Working with_Immersive Technologies
Areas of Activity
Research and Developmental Strategies
Accessible learning strategies
Workshop Planning and Delivery
Staff Training and Activities
Guidance Document for Immersive Technologies
Last modified 25/03/2022
Pre-session Preparation
1. Install and update applications. Ensure all applications are installed and updated prior to the session. If using shared VR headsets, ensure that the required applications are installed and updated/cleared of prior content before the session is set to begin.
2. Creation of accounts and logging in. If the applications require accounts and any special permissions, ensure that all participants have created an account and have successfully logged in prior to the session. It is recommended that there is a pre-sessional activity or training session to assist students in setting up accounts, logging in and familiarizing themselves with the equipment.
3. Select and register appropriate Wi-Fi network prior to the activity. Institutional networks can interfere with optimum Wi-Fi connection to VR headsets. If possible, use a connected network. For headsets/ computer equipment not previously joined to the desired network, check to see if MAC addresses need to be forwarded to the institution’s IT department prior to the session. If casting is required, all devices must be on the same network.
4. Charge headsets and equipment. Ensure all headsets, if applicable, are fully charged. Ensure all participants using a headset have access to a charging point if the session is more than 2-3 hours.
5. Confirm the physical space required for the number of participants and their equipment needs.
6. Understand the technical and equipment requirements for the desired workflow. Understanding the needs from the workflow of applications and equipment will ensure that you have all technical and equipment devices at hand for the session, for instance, computer to VR to computer.
7. Communicate the required equipment students need to bring, I.e., laptop, tablet, etc. for the anticipated computer to virtual workflow. Ensure students’ equipment is set up with the desired networks prior to the session. See above recommendation #3.
8. Communicate the safety requirements and protocols for safeguarding students in their physical spaces prior to the session.
9. Assign headsets and provide identification stickers for the headsets. This aids in health and safety, ease of returning to headsets after any breaks, and provides tutors and others in the room the ability to recognise participants easily while in VR (Virtual Reality).
10. Test Wi-Fi connection in the room prior to the session. See above recommendation #3.
11. If using a web-based casting process for the VR experience, for example in Gravity Sketch via the Landing Pad, ensure your space has the appropriate projection equipment and test the VR to computer to projection casting in the room.
12. Provide pre-sessional training. Consider your students’ access to equipment required for your anticipated workshop workflow. If participants have access to the headsets prior to the session, pre-load equipment introductory training segments on navigating the system and using controllers for added support for students with limited to no experience and/or access to VR equipment.
During Session
1. Have a clearly defined objective mapped to learning outcomes for the session/series of workshops. A session delivered for technical acquisition of a particular application is different than a session delivered to foster online community and cross-collaboration.
2. Develop scalable workshops and/or sessions that consider a student’s starting technical ability and familiarity with the equipment. It is recommended to divide a complex learning activity into several workshops, so students can reflect upon newly acquired skills and have ample time to achieve the intended learning outcome.
3. Manage student expectations. Clearly communicate the focus and outcomes of the session to students.
4. Use screen casting of one headset to support students that require a break from a headset and/or to show demonstrations, if applicable.
5. Remember to pace your session. It is recommended to take breaks from using the headset after 15-20 minutes to rest your eyes. Consider segmenting learning activities to enable breaks from the headset. Use non-VR applications of the intended interaction workflow to build in time between using VR. Also consider building reflective and discussion-based activities in between time in VR.
6. Check in with your students to review the pacing and scaffolding of the session. Adjust as required and always allow students to take a break from VR if they need it.
7. Remember to charge headsets during breaks.
Post-session Housekeeping
Following an individual session in a series of workshops: Nominate a person responsible for the collection and management of all headsets back to the loan store and/or identified secure location for the equipment.
Following the conclusion of one-off session and/or series of workshops:
1. Nominate a person responsible for the collection and management of all headsets back to the identified secure location for the equipment.
2. Physically clean all headsets, controllers, and accessories, including removal of name identification.
3. Erase all personal and activity data from each headset and/or manually reset each headset. For Oculus Business headsets, this can be done via the Device Manager. For Oculus consumer headsets, this can be done via the App or manually on each headset.
