Learner-Centered Technology Integration

Team Members: Emily Atkins, Lauren Houston, and Susan McCurry

1. What is virtual reality?

Definitions: Virtual reality is a 3 dimensional digital experience with a goal of emulating

reality. Virtual reality is used to give users “the opportunity to create a psychological sense of
immersive presence” (Georgieva, Craig, Pfaff, Neville, & Burchett, 2017), affecting the senses of all
users. "Virtual Reality is the use of computer technology to create the effect of an interactive three-
dimensional world in which the objects have a sense of spatial presence" (Bryson, 2013). The goal of
VR is to experience sensory immersion in a digital environment.

Characteristics:
 Complete immersion in the virtual environment- no outside stimulus
 Depth perception and motion parallax- that 3D feeling that you can reach out and touch
something.
 Spatialized Audio- the sound is coming from the seemingly right place
 Tracking direction- giving the perception of freedom of movement
 Participants sensorium as the camera- the users maintaining the first person point of view.
 Natural gestures and movement- a realistic feel through movement
 Ability of the user to build a narrative- giving the user interesting choices that encourage a
unique narrative
 Action-the ability to “move” about the VR scene (Laurel, 2016).

2. Applications of virtual reality in Education and Training

Case 1: Health Sciences
Context Virtual reality as a training tool for medical students.

Purpose To provide real life type experiences for medical students before interacting with
actual patients in order to hone their patient relationship, operating, anatomy and
diagnosing skills.

Content This tool can be used in all phases of medical school training. There are situations
Areas where patient doctor relationships are role played so a medical student or resident is
prepared for the difficult conversations they may have to have with patients.
Additionally, the tool is used with medical students (pre-residency) in their study of
anatomy. Finally, librarians in the area of library sciences are learning to manage the
content in medical libraries so students can practice diagnosing based on evidence
provided as well as practice their surgical skills without the need of cadavers.

Learners Medical Students

Application The field of medicine, without focus on one discipline, has traditionally relied on the
(How) availability of human subjects to develop expertise. Medical/surgical students would
have to wait until a person was scheduled for surgery and then they would scrub in
 with the teaching doctor and assist and observe the process. This means that if a
surgery of a certain type was not scheduled over a period of time, the student’s training
would be delayed until they gained that experience. Now, however, with the advent of
virtual reality (VR), teaching colleges are slowly equipping their labs with VR labs so
students can gain experiences. “In 2015, Western University of Health Sciences in
Pomona, Calif., opened its J and K Virtual Reality Learning Center, becoming the first
school in the country for aspiring medical professionals to access medical curriculum
via VR technologies” (Van Wagenen, 2017). This is a disruption to training for
medical sciences. “Equipped with VR, AR and holographic technologies, the center
will offer learners clinical training exercises and surgical skills training in “realistic
simulated” environments” (Van Wagenen, 2017). In the study performed by Jang et al.
(2017), medical students were studied to see if there were academic gains in the field
of anatomy using V R. Two groups were selected and split into groups that observe
and groups that manipulate the technology. The students who manipulated the
technology were trained on the use of the VR, shown how a patient would be
positioned during a surgery on their inner ear, and then were asked to navigate through
the virtual patient’s ear canal to learn the anatomy of the ear. This student was not
aware that their actions were being recorded or that their recording would then be
viewed in tandem with an observer student. Both students were given a pre-test on the
ear’s anatomy, and then a post-test after they had viewed the recorded footage. The
students who were able to manipulate the VR tool to explore the virtual patient’s ear
canal tended to have better post-test results (Jang et al., 2017). Health science libraries
are aware of the need to catalog VR experiences as a part of their normal routine. “The
report suggests that these visualization technologies are already transforming medical
education and describes several innovative deployments in medical education settings,
including the Augmentarium at the University of Maryland for surgery training and the
development of a holographic medical anatomy curriculum at Case Western Reserve
University, in partnership with the Cleveland Clinic” (Lessick and Kraft, 2017).

