Investigating the reality of virtual reality

Team 1 – the Extendibles (consisting of Zac Macdonald, Katia Maxwell, Corie Houldsworth, and myself) have decided to investigate Jigspace (Jig) as our learning event. Jig claims to be an intuitive, user-friendly augmented reality platform that requires limited training or design experience to create and host virtual reality opportunities/presentations.  

I want to get this out of the way early: I have no experience with Augmented Reality (AR) or Virtual Reality (VR). I have never played video games that utilize these technologies, I never took up the Pokemon GO craze – so seriously, no experience. As such, the entire concept of AR/VR is overwhelming to me. I am intrigued by the fact that Jig claims to be user-friendly and requires little experience to design or build virtual experiences, but simultaneously curious if I am lacking in the foundational level of knowledge that is required to be successful in its use. I am curious about the level of technological literacy that was considered when the company claimed it was “quick and easy”.

Zac made some solid points on his blog about further investigating the privacy policy contained on Jig’s website – in theory, it looks like their stance on privacy are simple and “in the interests of the user”, but further investigation into the privacy framework that Jig relies on, the European Union’s General Data Protection Regulation (GDPR), leads me to questions about their true intent in regard to the custom asset or creative privacy. One weakness that has been identified about the GDPR is the lack of 1) the right to withdraw policies and 2) the right to be forgotten policies 9 (Politou, 2018).

Putting aside my concerns about the baseline level of knowledge that may be required to swiftly navigate Jig, and some of the privacy loopholes that may be existing under their current privacy and data collection framework, I have optimistic questions about the use of AR/VR in my own contexts. Questions like can AR/VR help to build a sense of presence in a remote learning environment? Chen et al. (2009) seem to have explored this issue, and their paper may be of value to me; and how can I effectively utilize AR in an aviation context, given the high-risk nature of the work compared to in-person learning. I ask my MALAT colleagues – have you experimented with AR/VR in your contexts? What were the benefits and what detractors have you identified?

Chen, Y. C., Wang, S. J., & Chiang, Y. L. (2009). Exploring the Effect of Presence in an AR-based Learning Environment. In 13th Global Chinese Conference on Computers in Education, Taipei.

Politou, E., Alepis, E., & Patsakis, C. (2018). Forgetting personal data and revoking consent under the GDPR: Challenges and proposed solutions. Journal of cybersecurity4(1), tyy001.