To perform a factory reset using the headset:
a. Turn off your headset.
b. Hold the power and volume (-) button on your headset down simultaneously until the boot screen loads on your headset.
c. Use the volume buttons on your headset to highlight Factory Reset and press the power button.
d. Use the volume buttons on your headset to highlight Yes and press the power button.
Inclusion and Accessibility
1. Offer optional pre-sessional activities to increase familiarity with the equipment and with the concept of immersive technologies. This is especially important for students without previous access and/or experience with immersive technologies.
2. Build in stimulus breaks from the headset or WebXR environment into your session and/or workshop design.
3. Acknowledge different accessibility requirements for participants and how to customize their equipment.
4. Communicate how and when a student or participant can be removed from the XR experience. This helps participants manage anxiety and/or physical discomfort while in the experience by giving them control over their immersion into the experience. (e.g., how to remove the headset, is there a sequence to be removed from the screen, etc.)
5. It is recommended that sessions are screencast which enables students to remove headsets if they wish and still experience the activities.
6. Identify the visual and verbal cues in your experience. Identify the mobility access requirements to successfully navigate the experience to achieve the pedagogic aim. Can a user navigate without specific visual, verbal, or mobile signifiers? Are you using specific identifiers for controllers? I.e., in Gravity Sketch use the terminology of Drawing Hand Controller and Non-Drawing Hand Controller rather than Left Hand and Right Hand controllers as headsets enable users to customise their controllers based on their individual needs.
7. Consider monetary barriers in the selection of digital applications. Some digital applications have free, paid-for and/or in-app purchasing versions. Consider how these versions will impact a student’s learning experience.
8. Consider data protection and privacy policies of a digital application and/or immersive technology. This is especially important if the application is scanning participants for biophysical data. Ensure that all students are aware of the data protection and privacy policies and can opt out. Ensure any required institutional data protection forms and/or processes are completed prior to the experience.
9. VR experiences can trigger some participants. Be sure to provide participants with a VR Disclaimer prior to introducing immersive technologies into your teaching. Consider using any and/or all the following information for drafting a workshop-specific disclaimer:
a. Consult your doctor before using the VR Headset if you have pre-existing serious medical conditions (such as a heart ailment), conditions that affect your ability to safely perform physical activities, psychiatric conditions (such as anxiety disorders or post-traumatic stress disorder), or if you are pregnant or elderly. Do not use the product if you are sick, fatigued, under the influence of intoxicants/drugs, or are not feeling generally well, as it may exacerbate your condition.
b. Like other products that produce visual effects (including light flashes), the product may trigger epileptic seizures, seizures, fainting, or severe dizziness even in people who have no history of these conditions. If you have a previous history of epilepsy or seizures, loss of awareness, or other symptoms linked to an epileptic condition, consult your doctor before using the product. To reduce the likelihood of a seizure do not use the product if you are tired or need sleep.
c. Operate the product in a comfortable posture. Do not grip the product too tightly. Press the buttons lightly. If you have tingling, numbness, stiffness, throbbing, or other discomfort, immediately stop using the product and consult your doctor.
d. Certain types of content (e.g. violent, scary, emotional, or adrenaline-based content) could trigger increased heart rate, spikes in blood pressure, panic attacks, anxiety, PTSD, fainting, and other adverse effects. If you have a history of negative physical or psychological reactions to certain real-life circumstances, avoid using the product to view similar content.
e. If using tethered headsets, keep in mind the location of the cable and connections running from the headset so that you are not likely to trip over or pull on them while moving around or walking around the play area. Move your feet slowly and carefully to avoid tripping, including on the cable. Make sure to maintain good footing. Tripping over the cable or contacting obstacles could cause injury or damage.
This guidance has been developed through the Emerging Technologies Research Group based at Camberwell College of the Arts, UAL: Darryl Clifton(Illustration Programme Director, Chris Follows (Emerging Technologies Manager), Matthew Hawkins (Senior Lecturer), Jayoon Choi (Senior Lecturer), Kristina Thiele, (Associate Lecturer), Marius Simpkus (Specialist Technician) and Katie Gardner (CCW Digital Learning Producer).
