As we harness spatial computing to dissolve the boundaries between digital and physical learning spaces, do we risk diminishing the significance of physical presence in our classrooms?
Our journey into spatial computing in education is not just about leveraging new tools for the sake of innovation; it’s about critically assessing how these tools affect the educational landscape. It’s about asking whether, in our pursuit of more engaging and empathetic learning experiences through Spatial Computing, we might inadvertently overshadow the spontaneous, unstructured moments of connection and insight that occur when learners come together in physical spaces. These moments, often undervalued and overlooked, are where the seeds of curiosity, collaboration, and critical thinking germinate and flourish. Through the lens of projects like the U Theatre here in Kyoto, we’re pioneering ways to integrate XR/spatial computing into educational settings without losing sight of the classroom’s social fabric. This endeavor challenges us to design learning experiences that not only captivate minds but also nurture the communal spirit of education.
In the bustling era of rapid technological advancement, I’ve long been vocal about a phenomenon I whimsically dubbed the “phone on the face” era. This concept, which I’ve explored over a decade, especially through my lens as a learning futurist, signifies a transformative shift in how technology interfaces with our daily lives. It’s not just about the omnipresence of smartphones but the leap from these devices residing in our pockets to being attached directly to our faces, through virtual reality (VR) headsets. This transition isn’t merely physical; it represents a profound change in how we perceive and interact with our reality.
As a learning futurist, my interest in VR and augmented reality (AR), now also being called Spatial Computing by Apple, extends beyond their novelty. The educational implications are profound, yet so are the concerns. The transition from smartphones to headsets brings technology even closer to us, making it not just a tool but a mediator of our reality. This mediation raises questions about privacy, data security, and the ethical use of such immersive technologies in educational settings. Facebook’s venture into VR, characterized by subsidizing the Oculus Quest to sell at remarkably low prices, reveals a long-term strategy focused on user acquisition and data collection. This strategy, while making VR more accessible, brings to light the delicate balance between innovation and user privacy. The push for users to link their VR activities with their Facebook accounts further blurs the lines between public and private spheres, raising concerns about data privacy and the commodification of personal information.
The business model surrounding XR, especially the distinction between consumer and business prices, highlights the value Facebook (Meta) places on user data. The requirement for businesses and educational institutions to pay a premium to bypass the need for Facebook account linkage underscores the monetization of privacy (this policy has changed but EUA still hostile to schools). This model poses challenges for the adoption of Spatial Computing in schools, where privacy and security are paramount. As we stand on the brink of this “phone on the face” era, it’s crucial to navigate these waters with a critical eye. The potential of XR/spatial computing to revolutionize learning, entertainment, and social interaction is immense. However, as we embrace these technologies, we must also advocate for ethical standards that protect users’ privacy and promote a healthy balance between technological immersion and real-world connections. The journey into VR/XR/AR or Spatial Computing represents not just a leap in technology but a call to reexamine our values and priorities in an increasingly digital world.
Building upon these reflections from my journey through the “phone on the face” era, it becomes increasingly clear why understanding the concept of social absence is paramount. As we transition from traditional screens to immersive virtual reality experiences, the intimate connection between user and device evolves into a deeper entanglement with digital realms. This progression, while unlocking unparalleled opportunities for engagement and learning, also ushers in nuanced challenges that demand our attention—most notably, the phenomenon of social absence.
Already Seeing the Trends
As we delve deeper into the digital age, smartphones have undeniably reshaped human communication in profound ways. Instant messaging, social media, and video calls have transformed not only how we connect but also our expectations around communication. The immediacy and convenience offered by smartphones have fostered a culture of constant connectivity, yet they’ve also contributed to new forms of social isolation and distraction. For instance, the phenomenon of “phubbing,” where individuals ignore their companions in favor of their smartphone, highlights a growing preference for digital interaction over face-to-face engagement. Similarly, the rise of emoji and text-based communication has introduced new nuances to our conversations, sometimes enriching but often diluting the emotional depth of our exchanges.
These shifts in communication dynamics serve as a prelude to the potential exacerbation of such issues with the advent of “phone-on-the-face” technology, or VR headsets. As we transition from smartphones to immersive virtual reality, the intimacy and immediacy of digital interaction are magnified, creating new paradigms of presence and connection. However, this evolution also risks deepening the chasm between our digital and physical realities. Consider the following examples and their implications:
- Enhanced Phubbing: If smartphones can distract us from the people right in front of us, VR headsets could potentially isolate us further, enveloping users in digital worlds that are visually and auditorily disconnected from their immediate surroundings. The physical barrier of a headset, combined with immersive digital experiences, could intensify feelings of isolation among non-users present in the same physical space.
