Virtual Reality https://doi.org/10.1007/s10055-020-00444-8

S.I. : XR (VR, AR, MR) AND IMMERSIVE LEARNING ENVIRONMENTS

Virtual reality and in social learning spaces: a literature review

Anthony Scavarelli1 · Ali Arya1 · Robert J. Teather1

Received: 28 February 2019 / Accepted: 12 May 2020 © Springer-Verlag London Ltd., part of Springer Nature 2020

Abstract In this survey, we explore Virtual Reality and Augmented Reality within social learning spaces, such as classrooms and museums, while also extending into relevant social interaction concepts found within more reality-based and social immersive media frameworks. To provide a foundation for our fndings we explore properties and interactions relevant to educational use in social learning spaces; in addition to several learning theories such as constructivism, social cognitive theory, con- nectivism, and activity theory, within a CSCL lens, to build a theoretical foundation for future virtual reality/augmented reality educational frameworks. Several virtual reality/augmented reality examples for learning are explored, and several promising areas to further research, such as a greater focus on accessibility, the interplay between the physical and virtual environments, and suggestions for updated learning theory foundations, are proposed.

Keywords Virtual reality · Augmented reality · · Multi-user · Collaborative · Education · Social learning spaces

1 Introduction simulating reality which can be seen within fction as early as the 1930s (Weinbaum 1935), and much earlier within Virtual Reality (VR) and Augmented Reality (AR) technolo- the philosophical realm, when humans started to consider gies are currently receiving a great deal of attention, thanks whether our perceived reality is an “absolute” reality, rather in large part to the commercial availability of new immersive than merely “shadows on a cave wall” (Plato and Lee 1974), VR/AR platforms (Microsoft HoloLens, n.d.; Rift, “a dream” (Descartes and Cress 1993) or a robust “computer n.d.) and lower-cost standalone VR/AR platforms such as simulation” (Bostrom 2003). the (Oculus Quest 2019). Additionally, frame- Current lower-cost and higher fdelity VR/AR techno- works are quickly appearing to make VR/AR development logical developments such as increased resolution, reduced easier for the web (A-Frame, n.d.), through plugins into latency, and higher framerates have raised hopes for more popular game engines (Valve, n.d.), and with the technol- mainstream and diverse applications within the fascinating ogy built directly into the operating systems of mobile plat- area of simulating and augmenting/enhancing reality, in forms (Apple, n.d.). While these technologies frst appeared which we are no longer bounded by physical spaces and the in research and development dating back to middle of the physics of the known universe. We are seeing an explosion twentieth century (Azuma 1997; Mazuryk and Gervautz of experimentation and development of novel applications 1996) there is tremendous human interest in the concept of within VR/AR forms such as gaming (Keep Talking and Nobody Explodes, n.d.; Pokémon Go 2016; Star Trek Bridge Crew n.d.), flm (Dear Angelica n.d.; Google Spotlight Sto- * Anthony Scavarelli ries, n.d.), social communities (Mozilla Hubs 2018; Rec [email protected] Room, n.d.; VRChat, n.d.); and, most interestingly for this Ali Arya survey, educational endeavours (Dede 2009; Dunleavy et al. [email protected] 2009; Grotzer et al. 2015; Ketelhut et al. 2010; Salzman and Robert J. Teather Dede 1999; Schrier 2006). [email protected]

1 Carleton University, Ottawa, ON, Canada

Vol.:(0123456789)1 3 Virtual Reality

1.1 Problem statement and contribution education could be more accessible t