XR Scholar Content Structure
Content is structured using the same approach as a conventional textbook. Each subject is broken down into areas of study or chapters with each containing units and modules.
The structure of the XR Scholar IVR environment is designed to first introduce and build knowledge. This is achieved using a range of informative and interactive methods. The structure then progresses to a formative stage to build conceptual understandings and competencies. Wherever possible, real-world applications are used to create context. The formative stage is highly interactive and designed to allow students to feel comfortable while being challenged to learn. The formative stage mostly employs tasks and exercises that are multiple attempt or “hurdle” achievements.
At the end of each module, a summative component is included. The summative component is composed of single attempt questions and tasks in a testing/examination style environment that employs the same IVR environment and user tools. This allows real-time assessment of students with data generated suited to reporting. The team at XR Scholar have developed content for a range of STEM, English and Humanities subjects aimed at various levels of secondary school.
With IVR, XR Scholar creates an interactive environment where students not only learn the mathematic principals and concepts but actively use them in a diverse range of scenarios. Take geometry as an example, with IVR a student can now actively calculate and build real-world objects that serve functions. This may involve calculating the volume of a water tank that has a specific 3D shape, or the surface area of a wall or pitched roof. A huge number of scenarios that apply geometry can be created in a single environment in a real-world setting.
There is no denying that simply drawing structures and playing with representations of molecules lacks excitement and static graphics or videos only go so far. With IVR, chemistry comes alive and even something as rudimentary as studying the periodic table becomes exciting. For example, students can now assemble and disassemble an atom and see how molecules are formed. Students can even create their own atoms, simple and complex molecules and perform real-time, 3D visualized chemical reactions on the molecular scale.
Learning about the living world when confined to a classroom limit what real-world examples that students can access and learning from board or textbook is not highly engaging. For example, they can travel through time and experience the world of dinosaurs or the earlier stages of human evolution, even meet a common ancestor. With IVR they can explore concepts at the molecular scale to learn about DNA and the cell. Instead of reading about the genetic experiments of Gregor Mendel, students can reproduce them in real time to connect abstract theory with real-world outcomes. There is no need for a microscope when you can see everything in IVR.
Physics is an important subject that builds our understanding of the physical world. However, students often find its content intimidating with inherent complexities that students find difficult to learn. Allowing students to visualise concepts in the virtual world can reduce complexity and create easily related, real-world contexts that are recognizable for students. With IVR we can explore any physics concept on any scale and in any environment.
History largely focuses on committing events, plot lines of national, international sagas and the most important names and dates to remember, with an understanding of the major influences and outcomes. With IVR we are able to time travel and present information and event on an interactive timeline. Therefore, the student learns the content as a progression through time in a contextually rich environment with regular interactive experiences and examples.
When building literacy, it is important to address the fundamentals. The use of IVR presents a host of options that enable a student to build their literacy skills while interacting in a pleasant and stimulating environment. With IVR we can build a student’s literacy knowledge in a fun and inviting way. Then, in the same VR environment, we can challenge them to apply their knowledge to build competency and confidence in a relaxed, depressurized environment.