Activity: Immersive learning resources creation
Teaching- Learning Approach:
Virtual Reality simulation
By the end of the activity, students should be able to:
- Have a global vision of what XR is, what it encompasses, and what it is useful for
- Communicate and debate with other team members the process they will follow to achieve all items to do
Regarding transversal skills, students should be able to:
Interpersonal and socio-emotional skills:
- Express ideas clearly and fluently
- Use precise and descriptive/content-specific vocabulary to enhance the topic or message
- Share information in an organized and interesting way
- Show empathy and use non-verbal communication and active listening
- Perform tasks efficiently and carefully
- Persevere in the face of difficulties
- Develop positive and emotionally safe interaction and to develop and co-create teamwork
- Work cooperatively with others
- Develop an empathetic leadership by understanding the needs of others and being aware of their feelings and thoughts, and to facilitate collaborative and participatory problem-solving
- Create a non-discrimination atmosphere
- Facilitate conflict resolution, remain calm under pressure, and control one’s emotions in conflict situations
Critical and creative thinking:
- Identify and deal creatively with unexpected, unforeseen, and complex situations that can be exploited, and to evaluate different solutions
- Acquire, process, produce, and evaluate information critically and from the perspectives of different fields and decisions, taking into account both individual and community perspectives
- Develop innovative solutions to answer different questions
Learning to learn:
- Self-report one’s feelings, thoughts, and effort concerning a certain task in order to perform tasks more effectively
- Plan, monitor and assess one’s understanding and performance on a certain task
Brief description of the activity
This activity starts with an explanation of what is Extended Reality (XR) and what it includes. Students will become familiar with Augmented Reality, Mixed Reality, and Virtual Reality, identifying their differences and similarities. The second part is a familiarization with VR headsets to understand how an immersive experience can help them in learning transversal skills. See how the experiences are like and what is the interaction with the user, allows a better understanding on how the experience should be designed. The main part of the activity is generating an immersive learning experience from the beginning (developing the characters and the script) to the end (recording the scenes and assembling the experience).
Activity plan: step by step
Before the activity
For a correct development of this activity are needed:
- Virtual Reality headsets (Cardboard)
- Internet connection
- 360º Video Camera (for example GoPro Fusion)
Students and activity organization
Students will be asked to work in small groups, between 6-8 students preferably. This activity is scheduled to last approximately 7 sessions, although this timing can be adapted according to the needs of the institution, course or group.
Things to take into account prior to the activity:
During the activity
The key elements of the development of the activity are described below in 7 sessions:
Session 1. XR definitions and examples (1h)
Explain students what is XR with examples. Immersive technologies, also known as extended reality (XR) technologies, refer to a set of technologies that aim to create a sense of immersion and presence for users by merging the physical and digital worlds. These technologies allow users to interact with computer-generated environments and objects in a way that feels natural and realistic. The three main categories of immersive technologies are:
- Augmented Reality (AR)
- Mixed Reality (MR)
- Digital Content integration
- Richer interaction
- Virtual Reality (VR)
- Computer generated imagery
- Interactive 360º video
In this VR Guide you can find information about immersive technologies.
After viewing this video, https://youtu.be/iXHil1TPxvA, discuss the following questions with the group:
- When was the time you felt empathy for someone else—when you really understood and identified with another person’s experience? What had that person experienced? Why and how could you understand how they were feeling?
- How much do you think virtual experiences can affect our feelings and our behavior?
- Milk states “when you’re sitting there in her room, watching her, you’re not watching it through a television screen, you’re not watching it through a window, you’re sitting there with her. When you look down, you’re sitting on the same ground that she’s sitting on. And because of that, you feel her humanity in a deeper way. You empathize with her in a deeper way.” Do you agree that VR has the power to create empathy? How can this tool be used in a way to benefit our world today?
Session 2. VR familiarization (45 min)
Students begin their first contacts with Virtual Reality headsets. Explain to students how to use a cardboard device. You have the information in this tutorial. They can use Youtube VR (360º videos) for searching 360º experiences related to their studies and transversal skills. Ask them to choose the two most interesting for them and prepare a slide for each one to share with the class explaining why it is interesting.
Session 3. 360º camera familiarization (45 min)
Show students quick start tutorials for using the 360º camera. Probably it is necessary to connect it with a smartphone. They have to learn to make captures, and general functionalities. We recommend GoPro Fusion Camera. Split students in different groups and perform a test filming on a campus place of their choice.
Session 4. Planning Immersive Learning Experience (2h)
Every group has to think about the experience they want to produce taking in account some items:
- Motivation & goals
- Pedagogical goals
- Pedagogical Framework
- Transversal skills involved
- Learning Outputs
- Name (Surname)
- Image (clear identification among the team).