- Emotional Dissonance: Text-based communication on smartphones can already lead to misunderstandings and a lack of emotional depth. In virtual reality, despite the potential for more lifelike avatars and environments, there’s a risk that digital expressions and interactions remain shallow imitations of their real-world counterparts. The nuances of body language, eye contact, and tactile feedback are challenging to replicate in virtual spaces, possibly leading to a new kind of emotional dissonance where users feel connected and disconnected at the same time.
- Instant Gratification and Impatience: Smartphones have nurtured an expectation for instant gratification, from rapid responses to messages to on-demand access to information and entertainment. VR could exacerbate this trend, offering even more immersive and instantaneous digital gratifications. This shift might further erode our patience for real-world interactions, which often require more time, effort, and emotional investment.
- Privacy and Anonymity Concerns: Smartphones have already raised significant privacy concerns, from data tracking to the blurring of public and private spheres. With VR, the depth and scope of data collection could expand dramatically, encompassing not just what we say or type but how we move, look, and react in virtual environments. This could lead to more profound implications for personal privacy and the authenticity of our digital personas.
As we stand on the threshold of widespread “phone-on-the-face” adoption, it’s crucial to consider how these devices might amplify the challenges introduced by smartphones. While VR holds the promise of more immersive and engaging forms of communication, it also poses unique challenges that require careful consideration and proactive management to ensure that our digital advancements foster genuine human connection rather than furthering isolation.
Compulsion Loops on Steroids with Headsets
In envisioning the future shaped by “phone-on-the-face” technology, let’s explore a scenario that transcends the already pervasive compulsion loops associated with our smartphones. Currently, the act of repeatedly checking our devices for notifications or updates is a well-documented behavior, driven by the dopamine hits from new likes, messages, or news alerts. This compulsion loop, while powerful, still relies on the physical act of picking up a device and engaging with it, providing brief intermissions in our digital consumption. However, as we transition into an era dominated by immersive headsets, this compulsion loop could evolve into a constant, uninterrupted flow of information. Imagine a world where the boundary between checking a device and simply existing within your environment disappears. With XR/spatial computing, the digital realm is no longer confined to a screen you reach for; it envelops you, curating a seamless blend of the virtual and the real that is always on and always engaging.
In this scenario, notifications don’t just ping in your pocket; they can appear as virtual objects or characters within your immediate field of view, demanding attention without the need for you to initiate the interaction. News updates could materialize as immersive experiences, where you don’t just read about an event—you’re transported to a simulation of it. Social interactions could persist in the periphery of your vision, with friends’ avatars appearing to chat or share moments without the need for a separate call or message. This constant flow of highly curated information has the potential to deeply entrench us in digital worlds, making the act of disconnecting increasingly difficult. The curated experiences, tailored to our preferences and behaviors, could create an echo chamber more insulating than anything experienced through smartphones. The immersion and presence offered by VR could make these digital interactions feel more compelling than the physical world, further blurring the lines between virtual and real. The challenge then becomes not just managing the compulsion to engage with these devices but navigating a world where the distinction between being online and offline is fundamentally altered. The constant flow of information, if left unchecked, could erode our ability to be present, reduce our moments of reflection, and diminish the value we place on unmediated, real-world experiences.
As we stand on the brink of this immersive future, it’s imperative to consider how we can harness the potential of VR to enrich our lives without succumbing to a state of constant digital immersion. It calls for a reevaluation of our relationship with technology, urging us to find balance in an increasingly blurred reality. This scenario isn’t just a possibility; it’s a projection of where current trends could lead us, making it crucial to engage with these technologies mindfully, preserving our human connections and our autonomy in the face of an ever-present digital flow.
Recent research into the idea of Social Absence is a sign that these concepts might be more apparent and prevenient than my intuition brought.
Presence is key for Immersive Learning
Before we delve into the complexities of social absence, it’s crucial to lay the groundwork by exploring the concept of presence, particularly within the context of immersive learning. My extensive research in this domain has consistently highlighted presence as a foundational element in harnessing the power of immersive technologies for teaching and learning. Understanding the different forms of presence allows us to appreciate the nuanced ways in which these technologies can enhance educational experiences.
Telepresence refers to the sensation of being in a remote environment, facilitated by technology. In the context of immersive learning, telepresence enables students to explore distant or inaccessible locations, from historical sites to extraterrestrial landscapes, as if they were physically there. This form of presence can dramatically expand the boundaries of the classroom, offering students firsthand experiences that were previously beyond reach.
Co-Presence is the feeling of being together with others in a shared virtual space. This aspect of presence is particularly significant for collaborative learning environments, where students can work together on projects or experiments irrespective of their physical locations. Co-presence fosters a sense of community and teamwork, critical components of a comprehensive learning experience.
