Creating Virtual Reality in a Business and Technology Educational Context
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The document discusses a project involving the creation of virtual reality (VR) artifacts by students in an international educational context, highlighting their experiences and skills development. It emphasizes the importance of collaboration and the use of various digital tools to enhance learning and understanding of VR's business applications. The findings suggest that students gained valuable insights and digital skills applicable to global business environments through their participation in this project.
Creating Virtual Reality in a Business and Technology Educational Context
- 1. CreatingVirtual Reality in a Business and Technology EducationalContext Mark Frydenberg Bentley University Waltham, Massachusetts, USA Diana Andone Politehnica University ofTimisoara Romania @diando70 @checkmark 4th International AR andVR Conference, 21- 22 June 2018, Manchester, UK
- 2. TalkTech 2017 • 37 Students • Ages 18-20 • Intro to Computing • Speak English • Some experience with web, collaboration, and mobile devices • 30 Students • Ages 21-23 • Tech of Multimedia • Speak English • Some experience with web, collaboration, and mobile devicesZeeMap Since 2008 1070 students involved, no dropouts InternationalVirtual Mobilities
- 3. Motivation Entrepreneurship Virtual mobility – learn, work online with limited supervision Global workspace environment Multicultural Digital skills InternationalCollaboration Open Education
- 4. Guiding Questions – What is the students' experience using tools and applications to create originalVR artefacts? – How does the process of creatingVR artefacts give students insights into future business applications of these technologies? – What challenges and opportunities are presented when introducingVR in a global collaborative learning project?
- 5. Locations of Student- CreatedVR Artefacts – Cultural landmarks (concert halls, theatres, museums); – technology retail shops (Microsoft or Apple store, or other mobile or tech shop); – public art (statues, sculptures, building murals); – coffee shops, fast food, or local restaurants; – sports venues; – supermarkets; – local landmarks (churches, parks, city or town squares); – campus landmarks (libraries, computer labs, classrooms); – establishments selling or demonstrating new technologies (mobile devices, smart cars, drones).
- 11. BostonCommon AR (cospace). VR (Roar) 11
- 15. Tools Used
- 20. Desirability
- 21. Discussion and Conclusions – By working collaboratively at the international level, students can further their digital skills: they demonstrate their understanding of a complex project, learn to select and use several collaboration tools, communication methods, and remix content to accomplish it – VR artefacts that students created demonstrate their creativity and facility with mobile devices and the Internet – As members of international teams, students gained an appreciation of the global impact enabled by Internet technologies – Students learned that business applications of AR & VR will change how companies present and sell products and how customers experience them, across several industries
- 22. http://www.slideshare.net/diando70/ Mark Frydenberg Senior Lecturer mfrydenberg@bentley.edu @checkmark Dr. Diana Andone Director, e-Learning Center, diana.andone@cm.upt.ro @diando70 www.talktechproject.net