Ethical Considerations of Virtual Reality in the College Classroom: Cross-Disciplinary Case Studies of Immersive Technology Implementation

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Acknowledgments
List of Contributors
Section One: Introduction
	Chapter 1: Exploring the Intersection of Pedagogy and Ethics in the Use of VR/XR in Higher Education
		Scope of This Volume
		Ethical Frameworks
		VR, Ethics, and Education
		Review of VR (and Adjacent) Technology
		A Note Regarding Terminology
		Advice from the Authors: Practical Strategies for Success
		Overview of the Chapters
		Insights from the Editors: XR Implementation in Higher Education
		Bibliography
	Chapter 2: Extended Reality, Pedagogy, and the Ethics of Embodiment
		Introduction
		Selected Guiding Theories
			Critical Race Theory
			Feminist Theory
			Black Feminist Thought
			Feminist Media Studies
			Queer Theory
			Feminist Disability Theories
		Pedagogical Considerations
		Questions to Guide XR Use in Pedagogical Contexts
			Questions to Discuss with Students
			Questions for Instructors and Creators’ Consideration
		References
Section Two: The Case Studies
	Chapter 3: Teaching Conscientious Design: How Learning VR Development Can Lead to Greater Understanding of Sustainability
		Introduction
		Serious Games
		Sustainability
		The Fisherman’s Dilemma
		Game Mechanics
		Existing VR Projects Related to Sustainability
		Course Structure
		Student Outcomes
			Robo Crop: A VR Game about Sustainable Farming
			Tacological: A Sustainable Food Truck Management Sim
			AdvocaSea: Clean the Ocean
		Conclusion
		Special Thanks
		Note
		References
	Chapter 4: Virtual Reality Technology in Norwegian Teacher Education: Creating an Innovative Experience or Another Academic Elite?
		Introduction
		VR Technology in Education
		Vygotskian Sociocultural Theory and VR Technology
		Concluding Reflections
		Note
		References
	Chapter 5: Technology Sunset, Can We Pivot?
		Introduction
			The Course
			The Technology
		Implementation of VR in the course
		Ethical Considerations of Student-Created iVR
		Learning Outcomes Assessment
		Class Presentations
		Technology Sunset and Pivot
			Ethics, Education and Sunset of Technology
		References
	Chapter 6: Building Student Capacity and Disciplinary Identity in an Immersive Media Course at a Small Liberal Arts College
		Introduction
		Part One: Designing the Course
			Honoring Identity
		Outcome One: Develop a Historical Perspective and Understand the Developmental Process of Immersive Media
			Respecting and Cultivating Autonomy
		Outcome Two: Construct Multifaceted Artistic Samples and Exercises Using Best Practice and Artist-led Techniques
			Building Personal Capacity through Collaboration
			Addressing Accessibility
			Considering Material and Economic Concerns
			Creating an Equitable Learning Space
		Outcome Three: Recognize the Complex and Multifaceted Toolset Available to the Immersive Media Practitioner and Design Artwork as Required
			Teaching Tools to Support Intellectual Agility
			Creating an Equitable and Inclusive History
		Outcome Four: Analyze and Interpret Core Practitioners of Immersive Media Design
			Recognizing Students’ Ethical Reservations and Privacy Concerns
		Outcome Five: Articulate a Written and Visual Response to Core Immersive Media Practices and Performance
			Promoting Effective Communication
		Part Two: Implementation of XR in the Course
			The Student Experience
			Assessing Learning Outcomes
			Learning and Assessment Challenges
		Part Three: The Ethical Challenges of Teaching and Using Immersive Media in the Classroom
		Appendix A
		References
	Chapter 7: Enacting Equity and Ethics through VR in the Public Speaking Classroom: The Virtual Martin Luther King Project
		Introduction
		Brief Overview of the Source, Origin, and Purpose of VR Used in This Course
		Using VR in the Public Speaking Classroom to Achieve Course Objectives Related to Advocacy and Community
		Implementation of VR in the Public Speaking Course: Affect and Immersion
		Assessment of Learning Outcomes
		Implications for Ethical Uses of VR in the Classroom: Lessons from the vMLK VR Experience
		References
	Chapter 8: Using Virtual Reality to Immerse Students in the Middle Passage: Ethics, Challenges, and Benefits
		Introduction
		Ethics and the VR Middle Passage Experience
			Dehumanization
			Seeing the Unseen: Understandings of the Middle Passage
		Learning about the Middle Passage
			Simulation Design
		Benefits and Limits of the Middle Passage Simulation
			Benefits
			Drawbacks
		Conclusions
		Acknowledgments
		Notes
		References
	Chapter 9: Virtual Perception and the Accessible Implementation of VR/AR Technology in Psychology Education
		Motivation for Use of VR/AR Systems
		Implementation of VR/AR Systems in the Classroom
		Ethical Concerns
		Learning Outcomes and Other Impacts
