The difficulty in producing virtual worlds varies according to the level of interaction that the program requires. The QuickWorlds, which are relatively easy to develop, have limited interaction, but users can walk around them and manipulate them. Using virtual reality, the possibilities for scientific learning are endless, Moher said. With virtual reality, these environments can be simulated effectively, and children can practice making observations, counting, or searching for things. The technology relies on the concept that learning is better when students actually see and experience a concept, rather than talking about it or looking at it in a book.
Virtual reality can provide the same sensations as doing and seeing because it is interactive.
Considering the technology is still in an experimental stage, Moher said, the researchers have had a number of problems with the virtual reality equipment. For instance, installing the equipment in the school was difficult. They've also had to overcome problems with power, cooling, and lighting. The researchers needed a dark space to operate the ImmersaDesk-and in a school, that wasn't easy to find. They had to hang dark curtains.