Abstract
Since the pandemic, extended or cross reality (XR) technologies have received much-renewed attention and excitement, along with the notion of the metaverse. However, the technological experiences are often limited to entertaining or commercial sectors, and they often create tensions rather than congruities between the virtual body and the real one, a distinction that underpins the social norms and digital divides that alienate certain bodies. In this study, navigating the gaps between the myth (the imagined reality that animates and drives technology forward) and the mess (the practical reality of technology in everyday use), the author explores a sustainable and educational approach to XR by analyzing her own digital humanities project entitled DKU AR Campus. By implementing embodied narratives and story designs and strengthening the relationship between experiencing bodies and environments through the AR program, the project is designed to help students engage better with their educational settings and enhance the sense of self-empowerment by building healthy social relationships with their cohorts. In particular, by implementing the co-creation function, the project encourages students to collectively construct an imagined XR campus that would bring a sense of ownership to the campus. Incorporating the artistic engagement that brings imaginative and creative experiential encounters, the project further suggests XR as a pedagogical interface in digital humanities that asks the fundamental question of how digitality can enhance and augment our humanistic experience in an educational setting, not just reproduce humanities research in digital formats.
Presenters
Jung ChoiAssistant Professor of Visual and Media Studies, Arts and Humanities, Duke Kunshan University, Jiangsu, China
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
XR AS A PEDAGOGICAL INTERFACE, AR CAMPUS, DIGITAL HUMANITIES
