Will Virtual Reality Replace Physical Educators?
Bonnie Mohnsen

Computers and educators often have a love/hate relationship. Educators love the convenience of the computer and its assistance with the every expanding paperwork pile they face on a daily basis. But it is also a hate relationship - based on a fear that the computer may one day replace them. The specific fear for physical educators: virtual reality.

The role of the physical educator includes: establishing a positive learning environment, motivating students, deciding on the sequencing of learning experiences, presenting information and skills, setting up learning experiences, providing feedback to the learner, and assessing the learner's performance. So, the question is can virtual reality fulfill each of these responsibilities? Whether virtual reality can truly replace the physical educator is matter of opinion and future research. This editorial, however, will examine specific examples of current and future virtual reality applications and their ability to assume specific responsibilities of physical educators.

First, lets define virtual reality. It is "a computer-generated 3-D experience in which a user can navigate around, interact with, and be immersed in another world in real time, or at the speed of life" (Briggs 2002, p. 35). If you have ever been to Disney Quest (Disney World), then you already have an idea about virtual reality. Historically this involved virtual gloves and helmets, but with the new gesture-recognition software these devices are no longer a necessity. With gesture-recognition, a digital camera is used to collect the user's actions, which are then sent to the computer software.

One of the activities at Disney Quest is Dance Dance Revolution. It is a dancing simulator where users mimic dance steps by following onscreen cues. The program offers a wide variety of contemporary dance music including pop, disco, techno, and hip-hop. There also are home and school versions that include the software and dance pad, but require a PlayStation and television (Mohnsen, 2004). In these versions, there is a special workout mode that provides aerobic exercise routines for players. In addition, there are single-player modes, as well as cooperative and competitive multiplayer modes.

One can argue that Dance Dance Revolution (DDR) provides the type of dance instruction often seen in school settings. The software demonstrates the dance steps, then walks the user through the steps, and finally provides the user with an opportunity to practice the steps as it provides feedback in the form of one word exclamations (e.g., good, almost, boo). Evaluation comes in the competitive mode when a score is presented to the user based on his/her performance. The dances in the software are sequenced from easy to more difficult and users are able to choose an appropriate level for themselves or work through the dances in sequence. Motivation is quite apparent if you have ever seen youngsters, or adults for that matter, play DDR at an arcade.

Some may argue that DDR covers but one type of movement activity, and that is true. However, there are other programs, albeit today they are not often used in physical education programs. These programs include:

Virtual Volleyball, where the user's video image is placed on a volleyball court to play against a virtual robot named Spike, or against a real person whose image is also projected onto the court. This program offers students the opportunity to practice their skills in an open environment and even allows for social interaction since they can play against a real person.

White Water Rafting, provides users with an oar-like device that can be used to pilot a virtual raft through different courses - again in an open environment.

SmartGolf, allows the user to drive, chip, and putt real balls, using clubs from simulated fairways, greens, sand, and rough areas. A large touch screen is used for projected images from the lie of the ball.

Perhaps the question is not whether virtual reality can replace the educator, but when will there be sufficient "high-quality" programs to teach students the basic motor/movement skills along with the sport specific skills listed in the school's curriculum?

Another aspect of physical education is that is being addressed with virtual reality is fitness. Certainly the DDR can be seen as a fitness activity. Current research at CSU Chico will provide us with research along this line. However, there are other devices as well including Game Bike from Cateye and SimCycle from Eloton that can interface with a PlayStation to provide the necessary involvement and motivation for students to participate, in this case on a bicycle, in their target heart rate zones for a continuous period of time.

In addition, NetAthlon is second generation software that supports multi-sport systems for interactive fitness activities including cycling, running, rowing, stepping/climbing, and cross-country skiing. It provides real-time feedback using realistic and motivating real-time visual, audio, and tactile (resistance) feedback, and real-time data display. The user feels as if they are competing or training in a realistic immersive outdoor training environment, even though they are inside on stationary equipment.

There also are programs and devices that simulate social-interactions as well as programs to promote cognitive understanding of physical education concepts and principles. The future will only bring additional programs and devices. The fact that Dance Dance Revolution was featured on the "Today Show" and that articles are appearing on the Internet and in magazines about interactive fitness and sport simulations means that a critical mass is forming around this topic.

This article is meant to be thought provoking and serve to stimulate professional discussions. Personally, I think that technology (including virtual reality) should augment the learning experience much like a book or video, and that the teacher will continue to be an integral part of the learning equation ---- but what do you think?

References
Briggs, J.C. (2002). Virtual reality is getting real: Prepare to meet your clone. The Futurist, May-June 2002.

Mohnsen, B.S. (2004). Using technology in physical education, 4th ed. Cerritos, CA: Bonnie's Fitware Inc.

For more information and ideas on using technology in physical education, contact Bonnie Mohnsen at president@pesoftware.com to sign up for her free Using Technology in Physical Education/Health free monthly online newsletter, and visit her site at http://www.pesoftware.com. The products listed in this article are available from Bonnie's Fitware at http://shop.pesoftware.com