Sources Jang, S., Vitale, J. M., Jyung, R. W., & Black, J. B. (2017). Direct manipulation is
(Citations) better than passive viewing for learning anatomy in a three-dimensional virtual
reality environment. Computers & Education, 106150-165.
doi:10.1016/j.compedu.2016.12.009

Lessick, S., & Kraft, M. (2017). Facing reality: the growth of virtual reality and health
sciences libraries. Journal Of The Medical Library Association, 105(4), 407-417.
doi:10.5195/jmla.2017.329

Van Wagenen, J. (2017, July 19). Medical schools get virtual with VR and AR
trainings. Retrieved February 14, 2018, from Health Tech Magazine:
https://healthtechmagazine.net/article/2017/07/medical-schools-get-virtual-vr-and-
ar-trainings

Links http://engineering.case.edu/HoloLens-video
 http://www.zdnet.com/article/hololens-md-why-this-medical-school-will-teach-doctors-
anatomy-with-microsofts-augmented-reality-not/
Case 2: Military Training
Context The training and re-training of military medical personnel.

Purpose To eliminate the risk of errors and mistakes when military medical personnel are re-
deployed to differing theaters of active combat.

Content Medicine
Areas

Learners Military medical personnel

Application A person who practices medicine in the military has a very different set of ongoing
(How) training needs than a medical professional working in a suburban hospital. Wounds
sustained in the act of war can be far more radical and challenging than what a routine
surgeon or physician would face stateside. Military doctors also have to be prepared to
deploy from an area with a number of underground mine fields to an area that is
positioned to be susceptible to aerial attacks. The surgical skills needed may vary from
conflict to conflict. According to Ka-Chun et al., (2016), the department of defense
found that lives were lost unnecessarily because doctors could not transition quickly
from one need to the next on re-deployment. They actively sought a way to minimize
skill “decay” so that doctors would be prepared to go to their next assignment prepared
and comfortable to manage the medical emergencies they would encounter. Working
with Skill Acquisition Theory and virtual reality, the researchers monitored time the
taken to complete tasks and found that they could train and retrain doctors more
quickly. “More importantly, the use of our adaptive VR trainer could measure medical
skills in military medical personnel, minimize errors, schedule training, and potentially
control the duration and expense of military medical training” (Ka-Chun et al., 2016).
In doing so, lives could be potentially saved through this process.

Sources Ka-Chun, S., Best, B. J., Jong Wook, K., Oleynikov, D., Ritter, F. E., Siu, K., & Kim,
(Citations) J. W. (2016). Adaptive virtual reality training to optimize military medical skills
acquisition and retention. Military Medicine, 181214. doi:10.7205/MILMED-D-15-
00164

Links http://www.virtualheroes.com/portfolio/Medical/Combat-Medic

Case 3: Virtual Reality in the Classroom with NearPod VR

Context Students (K-12)

Purpose Students are able to experience places that they otherwise would not be able to
experience.

Content Science, Social Studies, ELA, Math

Areas
 Learners Students in the classroom

Application Students are able to virtually visit different places to experience, and gain knowledge
(How) and understanding. They can ‘visit’ places with 360 views and respond to prompts
through NearPod. According to Montgomery, students are able to view information
on the Berlin Wall, create a plan of escape by drawing it on the screen, then look at
the wall in today’s time. (Montgomery, 2016) This allows them to synthesize the
information and apply what they learned. Students can use their own technology, or
school technology to access the program. Video is not currently available with this
program.

Sources Montgomery, Blake. (2016). “What is virtual reality's role in education? An interview
(Citations) with Nearpod cofounder Felipe Sommer - EdSurge News.” EdSurge. Retrieved
from: www.edsurge.com/news/2016-02-23-what-is-virtual-reality-s-role-in-
education-an-interview-with-nearpod-cofounder-felipe-sommer.

Brueck, H. (2016). Here's Why Virtual Reality Won't Get Kicked Out of Class.
Fortune.Com, 1.

Five Virtual Field Trips. (2017). School Library Journal, 63(10), 15.

Perez, J. E. (2017). Nearpod. Journal Of The Medical Library Association, 105(1),

108-110. doi:10.5195/jmla.2017.121

Links https://nearpod.com/s/search?q=vr

Case 4: Storytelling VR in the Classroom- Within

Context Middle/High school students

Purpose The purpose of this program is to experience different environments through

storytelling.

