On-boarding HE students for immersive experiences: The need for an XR ‘driving test’
Gary Burnett, Professor of Digital Creativity, Loughborough University
A significant barrier to the use of Extended Reality (XR) in Higher Education (HE) is the usability of the technology itself. For most students, headset-based XR is still novel and complex to use when compared with well-established computing devices used in HE. Consequently, it can be challenging to train/prepare students, so they are sufficiently far along the learning curve to be focused on the learning outcomes of the teaching session, rather than how to operate the hardware/software. At Loughborough University, over the last year we have been exploring how best to on-board students for XR classes – and my presentation will focus on lessons learnt. In particular, I shall introduce our concept of an XR ‘driving test’ where students have to demonstrate a level of competency with the technology before they are permitted to use XR in an actual learning session. Our work with the XR test is on-going – but to date we have built and utilised an on-boarding virtual world, where specific activities (avatar design, moving, selecting, interacting, creating etc.) have to be undertaken in turn by students before a link can be followed to join the class. To conclude my presentation, I will outline the pros and cons of students using XR technology together in a physical room/lab (the developing norm for most campus-based universities) versus remote access in which borrow headsets for an extended period.
Developing Students' Digital Creativity through Virtual Reality: Approaches to Balancing Open-Ended Exploration with Readily Available Experiences,
Katie Gardner, Lecturer in Arts-based Pedagogical Practices, University of Leeds
In this session, I will share my approach to and experiences teaching with a range of VR applications and experiences (including VictoryXR and Gravity Sketch) to scaffold and encourage students' confidence in experimenting and taking creative risks in VR and MR environments. The session will explore the pedagogy behind my selection and design of VR in the classroom and reflections on how these designs have changed in response to five years of student feedback.
How WondaVR and Immersive Technologies are being used at the University of Sheffield
Dave Holloway, University of Sheffield
We would like to share how Wonda VR has transformed learning and teaching at the University of Sheffield. The platform has allowed staff to build immersive 360-degree environments, interactive 3D spaces and AI-powered avatars. We would like to share our journey on how we have explored different uses of Wonda VR in different disciplines to enhance our educational experience.
The School of Journalism, Media and Communication created a unique 360 learning experience which includes embedded images, videos and quizzes. Wonda VR has allowed information previously delivered in the form of: written quotes, a press release or mock press conference to be delivered in a more realistic and engaging way. In this project, first-year Journalism students are able to explore a virtual crime scene simulation to gather information for their articles. We have collected staff and student feedback on this project to show the positive impact on student learning.
We have used 360 media at the University of Sheffield as part of a student observation of teaching project. 360 technology has allowed students to act as critical friends to members of staff in developing their teaching. Through developing a student’s-eye view on teaching, staff are able to reflect on their teaching practice and staff who took part found it a really powerful experience.
We have used AI avatars within teaching and learning to provide students with the opportunity to put their communication skills to practise. This feature has been used within our Disability and Dyslexia Support Service to support students with preparing for interviews. A Social Work experience has also been developed to enable students to engage with difficult conversations, develop their language skills and build confidence. This project has been used to trial a new AI assessment feature, which allows students to reflect on their conversations with personalised AI generated feedback.
3D virtual galleries have been across the University as shared collaborative spaces where staff and students can deliver virtual presentations and showcase interactive portfolios. Within these spaces information can be shared in the form of images, videos, 3D scanned images, text and AI avatars.
With Wonda VR about to be rolled out to students, we are now finding more and more ways to use immersive technologies.
VR in Healthcare Simulation: Applying Theory and Practice to Support VR Design and Delivery
John-Paul Mills, Senior Lecturer in Simulation and Digital Innovation, Liverpool John Moores University
In this workshop, we will share our experiences of successfully implementing VR across a number of healthcare education programmes, including Nursing, Mental Health and Endoscopy. We will discuss the many challenges we have overcome following our initial adoption of VR headsets including technical barriers, cost-utility, session design, working with large cohorts and gaining acceptance from senior management, faculty staff and learners.
John-Paul will touch on insights from his research on VR learning theories and how he has used this to inform an evidence-based approach to teaching with this technology. He will also discuss how we support faculty and students to make VR accessible and scalable, and share how VR360° has become an essential entry point into immersive learning and content creation for staff.
As a self-taught VR developer, Niall has created a variety of high-quality and engaging content to support learning and research within the faculty. He will share his insights from developing this content with subject-matter experts, including examples from his projects built in Unreal Engine and other platforms. He’d also be glad to answer any technical questions you might have about his work.
