Part 2: The Immersive Environment Delusion
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| Image: Me and Copilot working on this using the article title, The Computer Delusion but making it personal, jazzy, and teal. |
In Part 1, we introduced this new series, From Myths to Principles: Navigating Instructional Design in Immersive Environments. This is an update from my 2022 series.
In this Part 2, we're going to go through some backstory showing the educators in Second Life was the first wave of hype for using immersive environments and we'll look at one recent example from Stanford University with their "Virtual People" course.
Here we go!
History repeats itself
- Edison’s 1922 prediction that the motion picture will revolutionize education.
- Levenson’s claim that radios will become common in every classroom.
- Skinner asserted that learners with teaching machines could learn twice as much.
- Clinton campaigned that computers are a bridge to the twenty-first century. (para. 1)
I can hear you through the nether.
There are some saying "But the metaverse is different!"
Sit down. 👈ðŸ˜
I'll deal with you soon enough.
Cuban (1986) further suggested that this educational technology adoption cycle follows a predictable pattern. First, the earliest research will be produced by the technology producers themselves. Second, problems arise with adoption. Learner performance does not improve over the long term. The final stage in the cycle is blame-finding with reasons ranging from not enough money, educator resistance, and educational systems resistant to change. The methods and reasoning for incorporating the technology are rarely addressed in the historical or market record. The reader of this series might recognize these statements already being made about immersive experiences. As such, hype cycles for immersive experiences are already underway.
1. Tech producers make the first "research".
2. Tech adopted, but learner performance does not improve long term.
3. Blame-finding ensues.
I wanted to emphasize these points because they are going to appear in the research record that I will present.
Boom and bust cycles
Immersive experiences have already weathered several boom and bust cycles. One cycle began between 2003 and 2009. The desktop-based virtual reality program called Second Life, created by Linden Lab, attracted over 100 universities (Brown & Sugar, 2009) and thousands of dollars of investment (Wecker, 2014).
In a sudden decision, Linden Lab eliminated its 50% discount for educational institutions (Harrison, 2010). What resulted was an educator exodus and fracture in the faith of immersive experiences for education. When referring to the shutdown of Woodbury University’s virtual campus for breach of conduct, Jordan Bellino, a senior learner at the institution, described the hazard when one major company dominates use:
The incident suggests the dangers of online meeting spaces’ being run by companies, which get to decide who participates and who doesn’t. “It took years and thousands of dollars to make that virtual campus happen,” he said, “and it all vanished in a matter of an hour because Linden Lab pushed a button.” (Young, 2010, para. 12)
Major technology companies can single-handedly dictate use of immersive environments. This would be a valuable lesson lost before the next boom cycle began in 2018.
First course in virtual reality
After the launch of the consumer-oriented Quest headsets and the mandate for remote learning due to the COVID pandemic in 2020, interest in immersive environments surged. In June of 2021, Stanford opened their Virtual People course to 263 learners (Bailenson, 2021).
The VR-based learning resulted in greater presence, enjoyment, motivation, and transfer (Han & Bailenson, 2024). However, within the course, all was not well. Video clips from the class showed learners struggling to control their avatars (Bailenson, 2021) and attending class just to stand around in circles (Bellini, 2021).
In spite of the boasting, published reports illuminated problems with onboarding learners to the VR headset experience, unexpected software updates, and sudden platform shutdowns (Han & Bailenson, 2024).
The instructional design was described as learning by doing, but the syllabus showed a majority of outside-of-virtual-world writing and quiz items. Within the immersive environment, there were required weekly discussion sessions (Han et al., 2022) and one project where learners could import 3D (three-dimensional) objects to make a unique VR environment. My translation? That's not much doing, actually, as it relates to being a "virtual person".
In Part 3, I'll share another example of boom and bust from the immersive environments-for-education market.
Post-publication edit:
They say there is no editor like the "Publish" button and that makes me laugh because you DO spot errors after something has been published. But in this case, it's not an error that I want to address, I want to add more depth and context to this post. Since it's my blog, I can. This work was previously planned to be a book chapter and as such, I held my tongue on some of my more pointed criticism and images. But here, I can lay out things more directly.
Directly I am pointing to the Communication 166/266:Virtual People course as a poor design from an instructional designers point of view. I have studied the syllabus and read several articles and watched videos produced about the course. You can read the syllabus.
What I can't find is how many credits the course was. Just guessing from the workload in the syllabus, I'd guess 2 credits. Could be 3 but it also could be 1. I severely doubt it's 4.
Where do I get the platform to critique this course?
1. I have 14 years full time experience teaching online. Until ~2034, there are very few that can match me with that kind of full time teaching experience. Now Bailenson's class was arguably not "online" by definition (it happened in June 2021 or so and that would be post-shutdown), but it appears to have happened entirely remotely with the exception of picking up the headsets. So I can claim some expertise about what SHOULD happen with digital-based instruction.
2. My doctorate is in Instructional Design specifically *for Online Learning*. So I've spent my time focusing on that.
3. My research focus was and is learning in immersive environments (hence this article series).
4. Uniquely, I ALSO taught a course using the Meta Quest 2s which had a similar "survey" type of design. So what Bailenson did by visiting topics each week briefly is NOT part of my critique.
Three things are my main concerns here:
1. Video clips show a ridiculous amount of on-boarding malarkey. Said another way, bringing learners into a 3D environment, not acclimating them to this and then bringing in various models and just letting the users play is nice for an introduction. It does NOT make a course and certainly it does not argue for a widespread use of the technology.
