Immersive virtual reality (IVR) refers to the engagement of virtual world simulations whose real-time interactivity combined with relevant audio-visual elements provides a near perfect immersive environment (Southgate et al. 2019). This is accomplished using a sophisticated interface linked to head-mounted displays (HMD) and input devices like keyboards or controllers.
Unlike augmented reality (AR) IVR has no intermediary reality-check as you’re not interacting with a screen but a fully three-dimensional environment as “the more a virtual immersive experience is based on actional, symbolic, and sensory factors, the greater the participant’s suspension of disbelief that she or he is “inside” a digitally enhanced setting” (Dede, 2009).
Therefore, IVR is able to provide substantial opportunities for effective and meaningful learning and fostering creativity by providing a profound sense of presence and thus meaning within these experiences which is further elaborated below by Dalgarna & Lee (2010) in Figure 2.
Students and Teachers as Designers using CoSpaces Edu
One such application of IVR is the use of CoSpaces Edu in the classroom. Created by Delightex, CoSpaces Edu is an innovative and highly accessible design platform for creating unique and immersive virtual reality experiences. Students and teachers are able to create custom IVR experiences through integrated 3D modelling and coding tools (Figure 4), allowing users to create their own unique interactive environments, fostering creativity through design, bolstering digital literacy and enhancing engagement with learning.
For example, within my KLA of History, I was able to create a gladiatorial scene using a model of the Colosseum and a Roman soldier who I could animate using coding to move around and raise his shield (Figures 5,6). When simulated using VR, the true scale and atmosphere of gladiatorial combat can be realised which connects to the NESA (2012) History syllabus ‘Life Skills’ outcomes of “recognise some aspects of everyday life in a particular ancient society using one or more sources, eg stories, images, multimedia” (p. 111).
Whilst CoSpaces Edu remains a fantastic tool for teachers and students to design IVR experiences, considerations must be made to stage appropriateness. Specifically, if year 11 or 12’s would feel unchallenged by the program as it more caters to earlier learning stages like years 7-9. Furthermore, younger students may feel overwhelmed by the platform and would require greater scaffolding and direct teacher instruction to engage effectively, placing a burden on the teachers prior knowledge capacity. Regardless, the potential to foster creativity through digital literacy and IVR technology using CoSpaces Edu is clear and exciting for teachers and students alike.
References
Dalgarno, & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
Dede. (2009). Immersive interfaces for engagement and learning.(PERSPECTIVE)(Author abstract)(Essay). Science, 323(5910), 66–69. https://doi.org/10.1126/science.1167311
NSW Education Standards Authority (2012) History: Life Skills Syllabus. Available at: https://educationstandards.nsw.edu.au/wps/wcm/connect/55f81fec-7312-45ff-b7a7-0a92a868c675/history-k10-syllabus.pdf?MOD=AJPERES&CVID=
Southgate, Smith, S. P., Cividino, C., Saxby, S., Kilham, J., Eather, G., Scevak, J., Summerville, D., Buchanan, R., & Bergin, C. (2019). Embedding immersive virtual reality in classrooms: Ethical, organisational and educational lessons in bridging research and practice.(Report)(Author abstract). International Journal of Child-Computer Interaction, 19, 19–29. https://doi.org/10.1016/j.ijcci.2018.10.002
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