Topic 6: Virtual Reality and Immersive Virtual Reality with CoSpaces EDU

Virtual reality (VR) is a 3D computer generated world (Southgate, 2018). This virtual world might be like a real-world environment, but it might also exceed reality, changing gravity, time, or material properties (Milgram et al., 1995). Immersive virtual reality (IVR) is virtual reality through a head mounted display, which is “a headset that presents visuals directly to the eyes so that wherever a user looks the display is in front of the eyes” (Southgate, 2018, p. 4). This means that users will feel like they are physically in the virtual environment and it surrounds the user 360 degrees.

Figure 1: Using google cardboard in tutorial.

The biggest difference between VR and IVR is how it is viewed! VR is viewed through a screen, for example a tablet or phone, and users would move the virtual world around with fingers or cursor. IVR is viewed through a head mounted display, like Google cardboard as seen in figure 1, and users would move the virtual world by turning their heads or bodies.

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CoSpaces EDU

CoSpaces is an emerging technology tool that allow students to create their own VR virtual world. It also provides mobile VR headsets for students to experience IVR.

Figure 2: have a look at the virtual world I created using CoSpaces!

Figure 3: Using CoSpaces to show what sea animals eat. Notice how the fish disappears when the Orca passes it; the seaweed disappears when the turtle passes it!

It can be used to foster student’s creativity as it put student’s original ideas in practice. Creativity means students create a project using their own ideas while staying in academic guidelines (Beghetto and Kaufman, 2013). Students can use CoSpaces to apply their own ideas on how they interpret the Living World NESA content strand. For example, figure 3 shows that students can choose how their sea animals interact with food.

Furthermore, creativity in problem solving include manipulating graphics with technology tools (Wheeler et al., 2022). This is evident in CoSpaces as students can use coding as shown in figure 4 to manipulate their virtual world.

Figure 4: using coding in CoSpaces to manipulate graphics.

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Limitations

Students are required to have mobile phones to use CoSpaces EDU mobile VR headsets. In 2020, only 46% of Australians aged 6 to 13 years old have a mobile phone (Australian Communications and Media Authority, 2022). This means that majority of students can't experience IVR with CoSpaces unless schools provide access.

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Reference List

Australian Communications and Media Authority. (2022). Kids and mobiles: how Australian children are using mobile phones. https://www.acma.gov.au/publications/2020-12/report/kids-and-mobiles-how-australian-children-are-using-mobile-phones

Beghetto, R. A., & Kaufman, J. C. (2013). Fundamentals of Creativity. Educational Leadership 70(5), 10-15.

Milgram, P., Takemura H., Utsumi, A., & Kishino, F. (1995). Augmented reality: a class of displays on the reality-virtuality continuum. Telemanipulator and Telepresence Technoogies, 282-292. https://doi-org.simsrad.net.ocs.mq.edu.au/10.1117/12.197321

Southgate, E. (2018). Immersive virtual reality, children and school education: A literature review for teachers 2018-6. Digital Identity, Curation and Education (DICE) Research.

Wheeler, S., Waite, S. J., & Bromfield, C. (2002). Promoting creative thinking through the use of ICT. Journal of Computer Assisted Learning, 18(3), 367-378. DOI: 10.1046/j.0266-4909.2002.00247.x