Content Social Studies/Science; Music; Possible relation to ELA

Areas

Learners Students in the classroom

Application Virtual Realities Videos (360 video or VR App) Students can experience different
(How) stories through the videos and storytelling. Students move to see the different parts of
the story as the narrator explains and talks through the events of the story. One of these
stories was a musician singing different parts of the song Hallelujah. This allowed the
viewer to turn the ‘camera’ in different directions and hear the different parts that the
singer was producing. This would be an interesting assignment for a music class to
partake in. According to Freina and Ott (2015), the two main senses that VR is
currently focused on is sight and sound. The authors reference Classen, stating that
sight is the most important sense. According to Dooley (2017), this allows the viewer
 to become an active part of the learning experience-- making them a part of the
video. It differs from television since television has the person viewing, whereas
Storytelling through VR has the viewer experiencing the reality as a participant.

Dooley, K. (2017). Storytelling with virtual reality in 360-degrees: A new screen

grammar. Studies In Australasian Cinema, 11(3), 161-171.

Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in
education: State of the art and perspectives. Elearning & Software For Education,
(1), 133. doi:10.12753/2066-026X-15-020

Jones, S. (2017). Disrupting the narrative: immersive journalism in virtual reality.

Journal Of Media Practice, 18(2/3), 171-185.

Links https://with.in/#experiences
https://www.ceros.com/blog/vr-storytelling-5-explorers-defining-next-generation-
narrative/
http://www.story-up.com/

Case 5: VR and Autism

Context Middle School Students

Purpose The purpose is to discuss the successes of using VR to make Autistic student more
comfortable waiting and walking through a crosswalk in their neighborhood.

Content Social Skills/ Real Life Functioning

Areas

Learners Special Education Students with Autism

Application Special Education teachers wanted to find a way for their students to practice every
(How) day scenarios, such as waiting for a crosswalk signal and crossing the street. Their
autistic students were encountering high anxiety and frustration in these real world
situations and the teachers felt that giving the students the ability practice the skills
virtually, in a safe environment, would be beneficial to their students. The teachers
went out into their community and took 360 degree pictures of a local crosswalk and
recorded auto from the location. The photos and auto were loading into a VR
program. The teachers set the simulation up into 3 stages. The first stage had the
students simply taking in the auto and visual information. The second stage simulated
the students pressing the walk button, waiting patiently for the signals to change, and
looking for oncoming traffic. The third stage included going to the actual crosswalk
and using what they had learned and experienced in the VR simulations to
successfully cross the street. Students only moved on to the next stage after being
 successful in the current stage. All the students in the study found success, and were
able to cross the street with less frustration and notable stress.

Sources Anderson, A. (2017). Virtual reality and autism. Proceedings Of The

(Citations) Multidisciplinary Academic Conference, 416-419.

Links

Case 6: Virtual Reality Games and English Language Learners

Context K-12

Purpose English Language Learners using VR games, specifically House of

Language, increased their vocabulary skills through gaming.

Content English Vocabulary

Areas

Learners English Language Learners

Application The VR game, House of Language, gives English Language Learners the opportunity
(How) to learn new vocabulary in a fun game setting. The learner is able to learn and use
new vocabulary in real life situations. Learners get to see, hear and repeat new
vocabulary in a fun game setting to assist in understanding and memorization. The
game also contains games to check for understanding as the learner progresses
through levels. The study found that the use of the VR game increase the students
vocabulary and also helped with the retention of the new vocabulary.

Sources Alfadil, M. (2017). Virtual reality game classroom implementation: Teacher

(Citations) perspective and students learning outcomes (Doctoral dissertation, University of
Northern Colorado) [Abstract]. Retrieved February 8, 2018

