The main conclusions drawn from the observations presented in the previous chapters may be summarized in the following points.
Most children needed less than 10 minutes to learn how to use the NICE interface. Nevertheless, technical limitations, such as the wand and the size of the stereoglasses, are a current hindrance not only to usability but also to learning. Hardware issues are one of the most fundamental blocks to learning and these obstacles must be overcome in order for any virtual experience to be effective. Physical fatigue and cognitive overhead in mastering the interface are issues that should be addressed in the design of the virtual learning experience.
Several problems experienced in these studies point to issues that must be addressed to make adequate conclusions with respect to learning. Specifically, group dynamics, in the case of the larger classroom groups, overcame the effects of the virtual reality experience in several instances. Instead of collaborating, the groups in different physical locations seemed to conflict. Also, subdynamics within each group took place; the other members often hindered the leader if he or she paid attention to them at all. The issue of control over the environment, in some cases, became more important to the group members than their experience. We can conclude from this that either larger groups don't work at all in virtual environments, or more likely, that larger groups need to be more carefully orchestrated in order to achieve effective results. These group factors can be more powerful than the experience itself, and therefore in the design of any virtual learning environment careful decisions about the size and selection of the group, as well as its social aspects, should be made.
Perhaps the most important conclusion these studies point toward is the role VR can play in the actual quality of learning. The affective factor is one of the most important characteristics about VR in general, encompassing interaction and engagement, but in these studies was not limited only to increased motivation in the children. The amount of interactivity and engagement directly influenced the outcomes related to the effectiveness of the learning process. Learning was directly tied to the children's level of engagement: the ones actively involved were more engaged and motivated to complete a task and consequently understood the model employed by the NICE garden. The leaders (the ones actively using the control device to drive the interaction) got the most out of the experience while passive viewers did not understand the concepts presented as well as the leaders. This is a tentative conclusion, since the children were chosen as leaders based in part upon their cognitive skills (leadership ability, cognitive skills, and height, in that order). Nonetheless, further study in this area is promising.