs counter-clockwise, he plays like that out of boredom. The characters created must have their own final story.

Of course, visual shapes, images, video clips, or cartoon clips must beused for a clear image of a character. And, as we have already pointedout, memorabilia takes place through the mutual actions of thecharacters, and it is most interesting for the children. Specifically, noteven the game itself, but the participation in it. Apart from beingmemorable, it is possible to practice social skills here, to help the childopen up. To give children the opportunity to talk when creatingcharacters, they are comfortable sharing in pairs. An important fact isthe possibility of creating a character in a short period of time, becausethere is a great risk of losing interest. Let’s not forget the kids want toplay.

Now we’ll check again how the directions were memorized. Let’s do it in the form of a game. Let’s line up again in two rows and ask children to close the eyes. Give the rotation commands and make pause between commands to give a time for self-control and recall the character story if necessry. Explain to the children that the breaks are given precisely for this purpose. Watch how they get it out and reduce the breaks between commands.

STEM modular kits

The developer of Robo Wunderkind kit took all of the above into account when preparing a training programme for teachers. In order for the teacher to start using immediately, he needs to review the general overview of the composition of the parts of the booklet and then open the lesson program.

Lesson cards explain in an extremely simple way what needs to be done. Each stage of the lesson is divided into parts and has its own description. Each lesson has its own task and is drawn up not only in the form of a teacher, but also in the form of an introductory story for the child. For the sake of comfort, new conditions have been highlighted which will be met during the lesson. In order to verify the acquisition of the completed educational material, the thesis formulates the skills that the child should acquire with the lesson.

A more detailed description of the suites and video references is available in the product catalog STE.education:

Illustrative examples

Soon, a whole series of video lessons will emerge that explain addictions without words. Watch a two-minute video about the features on the switch.

The next just 22-second video is already about how to approach the Halloween theme.

Upgrade options

It should be noted that the manufacturer takes into account the two-year active life of the device. If a base set was originally selected, you will receive ten lesson descriptions along with it. In many kindergartens, hours with five-year-ld children are carried out once a week for an hour,i.e. the first ten hours occur within 2.5 months.

if use chooses Robo Wunderkind educational kit then, in addition to ten basic course lessons, 12 more can be accessed. At the end of this course, or at its discretion in the meantime, additional thematic lessons may be used, such as road traffic rules or animal behaviour.

Then there’s the option to still buy an improved set of innovations. It fitsin with both the primary and education kit. More modules and sensorsthat differ based on functions – more ways to combine these functions.

Interestingly, course teachers often have an interest in trying to combine modules from different sets in one character. Yes, it’s possible. For example, you can take more than one engine and connect to a single control module. Theoretically, the control module supports the 84modules and sensors connected to it. However, we ourselves have not tried to make such a monster, as battery consumption is also increasing. For the development of creative capabilities, adapters are also provided to enable the mechanical parts of the Lego constructor to be added. This makes the design of the character more memorable and attractive.

The company DIFI.NET offers free courses for kindergarten teachers. On courses, you can try the Robo Wunderglove set with your hands and practice a teaching method that answers the question “why”. To register,send your name and contact number to the email ask@ste.education with the subject “why”.

Two weeks before the course, we’ll be sure to warn you as soon as the next group is formed.

uArm usage

uArm Swift Pro – entry level for real tasks education

Your Personal Robotic Assistant

One example of how technology is becoming more accessible is the open platform uArm. The uArm is a robot manipulator with four degrees of freedom controlled by Arduino. Arduino is connected with stepper motors with an accuracy of 0.2 millimeters. Device developer approach learning by playing. Just invent a problem and solve it. Moreover, the task can be not just moving objects weighing up to 500 grams at 5 to 32 cm, but also the study of remote control through drawing or control via a mobile phone manipulator.

uArm is affordable educational tool for robotic beginners and enthusiasts.

The manufacturer offers several options of complete sets. The most advanced is uArm Swift Pro. It includes add-ons for 3D printing, laser engraving, metal gripping. In addition, the system can be expanded with machine vision, an ultrasonic distance meter, a finger press simulator, a gesture recognition sensor. Of the separately purchased options, it is possible to replace the standard suction Cup grip with an electromagnet or a mini fan. The replacement of standardized plug-in is possible within 30 seconds.

Internal components:

This uArm Swift Pro is open-source and completely compatible with Arduino, Raspberry Pi, and Seed Studio Grove kits. The fully open architecture of the system allows the device to be freely integrated with other automation systems and to be connected to the software via standard wired and wireless interfaces. By your smartphone you can control uArm via Bluetooth 4.0.

Since the hand-manipulator has the function of motion recording, i.e. it is possible to move the manipulator with your hand in the learning mode, and it subsequently repeats the motion trajectory exactly, it seems not superfluous to install the PIR motion sensor. “Learn” movements function is accessible without a computer. Temperature, humidity sensors or colour detection boards can expanded by the base of the manipulator. But you can do more…

In addition, the system can be expanded with an ultrasonic distance meter. Also with finger press simulator in assist by universal holder, a gesture recognition sensor. Of the separately purchased options, it is possible to substitute the standard suction Cup grip with an electromagnet or a mini fan.

Once you paid, you get a lot of opportunities to study robotics. For purchase, please write to email ask@ste(.) education. (the brackets from the email address must be removed).

SmartCart Giant case 3D model

DIY parts with 3D printer for PASCO smart cart

Futurologists say that very soon to repair the car, for example, spare parts will not be sent from the factory, and they will be printed on the requested model on a 3D printer in the workshop for drawings received from the database of the plant that developed and tested the part. In many schools now it is possible to use a 3D printer.

As if anticipating the promises of futurists PASCO SCIENTIFIC offers to expand the functionality of manufactured products using 3D printing. For example, for a smart cart, it is possible to print some additional parts. Use 3D printing for the sake of clarity of the learning process. DIY means do-it-yourself. Use DIY parts for PASCO SCIENTIFIC Smart cart enlargement.

3D cover for smartcart

In the PASCO WEB DIY section https://www.pasco.com/diy/ you will find 3D models drawing files in the format Solid works (.SLDPRT).

Popular for download statistics is the case for a smart cart. He dresses over a Smart Cart and visually increases it several times. In this case, it can also be demonstrated on a metal rail. This means the built-in encoder works as does the 3-axis accelerometer and gyro.

For the convenience of printing on small printers, the case is divided into parts, which after print are glued together.

We use cookies in order to give you the best possible experience on our website. By continuing to use this site, you agree to our use of cookies.
Accept