Abstract
Many have elaborated on the potential of virtual reality (VR) in learning. This article attemptsat organizing the literature in this issue in order to better identify indicators that can accountfor future valid trends, and seeks to bring to attention how authors who wrote about the futureof VR in education confused futures' terms and produced excessive expectations about itsapplicability in learning. The majority of writers missed the difference between probabletrends and possible trends as well as between wild and preferable scenarios. Therefore, the aimof this article is twofold: a. to clarify the difference between these future approaches; and b. todevelop a valid forecast of a wild future for VR in education. It seems that VR could suggest awild paradigm in learning. The wild turnabout identifies the potential of VR not as an accessoryto learning but as an IQ and cognitive booster.
| Original language | American English |
|---|---|
| Pages (from-to) | 269-293 |
| Journal | Themes in Science and Technology Education |
| Volume | 2 |
| Issue number | (1-2) |
| State | Published - 2009 |