Virtual reality (VR) is not a new idea. Virtual reality technology emerged in the 1970s and 80s through work at organizations like NASA, pioneering artistic projects, and some initial commercial headsets. Early VR sought to create immersive simulated environments for training, design, and entertainment. The 1980s saw the development of VR gloves, bodysuits, and goggles that tried to enhance realism and immersion. In this video VR pioneer Jaron Lanier introduces one of these systems which has some similarities to present day technology. The 1990s saw VR enter the mainstream through the rise of affordable consumer headsets by companies like Sega and Nintendo
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Second Life provided an environment in which some pioneer explorers of interactive learning engaged. It grew rapidly during the first decade of this century and was used by a significant number of users, there were claims of about a million at the height of its take-up. Many universities and schools tried their first steps in VR there.
— Pericles ‘asher’ Rospigliosi
The VR space of Second Life was seen as a way of facilitating social interaction and social presence in distance learning. Until then distance learning was restricted to the transmission of content and text based discussions. This focus on building relationships was a correction to a perceived weakness of distance learning in relation to on site education. It meant that remote learners could participate in synchronous interaction of a comparable complexity to the interactive experiences which on site students would be having. Furthermore, it enabled simulations to be conducted which enabled the development of practical skills.
Duke University
The Rise of Roblox
Roblox is a fascinating example of how VR intersects with the modern digital economy. What can you find out about the business model of Roblox? To what extent is that business model tied to its success as a platform?
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The period of the pandemic has seen the mass adoption of technologies for virtual teamwork. Platforms like Zoom and Teams have become the new normal for colleagues to communicate, and we are collectively becoming familiar with the phenomena of choosing an on-screen representation or avatar.
— Pericles ‘asher’ Rospigliosi
This is me using a slightly more up to date VR system at the Cambridge Computer Museum in 2019
In recent years we have seen a significant expansion of investment in VR alongside augmented reality (AR) and mixed reality (MR). AR involves an overlay of digital elements into the real world, whereas MR enables physical and digital objects to interact. Much of this development has been driven by gaming e.g. Pokemon Go was downloaded more than 500 million times in 2016 and contributed to AR going mainstream. This was facilitated by the expanding capabilities of smart phones but it still required software to take advantage of these affordances in ways which were compelling for users. These are general purpose devices facilitating AR applications as opposed to special devices which have been developed purely for VR, AR and MR. These specialised devices are what we will be looking at in class.
Questions to ask about new devices
Here are some questions to ask when confronted with a new digital device which could be used in education.
Affordances
What exactly can this device do? What does it let us do that other devices cannot replicate? What can't this device do?
Training
What sort of training is required for students to use the device? What sort of training is required for staff to use the device? What sort of training is required to teach with the device?
Scalability
How expensive are the devices? Are there ongoing charges? Is it practical to have one for each student? If not how will teaching work? Are technical staff required to introduce staff and students? Will they always be required?
The metaverse represents the convergence of virtual reality, augmented reality, and other immersive technologies to create persistent online worlds. Major tech companies like Meta are investing billions into developing the metaverse, seeing it as the next frontier after mobile internet. There are open questions around the feasibility of building meaningful relationships and achieving a good life virtually. Issues like privacy, data extraction, digital labor, and climate impacts also arise. Technologically, the metaverse combines elements of video games, social networks, and telepresence. Users can interact through digital avatars in simulated 3D environments. Augmented reality overlays virtual elements onto the physical world. Key challenges include developing affordable devices, seamless environments across platforms, and managing massive computational demands.
Philosophically, virtual worlds raise questions about the nature of embodiment, reality, identity, and what constitutes a good life. Some see potential to enrich social connection, others warn of escapism and distraction from physical relationships. Effects on human flourishing remain uncertain. More research is needed on building trust and meaning virtually. Economically, the metaverse creates new digital asset classes and monetization models. It expands data extraction and targeted advertising into immersive environments. Issues around corporate control, digital labor, wealth concentration, and sustainability arise. Oversight and governance frameworks will be needed.
The metaverse has been imagined in dystopian science fiction like Snow Crash and Ready Player One. These stories depict virtual worlds as escapes from bleak physical realities, where people immerse themselves in fantasy. They highlight risks around inequality, corporate control, and the preferencing of virtual over physical life. The dystopian framing raises important ethical questions about designing virtual worlds centered on human dignity and flourishing versus addiction and escapism. More optimistic sci-fi exploring utopian aspects of virtual worlds may also be valuable.

Do you find this photo sinister? If so can you express in words what is troubling about it? There is a new form of power potentially expressed in the capacity to control VR experiences.
A collection of resources
Please choose at least one of these resources on teaching with VR/AR/MR to explore:
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Tilda