Links https://www.oculus.com/experiences/gear-vr/1129567930394285/

3. A Critique of Current Uses of virtual reality

Educational technology is ever changing and it is the responsibility of the instructional
technologist to stay abreast of emerging technology trends. The focus should be on technology that will
substantially increase learner engagement thereby supporting the acquisition of new content and
assimilation of this content with the learner’s current schema. The field of virtual reality (VR) has been
around since the 1960s, but gained traction as an emerging educational technology in 2007. The
audience was originally adults, however, there has been a paradigm shift to the field of education,
including young (upper elementary) children. “Right now, though, VR’s popularity is particularly high
based on a number of technological advances” (Brown & Green, 2016).
These advances have allowed for classroom usage with integrated programs such as NearPod
and Google Cardboard for virtual field trips, engaged learning experiences, and supporting the autistic
child in dealing with day to day situations. “We are on the cusp of a serious and arguably revolutionary
step in technology provision that schools who have pupils with autism need to take seriously as a
classroom resource” (Anderson, 2017). There are schools where the demographic is deprived of the
worldly experiences of some of their affluent neighbors. The use of VR in the classroom has the ability
to reveal to these students experiences they might never be exposed to. “The instructor can embed
famous areas in a “Google Street View”– like map display, where students can explore a place virtually
with 360-degree views” (Perez, 2017). Schools have a new way to help support the language acquisition
skills of English language learners. “The outcomes suggest that integrating VR technology in teaching
ESL is a promising strategy and more successful than the traditional learning method for vocabulary
acquisition” (Alfadil, 2017).
VR in education is used at all learner levels. Journalism students in the United Kingdom
participated in a study of immersive journalism, putting the students at the center of news events giving
them the chance to see events from multiple perspectives. “Aside from the business of news, immersive
journalism offers the viewer the opportunity to become a reporter, to become immersed in a news event
and make decisions about what they see and hear themselves” (Jones, 2017). The significance of this on
the study of reporting news and journalism is being discovered. Additionally, students in the field of
health sciences are now able to experience the reality of patient conversations before they happen,
explore surgeries in a virtual environment, and test potential new approaches without risk to human life.
In their study, Jang, Vitale, Jyung, & Black (2017) state, “These findings suggest that there is a
promising future for VR technology in medical education and training”. Finally, advancements are being
made to the use of VR in military training for flight simulation, therapy for post-traumatic stress
syndrome, and medical care in a military environment.
Virtual reality was once a tool that was out of reach of many institutions. The seemingly rapid
advancement of this technology which allows it to be in the hands of educators and trainers at all levels
is an exciting development for instructional leaders. The ability to provide real world experiences to
learners in a safe and secure platform allows for mistakes and the learning that comes from those
mistakes. The literature reviewed supports the contention that virtual reality will benefit all learners and
will become a mainstream instructional tool in the not so distant future. There are cautionary comments
about the wisdom of VR with small children, but the majority of the findings are positive for upper
elementary through adult learners.

4. Guidelines for Using virtual reality to Facilitate Learner-Centered Instruction.

Guidelines
Using VR in the Classroom

According to Reigeluth, Beatty, and Myers, the learner centered instruction allows students to
move at their own pace, mastering content and moving forward as needed. This allows them to gain
understanding and mastery of material without wasting time (Reigeluth, et. al, 1983, p. 15). This
technology can be used to get students involved in their own learning. Virtual Reality allows the student
to enter the world of learning and become an active part of it.

Personalized Learning: VR allows for personalized learning. Students are able to explore at their own
pace and ability level. They can go deeper into material when they are ready to do so. They can truly
understand and master content (Reigeluth, et. al, 1983, p. 15). VR also allows for experiences that
would not otherwise be possible. Nissim and Weissblueth say that VR, “allows the disabled to
participate in an experiment or learning environment when they cannot do so otherwise”. Someone who
is in a wheelchair is unable to maneuver certain environments that can be brought to life within virtual
reality (Nissim & Weissblueth, 2017). This brings educational experiences to life for anyone that is able
to participate.

Personalized Support/Scaffolding: When talking about 3 dimensional shapes, Ritz and Buss state
that, “instructional designers using the CAVE should differentiate according to students’ spatial
abilities”. VR allows students who have trouble visualizing shapes, to see them in 3D. For those
students who struggle, “VR can enhance students’ abilities to process and understand more complex
concepts” (Ritz & Buss, 2016). Using this technology allows those students to see something that they
otherwise may not have been able to visualize.

Ritz and Buss also state that, “Educators who successfully differentiated lessons using VR often relied
on the technique of scaffolding by starting with worked examples and increasing over time and with
growing expertise to more open-ended problems.” (Ritz & Buss, 2016). This means that when planning
a VR lesson, the teacher needs to look at the specific group of students and assign problems. Some
students will need the open-ended questions that get them thinking and digging deeper to find
answers. Other students will need to start slowly with an example, then basic questions, until they can
move to the open ended ones. This gives, “students control over the speed of their learning and work at
levels appropriate to them,” so that they are able to learn at their own pace. (Ritz & Buss, 2016).

