VIRTUAL reality is not just the future of education; it鈥檚 the present, reshaping how we learn, interact, and experience the world. As technology evolves at an unprecedented pace, virtual reality (VR) is transforming education by breaking down the traditional barriers of classrooms and textbooks, offering immersive and interactive experiences that deepen student engagement. Whether through virtual medical surgeries, engineering simulations, or even immersive social justice scenarios, VR is rapidly gaining traction in universities worldwide, promising to redefine learning as we know it. What started as a futuristic idea is now a present-day reality, making VR a key player in the educational ecosystem, offering endless possibilities for student engagement and learning.
Meanwhile, in a VR history class, students are transported back in time to ancient Rome, where they鈥檝e been tasked with convincing Julius Caesar to adopt new technologies. One ambitious student steps up, only to forget that, in this VR version of history, they鈥檙e also wearing a toga. As they try to pitch their idea for the 鈥渋Phone鈥� of the ancient world, they slip on a marble floor and inadvertently knock over a column, causing a hilarious chain reaction that leads to the collapse of half the Roman Empire. 鈥淲ell, that wasn鈥檛 in the textbooks!鈥� they mutter, as the simulation resets.
At institutions such as Stanford University, VR is already being used as part of its Virtual Reality for Social Good programme. Students use VR to step into simulations that address real-world issues like climate change and social justice. This hands-on approach allows students to engage with these topics on a much deeper level, fostering empathy and offering a unique perspective. Experiencing issues like homelessness or environmental destruction in a virtual space not only challenges their perceptions but encourages critical thinking and problem-solving in ways traditional lectures cannot. The immersive nature of VR taps into emotional and cognitive responses that textbooks simply cannot achieve. This approach, which aligns with the philosophy of experiential learning, is increasingly popular in universities, as it encourages students to become active participants rather than passive learners. According to a Journal of Educational Psychology study in 2021, students who participated in VR-based learning reported a 20 per cent higher retention rate compared to those using traditional learning methods.
Moreover, VR is fundamentally reshaping the philosophy of education itself. Traditionally, education has been based on a constructivist model 鈥� students build knowledge through hands-on learning experiences. VR takes this concept a step further by offering immersive, experiential opportunities that were once impossible. Take the University of Illinois, where VR is used in medical training. Students can practise complex surgeries in a virtual environment without the risks associated with real-life procedures. The technology allows for repeated practice, skill refinement, and real-time feedback. In 2019, the Journal of Medical Education published findings showing that medical students who trained in VR scenarios performed 30 per cent better in practical exams compared to their peers who relied solely on traditional methods. VR鈥檚 ability to create a simulated, controlled environment for learning means students are better equipped when they enter real-world situations, reducing the risk of error and increasing competency in critical fields like healthcare.
In Malaysia, universities have also begun to explore the power of VR in education. While adoption is still in its infancy compared to their global counterparts, institutions like Monash University Malaysia and Universiti Teknologi Malaysia (UTM) are taking significant steps toward incorporating VR into their curricula. For example, UTM has integrated VR into its civil engineering courses, where students use virtual reality to visualise and interact with structural designs. In the context of architecture and urban planning, students can explore entire buildings and cities before they are built, experimenting with design elements and structural integrity in a way that was never possible before. This type of experiential learning provides students with a deeper understanding of concepts, fostering creativity and problem-solving skills. While these programmes are promising, the use of VR in Malaysian universities remains somewhat limited due to several barriers. High costs associated with VR equipment, a lack of technical training for educators and the absence of infrastructure in many institutions have hindered its widespread use. A 2020 PwC report noted that only 10 per cent of global higher education institutions had fully integrated immersive technologies like VR into their curricula, with the majority of these institutions located in more developed countries.
The potential for VR to transform education in Malaysia is undeniable, but to reach its full potential, universities will need to address these challenges. The high cost of VR hardware 鈥� often running into thousands of dollars per headset 鈥� remains a significant barrier. With limited budgets, many universities in Malaysia continue to prioritise traditional teaching methods that focus on lecture-based learning rather than immersive, technology-driven experiences. Additionally, the lack of qualified staff who are equipped to integrate VR into the classroom further stifles progress. Without the necessary infrastructure and training, universities risk leaving students in the same outdated educational framework. According to the Malaysia Education Blueprint 2015-2025, there is an ongoing push to innovate and integrate more technology into the education system, but the pace has been slow.
Despite these hurdles, VR has great potential to revolutionise the way students in Malaysia 鈥� and globally 鈥� experience higher education. The immersive and interactive nature of VR provides opportunities to not only enhance traditional subjects like engineering and architecture but also expand into other fields like business, the arts, and even social sciences. Imagine a future where business students can pitch their ideas in a virtual marketplace, or art students can step into a recreated historical period and experience the culture they are studying in real time. As these VR applications become more sophisticated, they will bring about a dramatic shift in the classroom, promoting deeper engagement and a more personalised learning experience.
However, as VR becomes more entrenched in academia, universities must also grapple with the ethical concerns surrounding its use. One of the primary issues is data privacy. VR systems often collect personal information, including biometric data such as heart rate and even eye movement patterns. A 2020 study by PwC revealed that 40 per cent of consumers expressed concerns about the data privacy risks associated with immersive technologies, and these concerns are heightened when used in educational settings. If VR systems are not equipped with robust data protection protocols, students鈥� sensitive information could be compromised. Additionally, the cost and accessibility of VR technology may exacerbate inequality in education, with only wealthier institutions or students having access to these advanced learning tools. Universities must ensure that VR content is accessible to all students, regardless of socioeconomic background, to avoid deepening the digital divide.
Looking forward, the future of VR in education seems incredibly promising. As technology continues to advance, VR systems are expected to become more affordable, more sophisticated, and more widely adopted. By 2025, the global VR market in education is projected to reach $12.6 billion, driven by increasing demand for immersive learning experiences and enhanced virtual simulations. With these advances, VR will likely become a core element of the university curriculum, integrated into a wide variety of fields. As universities rise to meet the challenges of accessibility, affordability, and data privacy, VR has the potential to fundamentally reshape the learning experience, creating a more interactive, inclusive, and engaging education system. The key to unlocking this potential lies in universities鈥� ability to balance innovation with responsibility, ensuring that VR enhances rather than hinders the academic experience.
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Dr Ariful Islam is a faculty member of the Sunway Business School, Malaysia. Mohammad Fakhrul Islam is a PhD scholar at the Hungarian University of Agriculture and Life Sciences, Hungary.
