Infrastructures for Immersive Media in the Classroom

Abstract

VR, AR, and MR are becoming ubiquitous in consumer gaming, military applications, and office environments. These successes are driving emerging efforts to integrate these immersive media into the K-12 classroom. In this chapter, first we summarize the distribution and availability of the infrastructure needed for using VR and MR in the schools. Using immersive media requires a technology infrastructure consisting of dependable high-speed Internet connectivity to the classroom, a ratio of at least one-to-one computer to student, an interactive white board, and curriculum materials that can be monitored and controlled by the teacher. This infrastructure is quickly becoming a reality. However, a larger and more complex barrier remains: integrating the new technologies with existing classroom systems and with existing and emerging pedagogical practice. I argue that the Digital Teaching Platform serves as a model for classroom practice. The evolving nature of digital curricula, formative assessment, and classroom practice impact how teachers will be able to integrate these new technologies. Finally, I examine how immersive media such as virtual reality, augmented reality, mixed reality, and multi-user virtual reality can work as supplemental digital materials for instruction and assessment. In particular, I focus on the sensory comfort and fidelity of interaction as these issues impact the viability of these technologies in the classroom.