Seventeenth International Conference on Technology, Knowledge, and Society

Abstract

Young people have grown up in what Ohler (2010, p. 170) describes as the natural, human and digital ‘ecosystems’– with undoubtedly important implications. What we do with media and technology has changed and with it our needs and expectations. Discussions about Augmented and Virtual Reality (AR-VR), centre around its ability to change behaviour, improve outcomes for people and nature. Disconnection between people and natural landscapes (‘nature deficit disorder’) is well documented given its impact on mental health and well-being, especially as urbanisation increases, and concerns anthropologists, educationalists, environmentalists, and governments. Emerging digital technologies providing immersive and engaging experiences, such as AR and VR, can improve people’s motivation, learning, and spatial awareness. Educational applications of AR-VR might change or enhance users’ attitudes, leading them to value biodiversity and work towards developing sustainable futures, and contribute to society positively. This paper presents an analysis of prototype system development comprising an AR-VR game, immersing users in a online natural landscape and encouraging a powerful connection with nature when using the affordances of digital games and digital cultures as tools for learning. The underlying research questions are to determine the extent of the learning gains and steps that lead to people acting for biodiversity/nature conservation. We also explore the practical levers required to develop young people as capable and critical users of digital media. As such, media education and the affordances of creative design in education will be explored alongside science, humanities, and environmental learning and engagement.