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Understanding Augmented & Virtual Reality By: Julie King Kwaku Aning Kevin Merges Featuring Intel® Core™ i7 vPro™ processor

Understanding Augmented & Virtual Reality · Augmented Reality and Virtual Reality (AR/VR) 03 Storytelling Pedagogy The future belongs to a different kind of person with a different

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Page 1: Understanding Augmented & Virtual Reality · Augmented Reality and Virtual Reality (AR/VR) 03 Storytelling Pedagogy The future belongs to a different kind of person with a different

UnderstandingAugmented & Virtual Reality

By: Julie King

Kwaku AningKevin Merges

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Contents

Topics

Storytelling Pedagogy ................................................................................................................................................

Augmented Reality (AR) .....................................................................................................................................

Research ........................................................................................................................................................

Biography ...................................................................................................................................................................

Virtual Reality (VR) ................................................................................................................................................

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Immersive storytelling process and arc

Development of empathy

Role playing and social/emotional learning

Students’ demonstration of understanding usingAugmented Reality and Virtual Reality (AR/VR)

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Storytelling Pedagogy

The future belongs to a different kind of person with a different kind of mind: artists, inventors, storytellers-creative

and holistic ‘right-brain’ thinkers.

Daniel Pink

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In the book, A Whole New Mind: Why Right-Brainers Will Rule the Future, author Daniel Pink describes his vision of a future that requires innovative approaches to creating, learning, and communicating. Emerging tools for virtual reality provide a powerful conduit for learning. The abilities for students to understand emotions and communicate with empathy are critical for our increasingly complex and globally connected world. Using a digital storytelling framework, students develop characters, settings, and story arcs that they then code into virtual stories. The process of developing virtual characters and narrative requires understanding of characters’ unique perspectives in the story, and how they will think and react to other characters and virtual story elements.

The creation of an immersive virtual setting requires students to understand the immersive visual and audio environment of the world they intend their characters to inhabit. Development of a digital story arc requires an understanding of sequence, causality, and communication of meaning to digital story viewers. An immersive digital story can be created and viewed on mobile devices, tablets, and computers by students as early as elementary school. Virtual Digital Storytelling sits at the convergence point of empathy, social and emotional learning, engagement with community, and learning with emerging technologies.

Resources: Nancy DuarteCoSpaces, A Whole New Mind: Why Right-Brainers Will Rule the Future by Daniel Pink

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Storytelling Pedagogy

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Since the printing press there have been several examples of the convergence of education and technology. One of the most recentexamples of this trend is the use of virtual reality within the classroom.

Although Virtual Reality (VR) was initially used as a training tool for Air Force pilots in the 60’s and 70’s, there has been extensive research around how it can be used within the K-12 education space. As early as 1999, research demonstrated virtual environments can foster learning and comprehension due to the combination of “symbolic and experiential information.” Additional research in 2001 used VR and the subject of physics to demonstrate that learning needs to be experiential and VR is an excellent tool for making this possible. Because of the immersive nature of this technology, VR is an excellent tool for creating situated learning environments for learners. The sense of presence created by this type of immersive environment, allows students to process content in a deeper way through the process of reflecting on how knowledge can be used in the situated learning scenarios.

Despite the fact research has demonstrated the validity of VR as an educational tool one of the major criticism of the medium is the isolating nature of the medium. The concept of computer supported collaborative learning, states technology that creates opportunity for interaction between learners is more effective than technology that isolates learners.

Virtual Reality (VR)

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According to Vygotsky’s zone of proximal development, students who work in groups are able to share their experiences, collaborate, and exchange ideas to learn more effectively. VR and other immersive learning environments create dynamic learning spaces allow students to interact with one another. With the recent introduction of social VR tools like Engage, Rumii, Learnbrite, and Sansar learners have the ability to interact with each other and learn in immersive environments.

In addition to the academic benefits of social VR and immersion there has been a research around utilizing constructivist pedagogy in constructing VR experiences. Constructivist learning approaches allow learners to actively construct how they learn concepts and the immersiveness of VR allows learners to construct knowledge in a deeper and more authentic way. This aspect of VR really enables teachers and students to use this medium for storytelling and empower students to learn content through story creation. This approach to learning has resonated with the ed-tech companies and they are starting to utilize these concepts to create open ended environments that allow learners to construct evidence of their knowledge.

Despite the fact VR learning environments have been around since the 1970’s, the past five years have been extremely prolific in terms of development of these spaces. Within the past five years, several companies have all introduced wireless headsets into the market at price points that are education friendly. Additionally the VR industry is looking to facilitate the use of VR tools within the K-12 environment.

Researchhttp://researchrepository.murdoch.edu.au/id/eprint/5241/1/immersive_learning_tech%28authors%29.pdfDevelopment of empathyhttps://files.eric.ed.gov/fulltext/EJ1131313.pdfhttp://gerrystahl.net/cscl/CSCL_English.htmhttps://s3.amazonaws.com/academia.edu.documents/41552782/In-vestigating_learners_attitudes_toward_20160125-24132-1txynak.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1529452385&Signature=jQGzxN%2Fu339pWTTJau9JTMguhp4%3D&response-content-disposition=inline%3B%20filename%3DInvestigating_learners_attitudes_toward.pdf

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Virtual Reality (VR)

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Augmented Reality (AR)

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Teachers have always experimented with new technology and how it can be integrated to augment the lessons and content given to students. Classroom sets of books afforded teachers the opportunity to give homework, movie projectors and televisions offered an opportunity to display new content, and calculators transformed computational mathematics. Augmented and virtual reality are new tools that can transition pedagogy to include new materials and content. Students can travel to historical landmarks, world heritage sites, and past events from the safety of their classroom. Books can be scanned to reveal videos and three-dimensional content identified by the teacher to enhance the content available to the student.