- Personal and professional profile.
- Goals and pains.
- Psychographics (behaviors, attitudes, opinions, and motivations are what make your personas human).
- Generate a characters map relating them together.
- Set up: onboarding, briefing. We situate the user.
- Confrontation: The challenge arises.
- Resolution: conclusion, debriefing.
- Keep a simple structure (at least initially)
- Write a character to root for (or against).
- Immediate feedback is better.
- Decision points
- Feedback on decisions (textual, audio, acting…)
- Free speech + Autoevaluation
- Learning activities
- Filming planning
- Physical scenario
- Characters involved
- Camera position (beware of stitch lines)
- Scenes flow (sequence and branching)
- Who is going to use this experience?
- Relevant professional background
- Previous experience / knowledge
- VR technology familiarity
- Context of use
- ….onboarding implications and more
- users feelings during experience
- Read the script from start to finish
- Always keep present the users and the pedagogical goals
- Tag the script with pedagogical goals
- Test it to see if it works
- Get a fresh look from someone external to the process
Session 5. Filming Immersive Learning Experience (1.30h)
Scenes designed and planned by students are filmed by them with the 360º camera. They will need to prepare the scenarios, organize themselves into the different roles a shooting requires (director, script, actor/actress, camera….).
Session 6. Producing an Immersive Learning Experience (1.30h)
Use the program Warp VR Studio to prepare the script with different branches. Add questions to the user to force him to make decisions. Give the user feedback about his decisions. Here you have a lot of information about using Warp VR. Warp VR offers a free license for non-commercial productions.
Session 7. Presenting the Immersive Learning Experience (1.30h)
Students explain the process they had followed to design their Immersive Learning Experience and show the final result. They had to explain:
- Motivation & goals
- Transversal skills involved
- Personas & Storyboard
- Reflections on the whole process
- Difficulties found / Next steps
- How do they think it can be used (learning situations & methodologies)
Finally, students see their own Immersive Learning Experiences on Virtual Reality headsets. They were able to see the result of their efforts in developing a story with their characters, and the different resolution between the choices they had prepared. First they see the Immersive Learning Experience they have prepared, and later they could see the experiences produced by other groups.
After the activity
Make a short debriefing: ask them about their emotions, whether they felt overwhelmed during the activity and whether their peers aided them in overcoming this situation. Try to identify where and why teams did not work smoothly and altogether try to find an answer to what happened and what could have been done differently. Interdisciplinary work is key in this activity.
Role of teacher(s)
The teacher will explain sessions and in some of them s/he will act only as an observer of the activity. S/he will only intervene if a team asks for help, but it is preferable to encourage students to help each other. S/he will also intervene if undesirable behavior within or between teams is detected or in the event that teams don’t work together to solve problems.
Transversal skills are difficult to evaluate, particularly among big groups of students. Therefore, in this section we propose a tool for students to self-assess the development of these skills. The tool is divided into three dimensions: suitability of the learning activity, level of achievement of learning outcomes, and transferability to professional settings. You can adapt the dimensions and/or indicators that you use according to your teaching-learning context and needs.
Evaluation tool to self-assess the development of skills during the activity
For each of the following statements, select the best answer on a scale from 1 to 4, where 1 means “Not at all” and 4 indicates “Yes, totally”. N/A means “not applicable”.
|DIMENSION 1. Suitability of the learning activity|
|I found this learning activity adequate in terms of time|
|I found this learning activity adequate in terms of resources (material resources, physical space, etc.)|
|I found this learning activity adequate in terms of content|
|I found this learning activity engaging|
|I found this learning activity challenging|
|I found this learning activity disruptive in comparison with other learning methodologies|
|I found this learning activity useful to learn [add the subject]|
|I found this learning activity useful to retain knowledge|
|This learning activity motivated me to deepen my knowledge of [add subject or hard skill]|
|This learning activity allowed me to feel emotions that would be rather difficult to experience with other learning methodologies|
|I would recommend this learning activity to others|
|DIMENSION 2. Level of achievement of learning outcomes|
|This learning activity helped me to improve…|
|…my ability to [add a row for each learning outcome of the activity that you performed, both related to hard and transversal skills]|
|DIMENSION 3. Transferability to professional settings|
|After this learning activity…|
|…I will be better able to apply what I learned to my reality (everyday life, classroom, professional life)|
|…I feel more capable to perform in a professional setting|
|…I feel I can make better choices regarding professional situations|
|…I feel more prepared and self-confident to address professional situations|
OPEN QUESTION – Use this space to explain whatever you think is remarkable from the learning activity, including strengths, weaknesses, improvements, potential uses, feelings or dilemmas you encountered during the activity.
Download evaluation tool in pdf here.