{"id":30717,"date":"2024-01-09T08:51:19","date_gmt":"2024-01-09T07:51:19","guid":{"rendered":"https:\/\/media-and-learning.eu\/?p=30717"},"modified":"2024-01-09T09:22:37","modified_gmt":"2024-01-09T08:22:37","slug":"creating-impact-with-low-end-360-vr","status":"publish","type":"post","link":"https:\/\/media-and-learning.eu\/subject\/ar-vr\/creating-impact-with-low-end-360-vr\/","title":{"rendered":"Creating impact with low end 360\u00b0 VR"},"content":{"rendered":"\n

by Vivian van Laarhoven<\/strong> & Lieve Van Cutsem<\/strong>, UCLL, Belgium.<\/p>\n\n\n\n

It\u2019s not always necessary to use complex VR setups and applications to create a meaningful impact in education. In this article, Vivian van Laarhoven, an expert in audiovisual learning technologies, and Lieve Van Cutsem, a lecturer in social readaptation sciences, share their experience of developing an educational package in collaboration with students. The centerpiece of this package is a 360\u00b0 VR video that allows viewers to step into the daily life of someone with both intellectual and physical disabilities.<\/em><\/p>\n\n\n\n

Telepresence, the true power of VR<\/strong><\/h2>\n\n\n\n

Why would you choose 360\u00b0 VR over a regular video? Why make things difficult when they can be easy? To answer this question, it\u2019s important to start with the unique characteristic of virtual reality: telepresence<\/a>. Telepresence is a state of consciousness that involves feeling mentally present in a virtual environment <\/a>. The question is what effect telepresence has on the viewer. Slater and Wilbur suggest that a viewer\u2019s behaviour in a virtual environment corresponds to the behavior they would exhibit in real life<\/a> . According to Dooley, this is because the immersive nature of VR demands it<\/a>. Immersion allows the viewer to form intimate relationships with the characters in the film. The proximity of characters is a tool that VR makers use to elicit emotional responses from the viewer. The presence of characters close to the camera leads to increased emotions in the viewer <\/a>. According to Dooley, the power of virtual reality lies in its ability to evoke empathy in the viewer.<\/p>\n\n\n\n

\u201cConsidering these features of the CVR experience\u2014of viewer immersion into a real-time scene with which they can interact\u2014I would suggest that perhaps the most powerful aspect of this new medium is its ability to foster empathy. While traditional media consists of a series of shots constructed to create an empathic viewer response [\u2026], a CVR experience draws upon other tools to engage the viewer in an emotional journey.\u201d <\/em>(Dooley 2021, 38)<\/p>\n\n\n\n

Telepresence & learning<\/strong><\/h2>\n\n\n\n

Because 360\u00b0 VR can create telepresence through immersion, you can give students more than ever the chance to immerse themselves in a certain world. Research has shown that 360\u00b0 VR can be a powerful tool for eliciting an emotional response from the viewer due to the proximity of characters. Chris Milk, maker of virtual reality documentaries, called virtual reality the \u2018Ultimate Empathy Machine\u2019 in his 2015 TED Talk. In his presentation, he emphasised that this \u2018machine\u2019 is capable of creating empathy through telepresence and thereby connecting people with each other. And it is precisely that empathy and connection in which Lieve Van Cutsem was interested.<\/p>\n\n\n\n

\u201cIt’s a machine, but inside of it, it feels like real life, it feels like truth. And you feel present in the world that you’re inside and you feel present with the people that you’re inside of it with.[\u2026] It connects humans to other humans in a profound way that I\u2019ve never seen before in any other form of media. And it can change people\u2019s perception of each other. [\u2026] So, it\u2019s a machine, but through this machine we become more compassionate, we become more empathic, and we become more connected.\u201d <\/em>(Milk 2015<\/a>)<\/p>\n\n\n\n

An educational package with impact<\/strong><\/h2>\n\n\n\n

Lieve Van Cutsem is a lecturer at the UCLL in the graduate and bachelor Welfare Programme and immediately saw potential in the use of 360\u00b0 VR in her classes. Lieve and Vivian are currently working on a 360\u00b0 VR video that allows viewers to step into the daily life of someone with both intellectual and physical disabilities. With this experience they want to give insight into the lives of people with intellectual and physical disabilities, increase empathy towards those people and make students think about what they can change as citizens and as future professionals.<\/p>\n\n\n\n

Of course this 360\u00b0 VR video doesn\u2019t stand on its own. In order to create true impact, the idea was to create an educational package by and for students in the Welfare Programme. Together with her students in social cultural work, Lieve works on an entire educational package about people with an intellectual and physical disability. The package provides some theoretical frameworks, for example about the difference between a disorder, a disability and a handicap. But most importantly the package focusses on creating awareness and gives insights into the lives of people with a disability. By involving her students, they get the opportunity to make a substantial contribution to a social theme and they also learn to work together and get to know their own strengths.<\/p>\n\n\n\n

Authors<\/h2>\n\n\n\n
\"\"<\/figure>
\nVivian van Laarhoven<\/strong><\/strong><\/strong><\/a>, UCLL, Belgium.<\/p>\n<\/div><\/div>\n\n\n\n

& Lieve Van Cutsem<\/strong><\/strong><\/strong><\/strong><\/a>, UCLL, Belgium.<\/p>\n","protected":false},"excerpt":{"rendered":"

by Vivian van Laarhoven & Lieve Van Cutsem, UCLL, Belgium. It\u2019s not always necessary to use complex VR setups and applications to create a meaningful impact in education. In this article, Vivian van Laarhoven, an expert in audiovisual learning technologies, and Lieve Van Cutsem, a lecturer in social readaptation sciences, share their experience of developing […]<\/p>\n","protected":false},"author":4,"featured_media":30720,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_mo_disable_npp":"","footnotes":""},"categories":[271,4,275],"tags":[],"class_list":["post-30717","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ar-vr","category-featured-articles","category-higher-education"],"featured_image_src":"https:\/\/media-and-learning.eu\/files\/2024\/01\/bigstock-Mix-Raced-Team-Of-Adult-Studen-324208210.jpg","author_info":{"display_name":"Dovile Dudenaite","author_link":"https:\/\/media-and-learning.eu\/author\/dovile-dudenaite\/"},"_links":{"self":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/30717","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/comments?post=30717"}],"version-history":[{"count":6,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/30717\/revisions"}],"predecessor-version":[{"id":30766,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/30717\/revisions\/30766"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/media\/30720"}],"wp:attachment":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/media?parent=30717"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/categories?post=30717"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/tags?post=30717"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}