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This site is still in progress. I’m building it to share my thoughts and studies, but for now, it’s mainly used for my MET coursework.
Critical Learning Task # 1
Part 1: Understanding the Fundamentals and History of VR and AR
Part 1: Understanding the Fundamentals and History of VR and AR
The traditional lecture was easier for me to follow. It used slides and voice narration, which fit my learning style as a non-native English speaker. The slower pace and familiar format helped me stay focused. Even when my mind wandered a bit, I could still understand the key points because the visuals and narration were consistent.
The XR lecture, on the other hand, felt fresh and exciting. The 3D sketching made it easier to understand tricky terms like AR, VR, MR, and XR. Seeing them drawn in space kept me interested, but at times, the instructor’s fast movements made it hard to keep up. I think it would have been more helpful if I was wearing a VR headset instead of watching it on a 2D screen. Being inside the same virtual space would have made the lesson feel more natural and easier to follow. This relates to what Skarbez et al. (2021) explained—coherence, or how consistent the experience feels, plays a big role in how well users understand immersive content.
Comparing both versions, the traditional lecture was more structured and easier to process. I liked being able to replay parts and focus on the speaker’s voice. The XR lecture felt more interactive and visually clear, but it also required more mental focus. Speicher et al. (2019) said MR combines both real and virtual settings, users, and interactions, which adds complexity to how people take in information .
One major benefit of XR is that it helps people understand difficult ideas by letting them experience them directly. Jang et al. (2021) pointed out that this kind of learning builds motivation when learners feel supported and capable.
Still, there are challenges. XR often needs expensive equipment and technical skills. Jang et al. (2021) mentioned that things like confidence and social support influence how easy technology feels to use. Even great tools might not be used if they feel too complicated or unfamiliar.
This lecture inspired me to apply XR in my work. At UBC, I’m building VanVR, a multiplayer VR tool where students explore 3D anatomy models. I also plan to create an AR hallway where students use phones to see anatomy pop out of the walls. These ideas show how XR can bring learning to life.
References
References
Jang, J., Ko, Y., Shin, W. S., & Han, I. (2021). Augmented reality and virtual reality for Links to an external site.learning: An examination using an extended technology acceptance mode Links to an external site.l. IEEE access, 9, 6798-6809.
Skarbez, R., Smith, M., Whitton, M.C. (2021). Revisiting Milgram and Kishino’s reality-virtuality continuum. Frontiers in Virtual Reality 2(647997), 1-8. https://doi.org/10.3389/frvir.2021.647997
Speicher, M., Hall,B.D., & Nebeling, M. (2019) What is mixed reality? Links to an external site. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, CHI 2019, Glasgow, Scotland, UK, May 4-9, 2019.
Part 2: From 2005 to 2025: My Identity Journey with Immersive Realities
Part 2: From 2005 to 2025: My Identity Journey with Immersive Realities
From 2005 to 2025: My Identity Journey with Immersive Realities
From 2005 to 2025: My Identity Journey with Immersive Realities
In 2005, I came to Canada as an international student. I was 22 years old, new to the country, language, and way of life. I entered a language school and tried to adjust while feeling this is my temporary home. Now in 2025, I’m a permanent resident with a Master’s degree in Digital Media, studying MET and a job at UBC, where I help create learning tools using XR (extended reality). Over the past 20 years, my career goals have changed as my understanding of digital technology has grown.
Seeing Myself Through the Wheel of Power and Privilege
Seeing Myself Through the Wheel of Power and Privilege
The Wheel of Power and Privilege (ARTF, n.d.) helped me reflect on how my identity has shifted. Here’s what it looked like at two key points in my life:
In 2005:
Language: I was still learning English and was afraid to speak in public.
Citizenship: I was an international student with a temporary visa.
Education: I was just starting out in language school.
Housing: I lived in my auntie's basement
Mental Health: I often felt stressed and uncertain about my future.
Digital Skill: I had good dital skills from Korea but I had to deal with English to understand new skills.
In 2025:
Language: I speak English fluently and also use Korean at work and home.
Citizenship: I am a permanent resident, building a stable life in Canada.
Education: I earned my Master’s degree and now support others in learning.
