As the world becomes a global village through the use of the internet, several sectors are experiencing a change through technology and education is not left behind, especially with the use of Virtual Reality (VR). Perhaps the most creative method it has been incorporated into the classroom is through virtual reality field trips for students through which they can visit local historical structures without leaving their classroom.
This kind of experience, I believe, can be very useful in the learning and teaching of culture, as this way people are able to interact with their history and culture in a tremendously effective manner. With the integration of digital facilities of technology along with depth explorations of cultural aspects, specially designed VR field trips to local landmarks has revolutionized the way teaching and learning process for culture happens.
1. Immersive Learning Experience
Another advantage of VR field trips is that it increases the rates of learning since it is an immersive way of learning. Classical field trips to historical or cultural sites and attractions are, as a rule, either time-limited, involve budget limitations or geographical restrictions. They are also characterized by limitations that virtual reality combatants, because students can visit the landmarks of the district using VR. When it comes to such places as historical monument, museum, or cultural spot, students can look at them from the different perspectives, and gain a detailed insight of artifacts or historical background.
With the use of VR, learners become more interested because more than one sense is used in the learning process. This is something that when you are able to walk into a local historical site or area, and hear the surroundings, plus having the capability to ‘engage’ with some of the objects, makes learning much more engaging. The applicance of the VR makes it possible for students to be more involved than when they are just reading or listening to someone.
2. Connection to Local Culture
The use of VR in visiting landmarks refines students’ understanding of their cultural background. In many cases the culture taught and considered in classrooms is often generic and encompassing but with Virtual Reality learning is made specific or localized for students giving them firsthand experience of history and culture of their vicinity.
For instance, if students were in the city to study in schools in Lahore then VR field trips could take them to the Badshahi Mosque to learn how the culture of the Mughals impacted architecture in the region or to Lahore Fort. Such a type of learning contributes to pride and sense of belonging among students because they are able to learn their history at first hand.
3. Expanding Access to Cultural Knowledge
It is not possible for every school to be in a position to afford to arrange for physical class outings to cultural sites; this is especially a reality in many underprivileged educational systems. The decision of using VR also brings social inclusion since students irrespective of their economic class can visit such places in a virtual platform without having to make the physical visit.
In addition, VR field trips are not only restricted to establishing popular landmarks only. It may involve less recognized culture or the area that may not be very accessible, especially due to physical barriers, state of conservation, or otherwise. This opens students’ way of thinking to a much wider variety and gives them a much richer perspective on their own culture.
4. Interactive Learning and Critical Thinking
A way to engage head and hands at the same time is by making use of VR field trips, in which case may lead to improvement of critical thinking abilities. Unlike passive type of education, students can follow the guide, solve some riddles or take a quiz about the place that is viewed. This level of interactivity is highly constructive and leads to analytical features as the students are forced to think out the contents.
Furthermore, VR can also be categorized to fall under teaching aids because teachers can select certain aspects relating to cultural aspects or history, which need to be taught. For example, while teaching history and describing the colonial period, a teacher can take students through a virtual tour in order to better understand certain features related to the topic.
5. Breaking Geographical Barriers
It is possible that the field trips can be taken outside the nearby locality in order to enable students to get acquainted with the instances of cultural heritage of the various regions in the country or even of the other countries. Whereas local sites give one a closer view of their ancestry, seeing different cultural sites in the world through VR widens students’ horizon. For example, students in Pakistan could use the technology to take a tour of the Great Wall of China, the Colosseum in Rome or the Pyramids of Egypt to get history and cultures of the world without the Passports.
Besides, their awareness of diverse cultures and traditions also expands besides enhancing their general knowledge. In the integrated and globalized world shared cultural experience is essential for citizenship education; for the cultivation of empathy of inclusion.
Conclusion
Virtual reality field trips to local sites followed are a powerful learning resource in cultural and historical studies. They are practical, engaging and relatively easy means of making the students aware of their culture and heritage. Implementing technology to history, VR is eliminating the barriers of geographical mobility and limited resources which in turn provides the students of different society backgrounds with an opportunity to be part of an exciting journey into understanding the cultural value of their and other societies. In the future, with the development of VR technology, cultural education using VR system will have more opportunities to be developed than before, and students have more chances to know the world extended than before.
