Immersive learning lab gives students a reality check
Since the , Arts students have been able to experience virtual and augmented realities for the first time as part of their units of study.
With headsets strapped on and motion controllers firmly in hand, the students were plugged in and performing amazing feats. The lab was abuzz with chatter as some stood while many waved their hands in similarly intricate, awkward patterns: grasping at objects that simply didn鈥檛 exist in this reality.
As the screens relayed the virtual experiences occurring within the visors鈥攂ullets being dodged; trains being leapt from; Facebook photos flicked through in outer space鈥攐ne could be forgiven for thinking a high-end computer design class was in progress.
But these extraordinary episodes were being lived out during the recently revamped unit - an Arts elective that now incorporates practical experiences with virtual reality, providing many students with access to the technology for the first time.
An investigation into the world of emerging and disruptive technologies, the unit takes postgraduate Digital Cultures students out of the familiar classroom settings and into .
The vast majority of these students have never used virtual reality.
Home to 26 Oculus Rift units鈥攄evices that immerse users in interactive environments by tracking head movements and providing stereoscopic 3D imagery鈥攖he lab currently houses the largest collection in any Australian educational institution.
Course coordinator says the decision to dedicate two weeks of class time in the Immersive Learning Laboratory is part of a 鈥渟how rather than tell鈥� teaching approach aimed at providing students with a greater understanding of the technology based on their own personal experiences.
"The vast majority of these students have never used virtual reality (vr).聽I think anyone graduating from a degree like the聽聽should have experienced VR and should be able to talk critically about VR,鈥� said Dr Carter.
Over the course of the semester, students study the history and theory behind emergent technologies, contextualising disruptive devices like smartphones, gaming consoles and Oculus Rifts.
Master of Digital Communication and Culture student Anna-Grace Millward believes her time in the lab has 鈥渟parked new ideas鈥� about how the technology can be applied across different platforms.
鈥淔rom design to human connection to storytelling and game play, the applications of VR are limitless. We can use VR to send people into new worlds and erode boundaries between time and space. These technological advancements can revolutionise education, the medical world and even the way people interact with their favourite celebrity.鈥�
鈥淥nce mobile phones and iPads adopt some of these features, VR will become more about connection and shared space, not just an escape into another world.鈥�
During their time in the lab, students engaged with several different augmented and virtual applications designed especially for the Oculus Rift:
- Bullet Train (an action simulation set inside a train station),
- Spaces (an extension of Facebook where friends can meet up in a virtual location), and
- Tilt Brush (Google鈥檚 Art application that allows users to design and create in immersive 3D).
Action games and Facebook might seem at odds with a typical learning environment but Dr Carter says the apps were chosen so students could experience the broad potential of VR.
鈥淭here鈥檚 a real physical reaction to VR. With Bullet Train, their attention is drawn to the way VR can trick the user鈥檚 body into feeling emotions that other mediums can鈥檛. The students come away from that experience excited and sweaty.鈥�
After each session, the students work together in small groups on 鈥榙ebrief sheets鈥�, analysing and comparing experiences. Through the combination of theory, group discussion and practical application, students develop a nuanced understanding of the possibilities and limitations of the technology.
"Students better understand what works and what doesn鈥檛 work and can speak critically about virtual reality," said Dr Carter.
鈥淚 wanted them to try Facebook Spaces to interrogate the lack of sociality in most VR. What level of social presence and experience can you actually have in VR? They recognise there鈥檚 a real opportunity here but it鈥檚 not The Matrix. It has its limitations.鈥�
Travis Shaw-Carter, another studdent undertaking the聽Mobile Media and Games聽unit, says he enrolled聽to gain such critical perspectives.
鈥淚t鈥檚 taken my knowledge of VR to a whole new level. But personally, I enjoyed the augmented reality app more because it removes the 鈥榙eep interactivity鈥� from the equation. The level and depth of interactivity that virtual reality can accomplish 鈥� is great but it isn鈥檛 quite there yet. With a few more years, they鈥檒l be able to fine-tune the technology.鈥�
The majority of students currently enrolled in Mobile Media and Games are completing the . Enrolments for the unit almost doubled between 2016 and 2017, before the Learning Hub experiences were announced. Dr Carter expects this trend to continue.
鈥淎s students continue to recognise the impacts that emerging technology will have on our everyday life, we're expecting the Masters of Digital Communications and Cultures to continue to grow.鈥�
