Developing an understanding of the pedagogy of using a Virtual Reality Learning Environment (VRLE) to support Innovation Education (IE) in Iceland : a literature survey

Abstract

Innovation Education (IE) is a new subject area in the
Icelandic national curriculum. The aim is to develop
students’ abilities to innovate, with a particular focus on
ideation skills. A Virtual Reality Learning Environment has
been subsequently developed to provide a supplementary
context for teaching and learning Innovation Education
with certain advantages over conventional classroom
activity. This paper reports on the literature search which
was conducted to support an action research project
aiming to develop an understanding of an appropriate
pedagogy relating to this context.
The authors firstly describe the context for the research.
The literature review strategy is based on the research
questions:
1. How does the use of the VRLE affect the pedagogy of
developing students’ ideation skills in Innovation
Education in the Icelandic context?
2. What are the key issues concerning the teacher’s role
in using the VRLE for supporting students’ ideation in
IE?
Terminology in the area of ideation, innovation, and virtual
reality learning environments is defined and relationships
established. The characteristics of VRLEs are illustrated.
The pedagogy used with IE in a conventional classroom
setting, prior to the introduction of the VRLE, is presented.
Pedagogical models on using virtual reality learning
environments in school education are then explored.
Many are related with Constructivism, Computer
Supported Communication Learning, and Computer
Mediated Communication. Principles are identified and
contrasted with IE pedagogy as it stood before the
introduction of the VRLE and subsequently with its use.
Conclusions are drawn enabling the authors to conduct an
action research phase of the project in which the VRLE
was used by teachers and pupils in Icelandic schools.