Research and Developmental Strategies
Accessible learning strategies
Workshop Planning and Delivery
Staff Training and Activities
Guidance Document for Immersive Technologies
Last modified 25/03/2022
Pre-session Preparation
1. Install and update applications. Ensure all applications are installed and updated prior to the session. If using shared VR headsets, ensure that the required applications are installed and updated/cleared of prior content before the session is set to begin.
2. Creation of accounts and logging in. If the applications require accounts and any special permissions, ensure that all participants have created an account and have successfully logged in prior to the session. It is recommended that there is a pre-sessional activity or training session to assist students in setting up accounts, logging in and familiarizing themselves with the equipment.
3. Select and register appropriate Wi-Fi network prior to the activity. Institutional networks can interfere with optimum Wi-Fi connection to VR headsets. If possible, use a connected network. For headsets/ computer equipment not previously joined to the desired network, check to see if MAC addresses need to be forwarded to the institution’s IT department prior to the session. If casting is required, all devices must be on the same network.
4. Charge headsets and equipment. Ensure all headsets, if applicable, are fully charged. Ensure all participants using a headset have access to a charging point if the session is more than 2-3 hours.
5. Confirm the physical space required for the number of participants and their equipment needs.
6. Understand the technical and equipment requirements for the desired workflow. Understanding the needs from the workflow of applications and equipment will ensure that you have all technical and equipment devices at hand for the session, for instance, computer to VR to computer.
7. Communicate the required equipment students need to bring, I.e., laptop, tablet, etc. for the anticipated computer to virtual workflow. Ensure students’ equipment is set up with the desired networks prior to the session. See above recommendation #3.
8. Communicate the safety requirements and protocols for safeguarding students in their physical spaces prior to the session.
9. Assign headsets and provide identification stickers for the headsets. This aids in health and safety, ease of returning to headsets after any breaks, and provides tutors and others in the room the ability to recognise participants easily while in VR (Virtual Reality).
10. Test Wi-Fi connection in the room prior to the session. See above recommendation #3.
11. If using a web-based casting process for the VR experience, for example in Gravity Sketch via the Landing Pad, ensure your space has the appropriate projection equipment and test the VR to computer to projection casting in the room.
12. Provide pre-sessional training. Consider your students’ access to equipment required for your anticipated workshop workflow. If participants have access to the headsets prior to the session, pre-load equipment introductory training segments on navigating the system and using controllers for added support for students with limited to no experience and/or access to VR equipment.
During Session
1. Have a clearly defined objective mapped to learning outcomes for the session/series of workshops. A session delivered for technical acquisition of a particular application is different than a session delivered to foster online community and cross-collaboration.
2. Develop scalable workshops and/or sessions that consider a student’s starting technical ability and familiarity with the equipment. It is recommended to divide a complex learning activity into several workshops, so students can reflect upon newly acquired skills and have ample time to achieve the intended learning outcome.
3. Manage student expectations. Clearly communicate the focus and outcomes of the session to students.
4. Use screen casting of one headset to support students that require a break from a headset and/or to show demonstrations, if applicable.
5. Remember to pace your session. It is recommended to take breaks from using the headset after 15-20 minutes to rest your eyes. Consider segmenting learning activities to enable breaks from the headset. Use non-VR applications of the intended interaction workflow to build in time between using VR. Also consider building reflective and discussion-based activities in between time in VR.
6. Check in with your students to review the pacing and scaffolding of the session. Adjust as required and always allow students to take a break from VR if they need it.
7. Remember to charge headsets during breaks.
Post-session Housekeeping
Following an individual session in a series of workshops: Nominate a person responsible for the collection and management of all headsets back to the loan store and/or identified secure location for the equipment.
Following the conclusion of one-off session and/or series of workshops:
1. Nominate a person responsible for the collection and management of all headsets back to the identified secure location for the equipment.
2. Physically clean all headsets, controllers, and accessories, including removal of name identification.
3. Erase all personal and activity data from each headset and/or manually reset each headset. For Oculus Business headsets, this can be done via the Device Manager. For Oculus consumer headsets, this can be done via the App or manually on each headset.
