Case 07 — VR, the Metaverse, and Immersive Experience Literacy
Overview
| Item | Content |
|---|---|
| Period | Educational experiments after the early-2020s metaverse boom |
| Technology | VR headsets, 3D virtual spaces, avatars, immersive content |
| Literacy | Spatial immersion, avatar etiquette, distinguishing virtual from real, accessibility |
Transition Point
Where 2010s AR location missions (2020 folder, Case 09) were on-site + screen, 2020s VR and the metaverse enter virtual spaces and act together. Presence shifts from “watching an experience” → “being inside the experience”.
Literacy Improvement Mechanisms
- Immersion and return to reality: Talk that verbalizes virtual experiences
- Avatar communication: Relationship etiquette through proxy bodies instead of faces
- Design thinking: Deciding what to place in a space
- Health and accessibility: Recognizing motion sickness and device access inequality
Field Operation Tips
- Introduce experiences with 360 photos and simple VR, no expensive equipment
- Two-step design: “apply what you learned in the virtual to the field”
- Output: one-page guided course plan for a virtual space
Implications for Paju Activist Training
- An alternative for remote experiences and tours when visits are difficult
- Judgment for adoption that fits educational purposes, not overhyped booms
- Time and safety rules are essential in children’s programs
Notes
- The 2030s is expected to converge on hybrid experiences mixing VR, AR, and on-site