By Christina Mancebo, CAS Communications staff
Following the success of last year’s course, Immersive Storytelling in XR (extended reality) which focused on turning personal stories into live immersive experiences, this semester the Department of Digital Technology and Culture (DTC) offers a special topics course, DTC 388, Histories and Dreams of Virtual Reality (VR).
“DTC, as a department, focuses on critical engagement with and production of media and technology: a critical understanding of the technology and media’s impact on people and vice versa,” said Jacob Riddle, assistant professor.
Riddle noted his personal surveil of other college-level VR classes seemed biased toward highlighting certain brands instead of being focused on the technology. In concepting this course, he shared that he is “… finally getting to teach the version I dreamed about. I wanted to take this idea of a class in VR about VR and turn it in on itself, so that we’re studying VR critically.”
The course syllabus includes a selection of readings and films that are science fiction or speculative fiction depictions of VR, going as far back in history as Plato’s allegory, The Cave. The course will also be looking at the historical technological development of VR, such as in the military, as well as looking at our experience of the technology and forward thinking on how VR can contribute to a better future. “VR has a deeper history that a lot of people don’t realize,” said Riddle. His goal for the course is to get students to actively think about VR and speculate on the potential future of the technology.
This class will ideally make sure that students come to understand and appreciate the potentials of the technology and “not get blinded by the flash of the new.” Discussions aren’t aimed at demonizing the technology, but to encourage discussion on the reality of the technology’s capability and possibility.
“I’ve been working with VR in my artistic practice since 2012 to 2013 in a lot of different ways, such as making VR-based virtual exhibitions,” said Riddle.
On one occasion, “I needed to make these quick gestural marks but doing that with traditional 3D modeling or CAD software is not quick. I found this VR sculpting app that enabled me to do it swiftly, and I have since used the app for other things, including as a pedagogical tool to teach students digital fabrication from a more traditional tactile physical art form. Often students have guards up toward using this method but once they use the VR headset and start sculpting with their hands and with their body, it opens up a lot of possibilities to them,” said Riddle.
In speculating on the future of VR, Riddle suggests that “VR has the potential to change how we interact with screens.” He also warns of the isolation inherent in the technology as an immersive experience. However, counters that it could be used as a powerful social tool in some situations, such as one similar to group video games—though enhanced with a more simulated connection.
With the influx of artificial intelligence in the mainstream, a possible connection with VR is when both are used as tools in concert to create an immersive experience.
Riddle also addresses the importance on teaching basic ethics around the use of technology, though noting that “most ethical concerns related to VR are not unique to it.”
Future VR course ideas, yet to be committed to, could involve an animation class focusing on modeling in VR; rendering out animation to be viewed in VR; and tailoring an upper division course to game design.