To perform a factory reset using the headset:
a. Turn off your headset.
b. Hold the power and volume (-) button on your headset down simultaneously until the boot screen loads on your headset.
c. Use the volume buttons on your headset to highlight Factory Reset and press the power button.
d. Use the volume buttons on your headset to highlight Yes and press the power button.
Inclusion and Accessibility
1. Offer optional pre-sessional activities to increase familiarity with the equipment and with the concept of immersive technologies. This is especially important for students without previous access and/or experience with immersive technologies.
2. Build in stimulus breaks from the headset or WebXR environment into your session and/or workshop design.
3. Acknowledge different accessibility requirements for participants and how to customize their equipment.
4. Communicate how and when a student or participant can be removed from the XR experience. This helps participants manage anxiety and/or physical discomfort while in the experience by giving them control over their immersion into the experience. (e.g., how to remove the headset, is there a sequence to be removed from the screen, etc.)
5. It is recommended that sessions are screencast which enables students to remove headsets if they wish and still experience the activities.
6. Identify the visual and verbal cues in your experience. Identify the mobility access requirements to successfully navigate the experience to achieve the pedagogic aim. Can a user navigate without specific visual, verbal, or mobile signifiers? Are you using specific identifiers for controllers? I.e., in Gravity Sketch use the terminology of Drawing Hand Controller and Non-Drawing Hand Controller rather than Left Hand and Right Hand controllers as headsets enable users to customise their controllers based on their individual needs.
7. Consider monetary barriers in the selection of digital applications. Some digital applications have free, paid-for and/or in-app purchasing versions. Consider how these versions will impact a student’s learning experience.
8. Consider data protection and privacy policies of a digital application and/or immersive technology. This is especially important if the application is scanning participants for biophysical data. Ensure that all students are aware of the data protection and privacy policies and can opt out. Ensure any required institutional data protection forms and/or processes are completed prior to the experience.
9. VR experiences can trigger some participants. Be sure to provide participants with a VR Disclaimer prior to introducing immersive technologies into your teaching. Consider using any and/or all the following information for drafting a workshop-specific disclaimer:
a. Consult your doctor before using the VR Headset if you have pre-existing serious medical conditions (such as a heart ailment), conditions that affect your ability to safely perform physical activities, psychiatric conditions (such as anxiety disorders or post-traumatic stress disorder), or if you are pregnant or elderly. Do not use the product if you are sick, fatigued, under the influence of intoxicants/drugs, or are not feeling generally well, as it may exacerbate your condition.
b. Like other products that produce visual effects (including light flashes), the product may trigger epileptic seizures, seizures, fainting, or severe dizziness even in people who have no history of these conditions. If you have a previous history of epilepsy or seizures, loss of awareness, or other symptoms linked to an epileptic condition, consult your doctor before using the product. To reduce the likelihood of a seizure do not use the product if you are tired or need sleep.
c. Operate the product in a comfortable posture. Do not grip the product too tightly. Press the buttons lightly. If you have tingling, numbness, stiffness, throbbing, or other discomfort, immediately stop using the product and consult your doctor.
d. Certain types of content (e.g. violent, scary, emotional, or adrenaline-based content) could trigger increased heart rate, spikes in blood pressure, panic attacks, anxiety, PTSD, fainting, and other adverse effects. If you have a history of negative physical or psychological reactions to certain real-life circumstances, avoid using the product to view similar content.
e. If using tethered headsets, keep in mind the location of the cable and connections running from the headset so that you are not likely to trip over or pull on them while moving around or walking around the play area. Move your feet slowly and carefully to avoid tripping, including on the cable. Make sure to maintain good footing. Tripping over the cable or contacting obstacles could cause injury or damage.
This guidance has been developed through the Emerging Technologies Research Group based at Camberwell College of the Arts, UAL: Darryl Clifton(Illustration Programme Director, Chris Follows (Emerging Technologies Manager), Matthew Hawkins (Senior Lecturer), Jayoon Choi (Senior Lecturer), Kristina Thiele, (Associate Lecturer), Marius Simpkus (Specialist Technician) and Katie Gardner (CCW Digital Learning Producer).