		Lessons Learned
		References
	Chapter 10: A Virtual Reality App Created with CoSpaces : Student Perceptions and Attitudes
		Introduction
		Overview
		Exploration of the Potential of EUD Tools
		The VR Environments Created with EUD Tools
			Description of the VR App Created Using CoSpaces
			Students’ Evaluation of the App’s Learning and Motivational Potential
			Learning Potential of the 360°-Sightseeing Tour App
			Motivational potential of the 360°-Sightseeing Tour app
			Students’ Evaluation: Pros and Cons of Using the App
		VR and Discussion of Ethics
		Conclusions
		Acknowledgments
		References
	Chapter 11: Access and Opportunity: Removing Barriers to a Discipline through Virtual Field Work
		Motivation to Incorporate XR in Classes
		Implementation of VR in Classroom
		Environment and Activity Description
		Virtual Reality Development and Workflow
		Implementation in the Classroom
		Implications
		Assessment
			Learning Objectives
			Student Engagement and Satisfaction
		Lessons Learned
			Backwards Design of VFT Based on Learning Objectives
			Developing and Implementing VR in the Classroom Takes Time and Mentorship
			VFT Conditions dVR and iVR Are Functionally Equivalent
			Ideas to Improve Environment Exploration
		Next Steps
			Utilizing VFTs as Summative and Formative Assessments
			Individual and Collaborative Skill Building in VR
			Spatial Reasoning and Frame of Reference
			VFTs as a Tool to Pre-visit and Revisit Field Areas
			Implications for Future Use
		Pedagogical Ethics
			Inclusion and Access
			Training Opportunity
			Broadening Participation
		Conclusions
		References
	Chapter 12: Conemaugh River Immersive Experience: A 360° Virtual Biology Field Trip
		The Course
		Pedagogical Goals of Project
		Description of Project
		Utilization of the Project in Class
		Results
		Implications for the Future
		Balancing Ethical Considerations: Accessibility and Experience
		Reflections on Ethical Dimensions of Virtual Reality as a Teaching Tool
		References
	Chapter 13: Pros, Cons, and Considerations of Implementing Live Virtual Reality in Medical Education
		Introduction
		Background
		Current Approach
			Implementation
				Equipment Setup
				Airway Intubation Instruction
			Assessment of Learning Outcomes and VR Experience
			Ethical Implications and Considerations
		Conclusion
		Appendix A: Experiment Details
			Participants
			Procedure
		Note
		References
	Chapter 14: Digital Dinosaurs: Bringing Dinosaurs Back to Life with VR/AR in the College Classroom
		Curriculum
			Lectures
			Labs
			Devices and Content
		Reflection on Ethics
			Geoethics
			Intellectual Property
			Physical
			Psychological
			Hygiene
			Privacy
			Accessibility
			Access to Technology
			Technological Literacy
		Conclusions
		References
	Chapter 15: Ethical Considerations in Using Virtual Reality to Support Competency-Based Education in Social Work
		Course Contexts and Aims for Using VR in Social Work Education
		Course Implementation
		VR Experience
			Supporting an Ethical VR Experience
		Approach to Evaluating Learning Outcomes
		Outcome Measures and Data Analysis
		Results
		Teaching and Learning Outcomes and Implications
		References
	Chapter 16: Mission, Morals and the Metaverse: How Morehouse College is Transforming Undergraduate Education in the Sciences and Humanities with Virtual Reality
		Introduction
			Creating Morehouse in the Metaverse
			Integrating VR with Student-Centered Pedagogy and Collaboration Across Campus
				Curriculum Development
				Biology
				Chemistry
				History
				Cross-Disciplinary VR
			Survey Response from Students in Men’s Health Course
		Conclusions
		Acknowledgments
		References
Section Three: Further Explorations
	Chapter 17: Boundaries, Informed Consent, and Learning
		Introduction
		Challenges and Opportunities of Hyper-realistic VR
		Informing Students—Consent, Warnings, and Deception
			Information and Warnings
			Deception
			Consent and Settings Expectations
			Consent
			Autonomy
			Ethical Duty
			Beyond Consent: Oversight and Regulation
			Privacy
		Conclusion
		References
	Chapter 18: Post-qualitative Virtuality: Assembling Reality as New Material for Teaching and Learning
		Introduction
			The Context
		Background: Creepy Tree Houses
		A Digital Campfire: Interrogating the Design of Learning Spaces
		Metaverse Revolution or Re-booting the Status Quo of Power Relations?
		Ghost Curricula: XR as a Semiotic Space
		Conclusion
		References
	Chapter 19: Ethical, Moral, and Philosophical Challenges of Creating and Evaluating the Impact of Virtual Reality Experiences
		Positionality Self-disclosure
		From Realism to Narrative Competence
		Moral Repair and Witnessing
		The Dilemma of Compassion
		Biomedical Hegemony and Complicit Self-erasure
		Self-care of Making and Neuroplasticity
		Parting Thoughts
		References
Index