XR, VR, AR, MR .... and the reality of learning.

Those of us creating engaging and effective solutions in the Learning and Development (L&D) space, have invariably heard the acronyms VR (Virtual Reality), AR (Augmented Reality), MR (Mixed Reality) and most recently, XR. While the first three acronyms have specific meaning in a traditional sense, the ‘X’ in XR is interpreted differently by experts in the field. One such interpretation is “Cross Reality” spanning the use of Virtual, Augmented or Mixed reality - Wikipedia has a detailed description on the history and origins of this term.
 
So which one of these “pseudo” realities is the most effective for learning and development? The answer to this is dependent on several factors, the foremost of which lies in the question itself - determining what “effective” means in the context of the specific learning and development. For a methodology to be effective, it must first be engaging. In other words, a learner must feel the desire to be accepting of the proposed methodology as a learning tool. Next, the methodology should create a retention of knowledge. And finally, the methodology must instill confidence in a learner to apply the knowledge in real-world circumstances. With these three goals in mind, we can explore the use of VR/AR/MR or XR (a combination of realities) in achieving the desired learning and development goals.
 
In my first blog, I highlighted some basic design principles that must be followed while creating VR experiences - principles that rely on the effective replacement of the senses in order to create engaging applications.  AR and MR differ in the fact that the former is used to overlay / augment the real world with additional information and the latter performs a similar function, with the additional burden of anchoring the information to a physical object in the real world. There are plenty of mechanisms (and applications) in which any of these realities can be achieved using a combination of multiple sensors and visual displays that are beyond the scope of this blog. What is of importance is determining whether the application in question benefits the learner in achieving the three goals established above. To illustrate, it may be best to visualize what these different technologies look like in the context of learning and development - soft skills are one such area of critical importance (highlighted in a previous blog), independent of the industry in which an individual may be employed.

Computer generated props can be displayed (rendered) on a computer screen, in a VR device (headsets such as the Oculus Rift or HTC Vive), or through an AR display (devices such as the Hololens). In the first image on the left, everything that is displayed is virtual - the classroom, the trees, the books and the avatars. This simulation is great in order to give the sense that a learner is in a classroom and is most effective when rendered via a VR device. Depending on the level of immersion desired (different levels of immersion create varying degrees of engagement in different learners), one may choose to simply use a large television screen or computer screen to experience this simulation. The second image shows a “hologram” of the girl avatar rendered via an AR display (in this case, the Hololens). The chair in this image is real while the girl avatar is computer generated. More importantly, the girl is anchored to the chair. The “anchoring” construct involves complexities not described here, but for simplicity of understanding, we may consider this “Mixed Reality”. If well-implemented, a swiveling chair would result in the girl avatar spinning as if really seated on it. One can imagine the use of this modality to create a virtual learning companion in the natural learning environment (e.g. in homes of students). The third image shows the girl anchored to the chair, but also an orange-red circle. This circle is a cursor that allows one to interact in the “Mixed Reality” environment. However, the cursor is not anchored to any object in the real world - it is simply an overlay (via the display) on the real world. This may be considered a prop in “Augmented Reality” and could change its color, or description as it hovers over different objects in the “Mixed Reality” setting. Such informational overlays could be used to assist a learner in achieving their goals and gradually phased out to increase the learning challenge. As you can see, the terms AR, VR and MR are all unique, yet intertwined.
 
At Mursion, we focus on using simulations to foster empathy and induce positive change in human behavior. While we await the adoption of these XR technologies at scale, we keep our platform compatible with existing delivery modalities - television screens, laptops and mobile platforms - while continually striving to create the most effective and engaging content for the delivery medium. We prefer to think of XR as “Experiential Reality” - a simulated reality that facilitates learning via experience, independent of the medium in which the simulations are delivered. If you’re wondering how best to incorporate simulations into learning and development, get in touch with us or better yet, schedule a visit to beautiful San Francisco and come see us at Mursion!