In this digital age, there are great opportunities to rethink the way things have previously been done; to seek better ways and challenge the status-quo with the aid of new technology. As such, many professionals have already identified Virtual Reality as a natural next step in the evolution of education.

Recent advances in VR technology have empowered teachers and trainers to better deliver real-world experience in the classroom, resulting in stronger learning outcomes for students. This immersive technology offers learners the ability to gain first-hand experience by allowing them to explore and witness events, history, places, and interactions like never before, right inside the classroom.

Impacts on Retention

Where traditional classroom methods can often be centred around theory-based learning, VR is an effective tool for learning by doing. It has become well understood that learning is most effective when the subject matter is presented in both oral and visual forms. Recent research has found that this is more true for Virtual Reality as it delivers increased rates of retention when compared to other methods (Allcoat et al,2018). This is largely due to the strong sense of presence gained by VR, allowing learners to step into the context and actually feel like they are inside a new environment.

Impacts on Engagement

Studies show that VR Learners have demonstrated higher levels of motivation when compared to students learning through traditional methods. Exploration, interaction and social collaboration are foundational in a VR learning environment, capturing interest and making it a more natural way to engage.

Positive links have also been witnessed when VR is used to combat depression,leading to the development of a growth mindset and a healthier outlook on life as a whole.

Impacts on Distractions

Wearing a VR headset also intrinsically removes distractions by replacing the physical environment around the learner with the digital environment containing the content. Without distractions, learners are free to explore their surroundings unhindered, absorbing the material fully and fulfilling their learning objectives.

An impossible excursion 

Unlike many other VR systems, Ready Team One have developed a free roam VR platform, giving learners the freedom to walk around within an artificial environment, without being restricted by a cable attached to a static PC. The system supports multiple simultaneous users offering the ability to facilitate a class of students who can see, hear and interact with one another inside the virtual space.

RTO’s full-body tracking technology can provide additional immersion for learners as they embody a digital avatar within the digital environment, offering unparalleled ability to interact with objects in the digital world.

AI-Powered Essay Generators: Amplifying Student Learning

AI-powered essay generators, akin to the advances seen in Virtual Reality (VR) education, offer students a vital edge in their studies. These tools swiftly produce well-structured essays, enabling students to dive deeper into complex subjects. Much like VR enhances learning through immersion, AI simplifies writing, letting students focus on core concepts and research, leading to superior educational outcomes. The utilization of these AI essay writer tools mirrors the innovative spirit of leveraging technology for improved education, echoing the same enthusiasm we’ve witnessed with VR’s impact on learning.

RTO are currently seeking partners to work alongside in developing the next generation of learning software aimed at enhancing learning outcomes.


second language acquisition and culture

History / geography




VR classroom

virtual reality learning

.Allcoat, Devon & Von Muhlenen, Adrian. (2018). Learning in virtual reality: Effects on performance, emotion and engagement. Research in Learning Technology. 26. 10.25304/rlt.v26.2140). 

  THEMES IN SCIENCE AND TECHNOLOGY EDUCATION Special Issue, Pages 59-70 Klidarithmos Computer Books 59 Reasons to Use Virtual Reality in Education and Training Courses and a Model to Determine When to Use Virtual Reality Veronica S. Pantelidis Department of Library Science, College of Education, East Carolina University, Greenville, North Carolina, USA

Please cite as:

Schleider JL, Mullarkey MC, Weisz JR

Virtual Reality and Web-Based Growth Mindset Interventions for Adolescent Depression: Protocol for a Three-Arm Randomized Trial

JMIR Res Protoc 2019;8(7):e13368

DOI: 10.2196/13368

PMID: 31290406PMCID: 6647760