Vol. 12 No. 20 (2019): Tilstedeværelse og flere virkeligheder

Technology creates opportunities to develop new spaces and presences. Simulations and perspective shifts challenge and allow for observation and experimentation. New generations of Virtual Reality (VR) technology surpass the boundaries of what was previously possible. The question is, what do we want to do with these technologies? Create simulations where we can safely explore the unknown and the unsettling? Develop new forms of gamification where learners immerse themselves in experiences that were previously the domain of imagination and big Hollywood productions?

Learning is about presence – we can create environments where we are simulated to be present in worlds we otherwise wouldn't have access to. We can choose and customize, but perhaps it's not about learning environments adapting to the individual. The learner should not only be offered a learning environment and path that suits their needs and potentials but should also actively participate in creating it. In situations where physical meetings are not possible, they need to be offered remote presence and be able to realize the possibilities of remote presence.

Two trends within computer-mediated environments can be distinguished: Blended Reality and Virtual Reality. With the recent developments in Virtual Reality (VR), new opportunities have arisen to deliver interactive content that provides increased immersion for users. We find ourselves in a blended reality, where we are present in multiple worlds - both in and on digital media and simultaneously in the physical world (Waterworth and Riva, 2015). The physical and digital layers can also be more literally mixed, such as when a virtual layer is overlaid onto physical reality, known as Augmented Reality (AR), as seen in applications like Pokémon GO.