Career: I work at UBC, designing XR tools for education.
Mental Health: I have multiple hats right now, father, husband, staff, students, etc. I often felt burned out.
Digital Skill: I am confident with digital tools and help others choose the right technologies for their learning. And I feel that I am blessed because I have experienced from analog to the most current digital technologies.
Personality: I identify as a green-type person—someone who values harmony, thoughtfulness, and reflection. Green types prefer to listen first, then act carefully and helpfully (Baas-Schwegler, 2019). I truly love supporting people and helping meet their needs. This caring nature influences how I work, teach, and design learning tools.
This change shows how access to tools, education, and self-awareness can grow over time. It also shows that areas like digital skill and personality are often missing from traditional power structures. In today’s tech-driven world, these can be just as important as language or housing.
What I Learned from Sidney Murntean
What I Learned from Sidney Murntean
Sidney Murntean’s (2018) TED Talk, Journey to the Centre of Self, helped me see that identity is something we build over time. It’s not fixed. We grow by asking questions, making choices, and reflecting on our journey.
In XR, people explore and interact with their environment. That’s how identity works too. When I arrived in Canada, I didn’t fully understand what I should do in Canada. Now, after years of learning and growing, I feel more connected to who I am—and to the communities I serve.
⚠️ This quiz is a prototype and used multiple AI and digital tools. As you know AI can make mistakes. Please do your own fact check even though I checked for you.
I will update how I made this soon.
How My AI Quiz Reflects Identity and Digital Skill
How My AI Quiz Reflects Identity and Digital Skill
To support other learners, I created an AI Tool Selector Quiz using the STAR framework (Start, Try, Amplify, Recover), a model that guides learners based on their current mindset or motivation level (Kim, 2024). It helps people choose the best AI tools based on their learning needs.
This project reflects my identity as a green-type person who values kindness, collaboration, and support (Baas-Schwegler, 2019). I enjoy helping people find clarity and confidence when using new technology. I created the quiz with this in mind: to make AI feel less scary and more useful. I love supporting people and seeing them succeed by finding what they need to grow.
That’s why I believe digital skill and personal style should be added to the Wheel of Power and Privilege. Without these, many people are left out of modern learning, even if they have access to education or language.
What’s Missing from the Wheel?
What’s Missing from the Wheel?
The Wheel of Power and Privilege helps us understand how identity and access work, but it misses some important pieces—digital literacy and personality factors like how someone prefers to communicate and support others. In today’s world, digital skill affects your chances to learn, grow, and succeed. The Canadian Skills for Success framework includes tools that help people assess their digital and learning skills (Government of Canada, n.d.).
In my own story, digital skill was something I had to develop over time. Now, it’s one of the reasons I can work at UBC and help others. I believe digital access should be seen as a new kind of privilege—and one we must help others build, in ways that match their personalities and values.
Final Reflection
Final Reflection
When I came to Canada in 2005, I was a student trying to learn a new language in a new world. In 2025, I’m a designer, teacher, and digital creator, using immersive tools to support education.
Just like AR adds layers to the real world, I’ve added new layers to who I am: confidence, skill, reflection, purpose, and compassion. XR and AI aren’t just technologies—they’re mirrors that helped me see who I could become. And now, I use them to help others discover their path, too.
References
References
ARTF. (n.d.). Wheel of power and privilege. Retrieved from https://artf.arc.ubc.ca/resources/power-and-privilege/
Baas-Schwegler, K. (2019, August 25). What color are you? Red, yellow, green or blue? Medium. https://medium.com/technical-excellence/what-color-are-you-red-yellow-green-or-blue-2977af0bbe0c
Government of Canada. (n.d.). Skills for success tools and resources. Retrieved June 6, 2025, from https://www.canada.ca/en/services/jobs/training/initiatives/skills-success/tools.html
Kim, S. (2024). AI × Human intelligence era: A guide for sapiens navigating the age of AI (in Korean). Vega Books.
Murntean, S. (2018, November). Journey to the centre of self: Why identity is so important [Video]. TEDx Talks. https://youtu.be/hFSLsZqVFiM
Author: Sean Jeon Updated: 2025 Jun 07
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