Lessons of a virtual reality project

As the world grapples with the complex problem of providing access to quality, equitable education in every classroom, experiments with digital technology are showing the way to address the multiple dimensions of this challenge. From providing access to content libraries and subject-specific plug and play modules, enabling teacher support and training to facilitating assessments and diagnostics, there’s an extensive assortment of tech-enabled interventions available for adoption. The newest wonder technology is virtual reality (VR), an immersive medium that presents computer-generated simulations of three-dimensional images or environments using specialised equipment such as a headset fitted with a screen. VR heightens access to any type of visual stimuli by pushing the needle of engagement from passive to active, from one where a user is viewing an experience on a screen to one where she is placed inside the experience and is able to interact with it in virtual reality. This game-changer property of VR, viz, enabling presentation of a variety of data and environments in an enjoyable and engaging manner coupled with the element of interactivity makes it an attractive tool for use in classrooms. From studying the human body to exploring historical eras and environments, VR opens up a range of possibilities in subjects such as science, math, geography, history and art among others. Ongoing research lists history as one of the subjects that lends itself really well to developing VR-based learning experiences. This is expected as VR can transport us into historical spaces that one may not be able to physically access, into episodes and personae hitherto limited to textual description. In 2018, Flow India had the opportunity to design and lead a study on this dimension of VR, to build immersive experiences that enable school students to engage directly with India’s cultural heritage. Our project christened Culture Connectors, supported by the Prince Claus Fund (Netherlands) and the British Council, showcases a unique 360° immersive experience of the Qutb Complex in New Delhi, a UNESCO World Heritage site. Now in the final stages of implementation, the project offers valuable insights for educators looking to experiment with this technology. For teachers willing to experiment with virtual reality technology, the first step is to develop one’s own perspective on leveraging virtual reality in the most effective way for learners. Sampling a wide range of available experiences to find a suitable subject for end users is the best approach. At Culture Connectors, we invited suggestions from our learners about their preferences for initial digital experiences. Assessing the suitability of available content is the second consideration. The critical criterion is to ascertain engagement of the experience. Evaluation of content is centred around the authenticity of its subject matter. The quality of a simulation is manifested via multiple elements such as hi-fidelity imagery, cogent narrative, use of audio and creating seamless scaffolding for the experience to stimulate user engagement. Another important factor is to assess all possible biases embedded within the content. This is crucial especially for simulations that blur the lines between reality and fiction.…