Cross Reality (XR) refers to a group of emerging technologies such as virtual reality (VR), augmented reality (AR), and virtual worlds (VWs) that involve the use of 3D models/simulations across physical, virtual, and immersive platforms. The path to optimizing the use of XR in education is not always easy to navigate. However, with adequate support, XR has the potential to help faculty and students transcend the boundaries of the classroom by providing new types of environments for presenting and delivering instructional content and creating learning experiences with the power to develop unique communities of inquiry and practice.
Throughout this chapter, we will explore scenarios populated by a typical future student named Andi and share examples of her engagement with Cross Reality throughout her educational career. These scenarios are designed to illustrate what lies ahead in education, as these technologies become more and more ubiquitous, allowing students like Andi to move seamlessly within the Reality-Virtuality Continuum.
1.1 Definitions
For the purpose of this chapter, Cross Reality or XR refers to technologies and applications that involve combinations of mixed reality (MR), augmented reality (AR), virtual reality (VR), and virtual worlds (VWs). These are technologies that connect computer technology (such as informational overlays) to the physical world for the purposes of augmenting or extending experiences beyond the real. Especially relevant to the definition of XR is the fact that this term encompasses a wide range of options for delivering learning experiences, from minimal technology and episodic experiences to deep immersion and persistent platforms. The preponderance of different terms for slightly different technologies indicate that this is a growth area within the field. Here we provide a few definitions of these technologies.
MR—Mixed reality refers to a blend of technologies used to influence the human perception of an experience. Motion sensors, body tracking, and eye tracking interplay with overlaid technology to give a rich and full version of reality displayed to the user. For example, technology could add sound or additional graphics to an experience in real time. Examples include the Magic Leap One and Microsoft HoloLens 2.0. MR and XR are often used interchangeably.
AR—Augmented reality refers to technology systems that overlay information onto the real world, but the technology might not allow for real-time feedback. As such, AR experiences can move or animate, but they might not interact with changes in depth of view or external light conditions. Currently, AR is considered the first generation of the newer and more interactive MR experiences.
VR—Virtual reality, as a technological product, traces its history to approximately 1960 and tends to encompass user experiences that are visually and auditorily different from the real world. Indeed, the real world is often blocked from interacting with the virtual one. Headsets, headphones, haptics, and haptic clothing might purposely cut off all input except that which is virtual. In general, VR is a widely recognizable term, often found in gaming and workplace training, where learners need to be transported to a different time and place. VR experiences in STEM often consist of virtual labs or short virtual field trips.
VW—Virtual worlds
are frequently considered a subset of VR with the difference that VWs are inherently social and collaborative; VWs frequently contain multiple simultaneous users, while VRs are often solo experiences. Another discrimination between virtual reality and virtual worlds is the persistence of the virtual space. VR tends to be episodic, with the learner in the virtual experience for a few minutes and the reality created within the experience ends when the learner experience
ends. VWs are persistent in that the worlds continue to exist on computer servers whether or not there are active avatars within the virtual space (Bell
2008). This discrimination between VR and VW
, however, is dissolving. VR experiences can be created to exist for days, and some users
have been known to wear headsets for extended periods of time. Additionally, more and more VR experiences are being designed to be for game play, socialization, or mental relaxation. The IEEE VR 2020 online conference and the Educators in VR International Summit 2020 offered participants opportunities to experience conference presentations in virtual rooms as avatars while interacting with presenters and conference attendees (see Sect.
2.5 for more information).
Relevant to defining VWs, Correia et al. (
2016) conducted a meta-analysis on the potential of using virtual worlds for learning and training (p. 407), while Mann et al. (
2018) proposed a different definition of XR with variations of real and synthetic applications that make up their Multimediated Reality Continuum (p. 12), for another term. According to Mann et al. (
2018, abstract), “As a new field of study, All Reality is multidisciplinary. We must consider not just the user, but also how the technology affects others, e.g. how its physical appearance affects social situations, and how sensor-based reality (e.g. wearable and implantable cameras in the smart city) affects privacy, security, and trust. All Reality includes Virtual Reality (VR), Augmented Reality (AR), X-Reality (XR), X-Y Reality (XYR), and Mixed, Mediated, etc. realities (MR).”
CVEs—Collaborative virtual environments
are communication systems in which multiple interactants share the same three-dimensional digital space despite occupying remote physical locations (Yee and Bailenson
2006).
Embodiment
—Embodiment is defined by Lindgren and Johnson-Glenberg (
2013) as the enactment of knowledge and concepts through the activity of our bodies within an MR (mixed reality) and physical environment (p. 445). Embodiment can also be experienced as a suspension of disbelief while using avatars (digital individual representations) in a fully online virtual world. In fact, embodiment can be experienced as group phenomena that may lead to the development of communities of practice (CoP)
. Truman (
2014) studied the relationship of embodiment in collaborative virtual environments (CVEs)
and its reflexive properties of the primary avatar (learner/user) related to the theoretical framework of transdisciplinarity
(p. 59). Attachment to avatars resulting in embodiment was not always found, suggesting that some individuals may be incapable of embodied experience (Truman
2014: 232).
The deeply immersive nature of some forms of XR has had a powerful effect in studies of multifaceted empathy
. Manipulating the full environment around a learner, including sight, sound, smell, taste, pressure, heat, and texture promises to be significant in impact. “VR feels real, and its effects on us resemble the effects of real experiences. Consequently, a VR experience is often better understood
not as a media experience, but as an actual experience, with the attendant results for our behavior” (Bailenson
2018: 46). Studies have shown that learners can quickly adopt an avatar as a personal representation of their own bodies; this effect is known as body transfer
. When learners accept a digital object as a real object, the Proteus effect (Yee and Bailenson
2007) has been achieved, and manipulations of the digital object are biochemically accepted as real (Fox et al.
2016). Each of these defined forms of technology, MR, AR, VW, and XR, provides learners with real experiences.