Augmented & Virtual Reality
What are Augmented and Virtual Reality technologies?
Augmented reality requires that the viewer use a tool with a viewing portion, such as a smartphone, tablet, or special glasses, that overlaps digital elements over the surrounding landscape in order to enhance the viewer's experience. Using AR helps the student retain a sense of place in their natural environment, with an estimated average of 25% virtual and 75% reality input. (1)
Virtual reality, on the other hand, requires that the viewer be "fully immersed in the digital environment" which necessitates specific technological devices that have such capacity, like the Oculus (2).
These technologies are especially useful in the COVID-19 landscape which has prevented many group education experiences, as they can offer digital supplements.
How can these tools be used in place-based environmental education to increase environmental literacy?
AR/VR can be used in formal, informal, and self-initiated learning environments. Because of the prevalence of smartphones, AR is more accessible.
*“Location-based AR settings differ from other technology-rich environments, as they: (a) employ mobile and location-based interfaces, (b) combine physical and digital spaces, thus creating blended spaces, (c) extend the activity outside the limits of traditional digital space (e.g. the screen) into the physical space, and (d) afford rich interactions, especially interactions with the physical world and with virtual elements augmenting it (De Souza E Silva & Delacruz, 2006).”*
Studies have shown that AR programming that provides a self-touring and self-learning experience through natural environments results in positive emotions about the learning experience, higher feelings of competency, a willingness to continue learning, and with some students, an easier time focusing on the tasks at hand. (3) (4) These results mirror place-based learning principles of a learner-centered model that uses the community as the classroom. AR/VR can be used in PBE by creating a self-led exploration of the learner’s local region. Additionally, AR/VR has the ability to add an interdisciplinary context to the natural environment—like the folktales of the people, the history of land use, and the biological systems.
Learn more about VR with Sarah McCormick:
Interview with Sarah McCormick
Interview Questions (Interview estimated at ~20-30m long, but can be edited for this assignment)
Please introduce yourself and say your pronouns
1. Can you give a brief overview of your current project in the San Luis Valley? (4m)
-What are the native lands your research is taking place on?
-How did you get involved with your current project?
-What is the purpose/value of this curriculum to the San Luis community?
2. In what ways are you incorporating interdisciplinary/placed based learning in your virtual reality curriculum? (2m)
3. Are there any elements of environmental/sustainable/ecological education in your curriculum (and if so, how are those integrated?) (2m)
4. How did you decide on the material to include/how has the community participated? (4m)
5. What challenges have you faced in establishing this curriculum? What are some of your favorite parts of this project? (2m)
6. What impact do you hope to see as a result of this VR curriculum? (2m)