I'm sure that in one version of the video, I could hear learners over and over again gathered in small groups supposedly "doing" something in VR only to hear "can anyone hear me?" as a COMMON statement. Take my word for it; a class filled from beginning to end with learners not being able to hear or be heard does not count for much learning.
My point: there isn't evidence that anything other than some "visits" to VR happened. And yet, over and over, this flagship course (my phrase) has learners that can't walk, wave, or follow instructions and (I guess) hear instructions. After week one, the learners *should* be on-boarded, all practiced up and ready to do harder things. 'Just walk over here for a group photo' should not feel like an instructionally-impossible task-- and the videos sure do make it look like it was.
(I had to giggle because in that "all class" photo, there is one avatar in 2D (not in a headset, because they don't have hands and their movement is all 2D-type) and they are the only one that looks "logical" in their behaviors.)
2. Bailenson really shows his excitement (in the somewhat unprofessional video) but also the "un-put-togetherness" of this experience with the quote I provided:
I
can now stand up in front of all my students and there's, you know, two
hundred in the class, and I can say you will actually have a better
chance of getting a job in the Valley because of taking this class
because as of about a year ago, the most sought-after job in the Valley
went from a data scientist to a VR engineer. (Bellini, 2024, para 12)
I find it VERY hard to believe that this one course at the 100 and 200 level will lead for a number like 200 new VR engineer's getting jobs in "the Valley". Insert hard eyeroll here. 🙄 It looks extra bravado-y when he phrases it as "I can now stand up" as if he's really planning to do this or HAS done it. It's a brag. No humble about it. Last I checked, the Valley wants to hire computer scientists, who should be in calculus class at the same time as this headset romp. Fact check: The Valley has been laying off VR teams. So how's that 'better chance of getting a job' brag going for ya?
3. The learn-by-doing quote gets under my skin as an instructional designer. Learn WHAT by doing WHAT, in this case? His students had to use pre-existing 3D models included in the ENGAGE platform (OK, fine-- but note that I didn't see ANY examples of models beyond ones we've already seen in ENGAGE advertising) to build a scene that was basically their final project.
(Again, disclosure: my students final project was a video mock-up of an immersive experience that they would design, if they could. The course taught no programming skills.)
So OK, it's fine that learners can't program after 1 course. Totally understood. But then the learners put together a final project scene that sounds like Bailenson's team spit out their coffee over...J. Brown source described the team experience as, "jarring" and wanted to coin a new phrase, "mis-experience." What the phrase? Garbage in, garbage out? You don't design a compelling course and the results surprise you? Sigh.
It appears that they took the "made lemonade from lemons" approach. Note that I haven't mentioned ANYTHING about comparative learning outcomes related to this heralded course. Because there isn't any data on that. Not like there should be, but the research is remarkably silent on that.
Also fact check on this: the Meta Quest 2 headsets are officially OUT of support and sale from Meta. So they are, as of this writing, outdated. I wonder how it's going over there at Stanford. Do they just ring up Mark and ask for 266 more headsets in the Meta Quest 3 type now?
I haven't mentioned much, (actually I left it OUT), how much ENGAGE got free advertising from this mess. That's because they are really the main characters in the NEXT episode.
References
Bailenson, J. M. (2021). Stanford “Virtual People” class in the metaverse. [Video.] YouTube. https://youtu.be/gOLI_OIV3nc?si=if6DbOX43GESWTBd
Bellini, J. (2021, December 7). Stanford virtual reality class immerses students in metaverse. Scripps News. https://www.scrippsnews.com/us-news/education/stanford-virtual-reality-class-puts-students-in-metaverse
Brown, A., & Sugar, W. (2010). Second life in education: The case of commercial online virtual reality applied to teaching and learning. Themes in Science and Technology education, 2(1-2), 107-115.
Brown, J., Bailenson, J., & Hancock, J. (2023). Misinformation in virtual reality. Journal of Online Trust and Safety, 1(5).
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University.
Hadhazy, A. (2021, November 5). Stanford course allows students to learn about virtual reality while fully immersed in VR environments. Stanford Report. https://news.stanford.edu/stories/2021/11/new-class-among-first-taught-entirely-virtual-reality
Han, E., & Bailenson, J. N. (2024). Lessons for/in virtual classrooms: designing a model for classrooms inside virtual reality. Communication Education, 73(2), 234-243.
Harrison, D. (2010, November 3). Linden Lab to end Second Life educational discounts. THE Journal. https://thejournal.com/Articles/2010/11/03/Linden-Lab-To-End-Second-Life-Educational-Discounts.aspx?Page=1
Oppenheimer, T. (1997, July). The computer delusion. The Atlantic. https://www.theatlantic.com/magazine/archive/1997/07/the-computer-delusion/376899/
Wecker, M. (2014, April 22). What ever happened to Second Life? Chronicle Vitae. https://chroniclevitae.com/news/456-what-ever-happened-to-second-lifeYoung, J. (2010, April 21). Woodbury U. banned from Second Life, again. Chronicle of Higher Education. Wired Campus. https://www.chronicle.com/blogs/wiredcampus/woodbury-u-banned-from-second-life-again
Did you miss the other parts of this series? Here they are!
Part 1: From Myths To Principles: Navigating Instructional Design in Immersive Environments
Part 2: The Immersive Environment Delusion
Part 3: The Case Against Virtual Campuses
Part 4: Myth: Learners Learn Faster
Part 6: Myth: Immersive learning is active learning