Digital Literacies in Virtual Reality Learning Contexts

Recent virtual reality (VR) applications are on the cutting edge of learning technologies designed to trigger self-directed and holistic learning experiences. However, learning via and within VR does not start from scratch; it depends on our understanding of preceding learning technologies. This paper explores key tenets in the concept of digital literacies and discusses their applicability to VR-enhanced learning environments. More specifically, it focuses on meaning-making practices in 360-degree media that incorporate and expand upon skills and competencies associated with hypertextual reading and writing. Based on two prototype cases designed and implemented by students with no technical background knowledge, the paper identifies generic steps for the creation of 360-degree media learning environments. The student projects serve as a showcase for how VR development is moving beyond the specialized and exclusive domain of software engineers and becoming an increasingly textual practice that integrates and enhances skills and competencies associated with preceding writing technologies.

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