Social and Emotional Support: The teacher needs to get students ready to enter the world of VR by
introducing the topic and setting expectations (Ritz & Buss, 2016). Ritz and Buss also talk about taking
away anything that may over-stimulate the learning process during VR. This way students can truly
focus on the instruction and not the different parts of VR that are new or interesting (Ritz & Buss, 2016).

Self-Regulation: According to Friena and Ott, Virtual Reality “increases the learner’s involvement and
motivation while widening the range of learning styles supported” (Friena & Ott, 2015). Students that
are motivated to learn, will be more active in pursuing their task. If the presentation of the material is
given in a way that makes sense to them, or in a way that they like, then they will be much more likely
to stay on task and learn the information. Students also tend to be much more engaged when they are
working with technology. This component could be enough to draw them into a lesson that they
otherwise would not have been interested in learning.

Collaboration: There are certain VR programs that allow participants to collaborate with each other
within the virtual environment. (Nissim & Weissblueth, 2017) Nissim and Weissblueth give the
example of, “using text input in virtual worlds” as a way of collaborating (Nissim & Weissblueth,
2017). Learners can talk together to work through problems and don’t necessarily have to be face to
face, but can rather be talking through the program.

Authentic Learning (task based instruction): Students are able to participate in instruction that allows
them to be working to complete a task. For example, within the medical field, students are able to work
on their medical skills without the use of cadaver parts. They still must complete the task given them,
whether it be dissecting, or performing another task, but are able to do so in a virtual environment (Jang,
Vitale, Jyung & Black, 2017). This is a great way for students to perform a task and learn while still
being in a classroom. Students have the opportunity to be actively involved instead of only viewing the
process (Jang, Vitale, Jyung & Black, 2017).

Assessment for learning: Virtual Reality is a type of learner centered technology. According to An,
teachers that use this type of technology assess to “monitor individual students’ progress continually in
order to provide feedback on their progress” (An, 2012). This consistent progress monitoring allows the
teacher to keep track of how the student is progressing with their learning. When the teacher provides
feedback, the student also benefits from the assessment. It is also important to encourage students to
look back at their own learning and participate in self-assessments (An, 2012).

Guidelines Using VR in the Classroom Cont’d

What is your end goal? Ask yourself these questions to help you narrow down the technology that
you’re looking for.
 Do you want to introduce students to something new?
 Do you want to familiarize them with a certain environment?
 Do you want your students to show you that they can do something you have already taught?

Choose the type of VR that you want to use in the classroom. You will need to be very familiar with the
technology that you choose. (It’s always helpful to be able to troubleshoot when needed!) Here are a
few VR technologies available:
 Google Cardboard/Expeditions https://edu.google.com/expeditions/#explore
 Nearpod VR https://nearpodvr.com/
 Within- Storytelling through VR https://with.in/
 StoryUp- Storytelling through VR http://www.story-up.com/
 Class VR- Headset and program http://www.classvr.com/
 America’s Army- Training Soldiers with VR http://www.scienceclarified.com/scitech/Virtual-
Reality/The-Virtual-Classroom-Virtual-Reality-in-Training-and-Education.html
 Oculus Rift- Headset and Gaming Program- https://www.oculus.com/rift/

Next, you need to make sure that you have the materials needed for the technology.
 Does it require an app?
 Do you need a headset or smartphone?
 Do you need a subscription?

Plan the lesson. Now, it’s time to plan the lesson. You will need to introduce the new technology to
your students. You might consider using an example run with the technology to demonstrate how the
lesson will proceed when students participate. Also, look at what is within the VR. Is there something
that you need to explain to students to guide them in their learning process before they start?

Set the standard. Even if they have seen or used the technology before, you need to set the standard for
the technology within your own classroom. If there are external pieces, like a headset or phone, how are
students to handle it? Where do they put it when they are done?

Get set up. If students need an app, make sure it’s downloaded before you start your lesson. Ensure
that each student has a working app before starting. If students need a headset, make sure that they are
all working properly before starting the lesson (Are they charged? Do they work with the program that
you have selected?).

Determine your lesson. What is your goal for the lesson? Will this technology help you achieve this
goal? Are students going to work independently throughout the lesson? Will this be a whole group
lesson, or small group lesson (this might change with the availability of technology)? Are they going to
collaborate in a group or share technology? Will they discuss their learning with a buddy? What will
this part look like? Make sure that you outline your expectations for students during this time. Be
specific. What should their learning look like if someone else walked into the classroom?

