{"id":36845,"date":"2025-01-25T12:50:31","date_gmt":"2025-01-25T11:50:31","guid":{"rendered":"https:\/\/media-and-learning.eu\/?p=36845"},"modified":"2025-01-25T12:50:34","modified_gmt":"2025-01-25T11:50:34","slug":"top-5-featured-xr-articles-from-2024","status":"publish","type":"post","link":"https:\/\/media-and-learning.eu\/subject\/ar-vr\/top-5-featured-xr-articles-from-2024\/","title":{"rendered":"Top 5 featured XR articles from 2024"},"content":{"rendered":"

As 2024 showed us, Extended Reality (XR) is no longer just the future\u2014it\u2019s the rapidly arriving present. From holograms straight out of a movie (or an actual box) to AI powered 3D rendering virtual tours these articles capture the innovations that are redefining the way we teach, learn, and experience the world.<\/em><\/p>\n

Whether you\u2019re revisiting old favourites or discovering them for the first time, these articles are packed with insights, innovations, and plenty of ammunition to nudge (or outright challenge) your institution to finally upgrade from PowerPoint slides to immersive, future-ready tools. Because who wouldn\u2019t want a hologram or AI-driven 3D tech to liven up a staff meeting or classroom?<\/em><\/p>\n

Grab a coffee and dive into the top 5 must-reads of 2024:<\/em><\/p>\n

– Monika Theron<\/strong>, Leiden University, The Netherlands (SIG XR in Higher Education Chair)<\/p>\n

 You\u2019re my only hope – exploring the use of hologram-type displays in university teaching<\/strong><\/a><\/h4>\n

by Gary Burnett & Vikki Locke, Loughborough University, UK<\/em><\/strong><\/p>\n

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At Loughborough University, Gary Burnett and Vikki Locke explored the use of hologram-type displays in guest lectures to overcome the challenges of traditional 2D video conferencing. In their trials, students attended mini-lectures where guest speakers, though not physically present, appeared as full-sized holograms within a Proto Hologram box. The research aimed to assess whether students felt the hologram lecturer was “present” and how it compared to in-person and video conferencing formats. Results indicated social presence, and while students were generally enthusiastic about the hologram experience, some noted issues like distractions. The study has sparked exciting possibilities for the future of teaching, with plans to expand the use of hologram technology in larger-scale studies and integrate it into actual curricula. Further exploration into the use of AI avatars and student-generated content aims to enrich the educational experience, offering new ways for students to engage and enhance their digital<\/p>\n

Rethinking VR in education<\/strong><\/a><\/h4>\n

by Craig Frehlich, VR Consultant, Canada<\/em><\/strong><\/p>\n

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In the world of education, simply transplanting traditional teaching methods into new technologies like Virtual Reality can undermine the potential of VR to transform learning. Just as drive-in theatres faded due to shifts in viewing habits, attempting to replicate old educational models in VR misses the opportunity to embrace its immersive, hands-on potential. The article discusses four common misconceptions about VR in education, emphasising the need for a more nuanced approach. Rather than using VR to replace traditional lessons, it should target specific learning needs, encourage active participation, and foster critical thinking through experiential learning.<\/p>\n

Gaussian Splatting: rapid 3D with AI tools<\/a><\/strong><\/h4>\n

by Nathan Saucier, Leiden University, The Netherlands<\/em><\/strong><\/p>\n

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Gaussian Splatting is a cutting-edge technique revolutionising the way we create photorealistic 3D environments using AI. With just photos or videos, it allows users to build lifelike virtual spaces much faster and more accurately than ever before. Introduced at the prestigious SIGGRAPH 2023 conference, this approach simplifies the complex process of capturing and reconstructing 3D scenes, making it more accessible for educational projects like virtual museum tours or archaeological site recreations.<\/p>\n

In his article, Nathan Saucier from Leiden University explores the potential of this tool for educators and content creators. What makes Gaussian Splatting so exciting is its ability to combine the realism of 360\u00b0 videos with the interactive freedom of virtual reality. Institutions like the Leiden Learning and Innovation Centre are already experimenting with this technology to create immersive learning experiences. As the demand for engaging digital content grows, this tool could transform how educators bring history, science, and culture to life in the virtual world.<\/p>\n

 <\/strong>A virtual tour of three advanced learning spaces<\/strong><\/a><\/h4>\n

by Zac Woolfitt,  Inholland University, The Netherlands<\/em><\/strong><\/p>\n

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In the evolving landscape of higher education, technology-rich learning spaces are transforming how students learn and engage. Zac Woolfitt from Inholland University provides an insightful exploration of three cutting-edge learning environments across universities in the US, Belgium, and the Netherlands. These spaces integrate advanced technologies, such as virtual reality (VR), hybrid study setups, and immersive XR studios, to enhance both in-person and remote learning experiences. The article offers three distinctive examples: KU Leuven\u2019s ViSkiLab, which uses VR to teach lab safety; the University of Amsterdam’s flexible hybrid study room, designed to accommodate diverse learning scenarios; and the University of Michigan\u2019s state-of-the-art XR studio, where virtual environments are used to teach complex subjects in highly immersive ways. Woolfitt emphasises that while these spaces are impressive, the real challenge lies in effectively integrating technology with pedagogy to ensure meaningful learning outcomes.<\/p>\n

Creating impact with low end 360\u00b0 VR<\/strong><\/a><\/h4>\n

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

In the world of educational technology, simpler tools like 360\u00b0 VR can also provide powerful, immersive learning experiences. Vivian van Laarhoven and Lieve Van Cutsem at UCLL, Belgium, share their experience of using 360\u00b0 VR to help students gain empathy and understanding of individuals with intellectual and physical disabilities. Through telepresence, VR allows viewers to step into the world of others, evoking strong emotional responses that traditional media can’t achieve. In their project, students worked together to create an educational package centred around a 360\u00b0 VR video that gives viewers a first-hand look at the daily lives of people with disabilities. The goal is to foster empathy, raise awareness, and encourage students to think critically about how they can contribute to a more inclusive society. By involving students in the development of the educational package, they not only enhance their understanding but also gain practical experience in addressing important social issues.<\/p>\n

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As 2024 showed us, Extended Reality (XR) is no longer just the future\u2014it\u2019s the rapidly arriving present. From holograms straight out of a movie (or an actual box) to AI powered 3D rendering virtual tours these articles capture the innovations that are redefining the way we teach, learn, and experience the world. Whether you\u2019re revisiting […]<\/p>\n","protected":false},"author":5,"featured_media":19547,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_mo_disable_npp":"","footnotes":""},"categories":[271,4,275],"tags":[],"class_list":["post-36845","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\/2022\/07\/bigstock-Young-Man-In-Virtual-Reality-G-458328071.jpg","author_info":{"display_name":"Chlo\u00eb P\u00e9t\u00e9","author_link":"https:\/\/media-and-learning.eu\/author\/chloe-pete\/"},"_links":{"self":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/36845","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\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/comments?post=36845"}],"version-history":[{"count":8,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/36845\/revisions"}],"predecessor-version":[{"id":37542,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/36845\/revisions\/37542"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/media\/19547"}],"wp:attachment":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/media?parent=36845"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/categories?post=36845"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/tags?post=36845"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}