Augmented Reality offers teachers a way to supplement materials while still having a connection to the student. The non-immersive nature of AR allows students to view graphics and images in their mobile device and maintain classroom participation. If the AR application (app) includes audio and the students are using headphones then there is limited ability to hear the teacher and stay connected with the AR app effectively becomes a limited immersive environment.

Recent developments in AR have increased recognizable surfaces to both horizontal and vertical in many devices. Current conversations and large-scale media events regarding the advantages of AR in a classroom focus on the ability of teachers to integrate a device can be picked up, used to find different information on the topic, and then return to the coursework. It is estimated that there will soon be over one billion devices using with AR ability.

Augmented Reality (AR)

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As students bring their own mobile devices to school, teachers will be able to connect to new AR & VR apps that are currently available, and other apps being developed. During the adoption of tablet devices and laptops in schools there have been considerable financial resources required in schools. Additionally, in many cases, these devices must remain in the school at the end of the day. Students with their own mobile devices will not add to the expenses for the school, and the students will be able to take the devices home. Many of these students are visual learners and offering these new environments in a way they receive information on a device they own has additional obvious advantages including a reduction in the cost of the resources school need to provide students.

New apps become available on a regular basis. Some of the new apps integrate past concepts in the new environments. For instance, Merge Cube and the 57° North app offer a choose-your-own-adventure type story similar to children’s books of the past. Also there is a growing development of repositories of assets for app development. Content creation is possible for non-programmers with portals containing thousands of assets that can easily be integrated in a range of programs. Students no longer have to be programmers to be app developers. The repositories of assets make it possible for a range of developers to build apps

It is possible for AR resources to alleviate some budget constraints within schools. Dissections without the expense of specimens in biology class, chemistry labs without the danger of dangerous explosions, and complex 3-D rotations of linear functions without an expensive computer program are all possible in AR. One of the limiting factors for teachers is the lack of a curated list of resources and their appropriate grade levels. Teachers need more access to professional development in the uses of AR and awareness of the resources available to schools in a range of mobile devices. International groups like the VR/AR Association (VRARA) have gathered Education Committees to address this need, and also afford industry experts the opportunity to connect with teachers, technology integrationist, and administrators to address the emerging needs in schools.

As AR resources become available it will be easier for teachers to guide their students through content creation, and eventually into project-based-learning (PBL). Students can learn to integrate AR assets in their projects with a goal of using the environment to tell a story in a new way. For many years, students have used a range of media to offer their opinions and research is school projects. The emerging technologies afford students a new range of tools to share stories, display research, and exhibit culminating projects.

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Augmented Reality (AR)

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Over the last 15-20 years, educational researchers have studied the impact of online environments, technology in classrooms, and applications that support teachers. The transfer of knowledge in online environments (Merges 2011) sets a framework that could be applied to research in AR & VR as collaborative environments become available. Electronic environments offering a shared portal for multiple users afford teachers and researchers the opportunity to study group work among students. The new advancements announced in ARKit 2 facilitate this type of portal in AR apps.

New apps can be developed to extend to the work in current and past educational environments. Cuisenaire Rods and Unifix Cubes have been used in classrooms and studied extensively. iPad apps have also been studied related to pattern development and their impact students and their ability to transfer from stochastic to deterministic pattern recognition (Merges & Ahluwalia 2012). In AR environments, researchers will be able to study the differences and similarities related to other environments. New developments in haptic input will increase the environmental options that could potentially add to the educational experience for students, particularly as AR and VR environments integrate haptic input and output. Teachers will benefit from understanding which environments afford students, with a range of learning styles, the best connections on each topic.

Merges, K., & Ahluwalia, A. (2012, July). vBlocks: an ipad app used to teach patterns and combinatorics in early childhood education.Paper presented at International Dynamic, Explorative and Active Learning (IDEAL) Conference. Bayburt, Turkey.

Merges, K. (2011). Tracing Knowledge Transfer Through A Wiki In An Online, Synchronous Environment. Rutgers, The State University, New Brunswick, NJ.

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Research

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Director of Educational Technology at Buckley School in New York and a Doctoral Candidate in Educational Leadership at the University of Pennsylvania. A career instructional technologist and librarian, Julie's areas of research and interest include emerging technologies, digital literacy, and immersive storytelling.

Julie King

Kwaku leads the implementation of new learning initiatives to fuel students’ passions for new technologies and other creative pursuits. A specialist in virtual reality technology, Kwaku also uses his skills for humanitarian pursuits, recently developing a series of 360 degree videos on climate change in Fiji featured at the 2017 United Nations Climate Change Conference in Germany.

Kwaku Aning

Dr. Kevin Merges is a educator working on projects that include the implementation of virtual and augmented reality learning programs in elementary school children. Also, he offers a range of professional development for teachers in this field.

Kevin Merges

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Biography

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