Spatial Presence, or the sensation of being physically present in a virtual space, is fundamental to immersive learning. It allows students to navigate and interact with 3D environments in intuitive ways, making learning experiences more tangible and memorable. Spatial presence can enhance understanding of complex spatial relationships, architecture, engineering concepts, and more, by allowing learners to “inhabit” the spaces they are studying.
Narrative Presence is the immersion in the story or content being presented. In an educational setting, narrative presence can make learning more engaging by weaving information into compelling narratives that captivate students’ attention and emotions. This form of presence can transform abstract or challenging concepts into relatable stories, facilitating deeper understanding and retention.
Social Presence involves the perception of being with another sentient being in a virtual environment. It’s about the feeling of connection and interaction with others, whether they are avatars controlled by real people or AI-driven entities. In immersive learning, fostering social presence can lead to more engaging and interactive educational experiences, facilitating discussions, debates, and social learning activities that mimic real-life interactions.
Each of these forms of presence offers unique advantages for immersive learning, enabling educators to create experiences that are not only educational but also deeply engaging and impactful. My belief in the importance of these concepts stems from a conviction that immersive technologies hold untapped potential to revolutionize teaching and learning. By fostering various forms of presence, we can create educational environments that are not only informative but also transformative, engaging students in ways that traditional methods cannot.
Social Absence
Social absence, a term that encapsulates the disconnection users feel from their physical surroundings and the people within them while immersed in virtual environments, is an unintended consequence of this immersive leap. This disconnect isn’t merely about the physical barrier created by a headset but the cognitive and emotional distance that can emerge even in shared spaces. As VR and AR technologies become increasingly integrated into our daily lives, the implications of this disconnection become a crucial area of concern. My discussions on the financial and technological strides made by companies like Facebook in the realm of VR underscore a broader narrative about the future of human interaction. The drive to make VR accessible and appealing to the masses is a testament to the belief in its potential to redefine our social fabric. However, as we marvel at the technological advancements that make such experiences possible, we must also grapple with their social ramifications.
The importance of understanding social absence lies in its potential to fundamentally alter how we relate to each other. In a world where digital experiences can be as compelling as real-life interactions, ensuring that these technologies foster, rather than hinder, human connection is essential. The transition from smartphones to VR headsets represents more than just a shift in hardware; it signifies a transformation in the ways we communicate, learn, and form relationships. As we navigate this new era, the insights gained from exploring the “phone on the face” technology provide a foundation for addressing the challenges and opportunities that lie ahead in the realm of social presence and absence in virtual environments.
Headset makers are at least indirectly aware of this phenomenon. Adding inward facing cameras and outward displays to try to claw back some physical in-person human interaction. I have seen this many times with my experiments in classrooms and hosting events using immersive technologies. (https://erichawkinson for a full listing of projects)
Social absence, in the context of immersive learning, is a phenomenon that emerges as an unintended side effect of the very technologies designed to enhance educational experiences. While immersive technologies such as virtual reality (VR) and augmented reality (AR) offer unprecedented opportunities for creating engaging and interactive learning environments, they also carry the risk of isolating users from the real-world social context surrounding them. This isolation, or social absence, can have profound implications for the educational process, potentially undermining the benefits of immersive learning experiences.
Defining Social Absence
Social absence refers to the diminished sense of connection and interaction with other human beings within a physical space due to the immersive nature of VR and AR technologies. When learners don a VR headset, for instance, they are visually and, often, auditorily cut off from their immediate surroundings. Even though they may be physically present in a classroom or study space, their consciousness and attention are fully absorbed by the virtual environment. This creates a paradox where students are simultaneously present in two worlds but socially absent from the one that physically contains them.
This photo is a bit overstated, but in my experiments trying to hold mix-mode interactions in learning environments, meaning some in VR, some face-to-face, some on smartphones, and some on laptops, those in VR headsets are reporting a feeling of being left out. And as we move to a ‘phone-on-the-face’ future where more students may have a HMD, even if they look more like Google Glass or Meta Ray-ban glasses, there could be digital interference to more natural human interaction. In short, if some people are in headsets and some are not, you get FOMO(fear of missing out) for what is happening in the real world for even slightly experienced users. This might be counter-intuitive because most people see someone wearing a headset and wonder what they are experiencing, you don’t immediately think that those hearing the headset are wondering what might be happening outside their experience.
Causes of Social Absence
For most reading this, this concept might be a hard to grasp. The whole appeal of XR is being immersed in content and your presence in the simulation and separation from your physical surroundings. This allows you to really feel like you are there on Mars studying exogeology or in a clouds learning about climate change concepts. At home, already by yourself, or in a classroom where ALL students are in VR having individual experiences this may be ideal. But as these headsets start to get worn everywhere and anywhere, some people wearing, some people not, some people with passthrough AR, some people using optical see through displays, this starts to become an issue. Here are some possible drawbacks of using AR/VR/XR headsets non-uniformly in the classroom. The main idea connected to this that I have noticed with years of experience in this, is that in many learning contexts, the benefits of making the effort to be physically present with others for learning may get ignored. It is of course, all in the design and delivery of the immersive learning intervention.
