Virtual reality (VR) provides a simulated environment that may be
experienced through different sensory cues, including visual and auditory (Gillies, Spanlang and Slater, 2019). 360-degree films such as "Clouds Over Sidra 360” provide a VR experience and after personally seeing the film, I was able to see how the usage of 360-degree movies can encourage active learning and aid students in comprehending complicated "Clouds over sidra Film 360"
concepts (Yim and Lee, 2020). Furthermore, the
utilisation of 360- degree videos in the classroom can help students develop empathy and perspective-taking skills (Wang et al., 2019).
According to the NSW Syllabus, students should be able to "create artworks for a variety of audiences using a variety of forms and techniques to express meaning and portray the resemblance of things in the world" (NESA, 2023). Students who use 360-degree films, like "Clouds Over Sidra 360," can gain a greater understanding of the world and produce meaningful pieces of art that express their feelings and thoughts. This tool would be helpful in an exercise where you asked students to record and describe what they saw and felt while watching the video. Students can then express their emotions through art drawings and present it to the class, fostering creativity and also encouraging empathy for refugees.
Using 360-degree films in the classroom requires the right scaffolding to make sure that students can comprehend the subject matter and utilise the technology (Lee and Yoo, 2018). However, through the right scaffolding, VR experiences such as "Clouds Over Sidra 360" is a fantastic representation of how modern technology may be used to foster creativity in students while also teaching them about world issues and fostering empathy for others.
Students can develop, explore, and exhibit their own 3D creations in a shared VR environment using the CoSpaces virtual reality (VR) software. The app encourages creativity by enabling kids to express themselves visually and spatially, work together, and try out new creations. This hands-on approach encourages students to improve their ability to think critically and solve problems as well as interact more naturally and fully with challenging ideas like coding.
Sourays safari VR experience
How to code in CoSpace by S.F
References
Australian Curriculum, Assessment and Reporting Authority. (2014). The arts: Foundation to Year 10 curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/
Lee, S., & Yoo, M. J. (2018). The effect of VR content design factors on immersion and enjoyment. Journal of the Society for Information Display, 26(7), 411-417. https://doi.org/10.1002/jsid.663
Wang, H., Chen, C., & Liang, C. (2019). The effect of 360-degree videos on learning performance and satisfaction. Interactive Learning Environments, 27(2), 202-215. https://doi.org/10.1080/10494820.2017.1401908
Yim, M., & Lee, J. (2020). The effect of 360-degree virtual reality on the learning experience: A study of students taking a tourism course. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100236. https://doi.org/10.1016/j.jhlste.2020.100236
Gillies, M., Spanlang, B., & Slater, M. (2019). Virtual reality: A short introduction. The Psychologist, 32, 48-51
YouTube. (2015). Clouds over Sidra 360. Retrieved from https://www.youtube.com/watch?v=VZ1tQf7miVY
CoSpaces. (2021). Create and explore in virtual reality. Retrieved from https://cospaces.io/
Hi Souraya!
It was really nice to read your blog of Virtual Reality in the classroom! I enjoyed how you integrated pre-existing Virtual Reality experiences and ones of your own creation, showing how students can use it in their own project areas.
It was also great that you linked into the NESA Curriculum, really helping to contextualise the areas in which such technologies are essential. However, I would've really like to see some debate over the pedagogical concerns, especially since VR can have issues in accessibility for some students.
Beate Mannes [11/04/2023]