Demonstrate. Model. Model Model. Show your students what the technology execution should look
like in the class. Demonstrate how it works. Let them give it a try, step-by-step. Show them how to
slide the phone into the cardboard casing. Let them try. Walk around, help as needed. Show them how
to put the headset on, let them try. Ensure that they are following the steps and everything is
working. This is a good time to make sure that your technology is working properly.

Teach the lesson. Allow students to work on the lesson and learn the material that you have laid
out. You’ll still need to be available for the student that didn’t quite understand, or whose technology
needs something more from you. You’ll also need to be available to help answer questions, or guide the
student through the learning process. If students are working in groups for the lesson, then make sure
that they are collaborating and sharing.

After the lesson… Dig deeper. Ask students questions. Give short formative assessments during the
lesson to make sure that students are understanding the content. Give a summative assessment to ensure
that students fully understood the information and can apply it later. See what the students learned or
gained a deeper understanding with. If they used the technology correctly, then they were actively taking
a part in the learning process and should have new and deeper understanding of the concept. The
assessment data will help guide you when you want to teach another VR lesson.

Reflect on the lesson. How did it go? Did the VR technology help you teach the material? Do students
have a better and deeper understanding of the content than when you started? Will you use this same
technology next time, or is there another one that you want to try that might work differently?
 References

Alfadil, M. (2017). Virtual reality game classroom implementation: Teacher perspective and students
learning outcomes (Doctoral dissertation, University of Northern Colorado) [Abstract]. Retrieved
February 8, 2018

An, Y.J. (2012). Learner-centered technology integration. Encyclopedia of E-Leadership, Counseling and
Training. p 797-807

Anderson, A. (2017). Virtual reality and autism. Proceedings Of The Multidisciplinary Academic
Conference, 416-419.

Brown, A.b., & Green, T.t. (2016). Virtual reality: Low-cost tools and resources for the classroom.
Techtrends: Linking Research & Practice To Improve Learning, 60(5), 517-519.

Bryson, S. (2013). Virtual reality: A definition history - A Personal Essay.

Dooley, K. (2017). Storytelling with virtual reality in 360-degrees: A new screen grammar. Studies In
Australasian Cinema, 11(3), 161-171.

Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: State of the
art and perspectives. Elearning & Software For Education, (1), 133. doi:10.12753/2066-026X-15-
020

Georgieva, M., Craig, E., Pfaff, D., Neville, D., & Burchett, B. (2017, 10 3). 7 things you should know
about ar/vr/mr. Retrieved from Educause: https://library.educause.edu/resources/2017/10/7-things-
you-should-know-about-ar-vr-mr

Jang, S., Vitale, J. M., Jyung, R. W., & Black, J. B. (2017). Direct manipulation is better than passive
viewing for learning anatomy in a three-dimensional virtual reality environment. Computers &
Education, 106150-165. doi:10.1016/j.compedu.2016.12.009
Jones, S. (2017). Disrupting the narrative: immersive journalism in virtual reality. Journal Of Media
Practice, 18(2/3), 171-185.
Ka-Chun, S., Best, B. J., Jong Wook, K., Oleynikov, D., Ritter, F. E., Siu, K., & Kim, J. W. (2016).
Adaptive Virtual Reality Training to Optimize Military Medical Skills Acquisition and Retention.
Military Medicine, 181214. doi:10.7205/MILMED-D-15-00164
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https://medium.com/@blaurel/what-is-virtual-reality-77b876d829ba

Lessick, S., & Kraft, M. (2017). Facing reality: the growth of virtual reality and health sciences libraries.
Journal Of The Medical Library Association, 105(4), 407-417. doi:10.5195/jmla.2017.329

Nissim, Y., & Weissblueth, E. (2017). Virtual reality (VR) as a source for self-efficacy in teacher
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Ritz, L., & Buss, A. a. (2016). A framework for aligning instructional design strategies with affordances
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Van Wagenen, J. (2017). Medical schools get virtual with VR and AR trainings. Retrieved February 14,
2018, from Health Tech Magazine: https://healthtechmagazine.net/article/2017/07/medical-schools-
get-virtual-vr-and-ar-trainings