Dr. Howard Gardner, amassing a wealth of evidence, theorized that every individual possesses not one but a number of intelligences.  He presented his now widely acclaimed and applied theory of multiple intelligences in his book,  Frames of Mind (Gardner, 1983). 

Strategies that educators can use to integrate this theory into the teaching setting are given by Linda Campbell, Bruce Campbell, and Dee Dickinson in Teaching & Learning Through Multiple Intelligences (1996). Hilary McLellan addressed the question of virtual reality and multiple intelligences in a seminal article, "Virtual Reality and Multiple Intelligences: Potentials for Higher Education" (1994).

How can virtual reality (VR) be used with the theory of multiple intelligence to enhance learning and help achieve objectives? 

Here are some of Dr. Pantelidis' suggestions for ways to use virtual reality, based on the strategies given for seven of Gardner's intelligence types in Teaching & Learning Through Multiple Intelligences.  The eighth intelligence, naturalist or spiritual, is a recent addition to the list.

The ability to think in words and to use language to express and appreciate complex

• Strategy:   Listening to learn - Listening to stories
• VR: Use text-based VR (MOO) to discuss or retell story after it is told.

 
• Strategy:   Speaking - Students as storytellers
• VR: Draw 3D environment to illustrate story; tell story.

Makes it possible to calculate, quantify, consider propositions and hypotheses, and carry out complex mathematical operations.

• Strategy:   Mathematical thinking processes - Patterning;Pattern blocks
• VR: Construct a building in which colors or shapesrepresent different rooms or stories.

 
• Strategy:  Geometry
• VR: Construct 3D architectural structures from throughouthistory and compare styles and geometric characteristics.
• Construct 3D shapes to illustrate history and principlesof geometry.

Instills the capacity to think in three-dimension always.

• Strategy:   Thinking like sailor, architect, artist
• VR: Construct 3D environment; study how one navigates through space.

 
• Strategy:   Visual variety in learning materials - Visual accompaniment for lectures, discussions, or readings
• VR: Draw 3D images to illustrate what is being learned.

 
• Strategy:   Architecture
• VR: Draw 3D model of architectural object.

Enables one to manipulate objects and fine-tune physical skills.

• Strategy:   Drama - Formal theatre
• VR: Construct 3D models for items (for example, stage sets) that will be physically made for performance.

 
• Strategy:   Simulation
• VR: Construct 3D scenario to accompany simulation.  For example, design a lunar space colony using VR to accompany acted out simulation of living in space colony.

Evident in individuals who possess a sensitivity to pitch, melody, rhythm, and tone.

• Strategy:  Making musical instruments in the classroom
• VR: Draw 3D models of musical instruments and constructt hem based on the models.

Capacity to understand and interact effectively with others.

• Strategy:   Collaborative learning - Collaborative learning activities
• VR: Assign collaborative 3D environment construction project to a group.

 
• Strategy:   Developing multiple perspectives - Roleplaying current events from diverse perspectives
• VR: Design 3D environments to illustrate current events. Walk through environment to learn how participants in events view situation.

• Strategy:   Multicultural education - Understanding cultural diversity through the arts
• VR: Construct 3D environments to illustrate customs of different cultures.

Ability to construct an accurate perception of oneself and to use such knowledge in planning and directing one's life.

• Strategy :  Reflecting on the wonder and purpose of life - Classroom activities to nurture a sense of  wonder
• VR: Fly through a VR rendition of the human body

• Strategy:  Self-directed learning:  An intrapersonal educational approach
• VR - Assign construction of 3D project resulting in self-directed learning.

Ability to recognize and classify patterns in nature; recognize plants and animals in the surrounding environment.

• VR - Construct groups of 3D objects found in nature - animals, plants, minerals, weather phenomena.

Campbell, Linda; Campbell, Bruce; and Dickinson, Dee.   Teaching & Learning Through Multiple Intelligences. Needham Heights, MA:   Allyn & Bacon, 1996.

Gardner, Howard.   Frames of Mind:  The Theory of Multiple Intelligences.  New York:  Basic Books, 1983, 1993.

Gardner, Howard.   Intelligence Reframed:  Multiple Intelligences for the 21st  Century.   New York:  Basic Books, 1999.

For a biographical sketch of Howard Gardner, http://pzweb.harvard.edu/PIs/HG.htm

For information on Project Zero, the educational research group which Howard Gardner co-directs at the Harvard Graduate College of Education, http://pzweb.harvard.edu/

** I, Dr. Veronica S. Pantelidis,  wish to acknowledge with thanks the comments and suggestions of Dr. Lawrence Auld and Dr. Constance Mellon.  February 1997**

Copyright © 1997-2009, Veronica S. Pantelidis.  All rights reserved.

This article may be freely copied and distributed as long as credit is given to the author Veronica S. Pantelidis.

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