Social absence in the context of immersive learning, encompassing virtual reality (VR), augmented reality (AR), and extended reality (XR) technologies such as VR headsets, AR glasses, and XR head-mounted displays (HMDs) like the Apple Vision Pro, is primarily driven by the immersive nature of these technologies and their impact on human interaction and perception. Here’s an expanded exploration considering all these technologies:
- Immersive and Augmented Environments: The immersive nature of VR and the augmented overlays provided by AR are designed to engage users in a compelling digital or digitally-enhanced environment. This can eclipse the physical world, especially with devices like VR headsets and AR glasses, including the Apple Vision Pro, which visually and auditorily isolate users from their surroundings.
- Physical Isolation and Distraction: Devices such as VR headsets and AR glasses create a physical barrier that not only blocks out stimuli from the real world but also signals to others that the wearer is engaged elsewhere. This isolation can discourage real-world interactions, leading to social absence even in shared physical spaces.
- Intense Engagement with Digital Content: Both VR and AR environments can offer rich, interactive content that demands the user’s full attention. Whether fully immersed in a virtual world or interacting with augmented elements overlaid on the real world, users may become less inclined to engage in real-world social interactions.
- Loss of Non-Verbal Communication: Non-verbal cues are crucial for human communication. In VR, these cues are often missing, and while AR attempts to blend digital and real-world interactions, the presence of devices can still hinder the full expression and perception of these cues, affecting social connection.
- Individual-Centric Design: Many immersive experiences, regardless of being VR or AR, are designed with individual use in mind. This focus on personal immersion can limit opportunities for collaborative experiences, exacerbating feelings of social absence even in collaborative or group settings.
- Psychological Effects and Behavior Change: Being in an immersive or augmented environment can significantly alter a user’s social behavior, making them more introspective or self-contained. This can diminish their inclination to engage with others both during and after the experience.
- Accessibility and Inclusivity Issues: The accessibility of immersive technologies varies, leading to discrepancies in who can frequently engage with these tools. This can create a divide, where regular users of VR, AR, and XR technologies like the Apple Vision Pro become socially absent from those not engaged with these technologies.
- Overreliance on Immersive Technologies: An overreliance on VR, AR, and XR for learning, entertainment, or social interaction can encourage a preference for virtual interactions over real-world ones. This may lead to a decline in spontaneous, informal social learning and bonding opportunities.
Addressing social absence requires a comprehensive approach that spans thoughtful design of immersive experiences, promoting balanced technology use, and fostering environments where virtual, augmented, and physical interactions complement rather than detract from each other.
Implications for Immersive Learning
- Reduced Peer Interaction: One of the cornerstones of effective learning is interaction among peers, which fosters collaboration, discussion, and the exchange of ideas. Social absence in immersive learning environments can limit these interactions, as students are engrossed in their individual virtual experiences.
- Instructor-Student Disconnect: Similarly, the immersive nature of these technologies can create a barrier between instructors and students. Educators may find it challenging to gauge students’ engagement, understanding, or emotional state when the latter are behind VR headsets, leading to a potential disconnect in the educational dialogue.
- Impact on Social Skills Development: Learning is not just about the acquisition of knowledge but also about developing social skills through interactions with peers and instructors. Prolonged experiences of social absence might impede the development of these crucial skills, as students have fewer opportunities to practice and refine them in real-world settings.
- Emotional Isolation: The feeling of being cut off from one’s surroundings and peers can lead to emotional isolation, even within a crowded classroom. This isolation can affect students’ emotional well-being and their sense of belonging in the learning community, potentially impacting their motivation and engagement.
Addressing Social Absence
To mitigate the effects of social absence in immersive learning environments, educators and technologists must explore strategies that integrate the benefits of immersive technologies with the need for social connection. Some potential approaches include:
- Hybrid Learning Models: Combining immersive technologies with traditional learning methods to ensure that students have opportunities for both individual exploration and group interaction.
- Social VR Platforms: Leveraging social VR platforms that allow multiple users to interact within the same virtual space, thereby fostering a sense of co-presence and collaboration.
- Breaks for Real-World Interaction: Structuring immersive learning sessions with breaks that encourage students to remove their headsets and engage in face-to-face discussions or activities.
- Enhancing Social Presence: Developing VR and AR content that includes elements designed to enhance social presence, such as avatars that accurately reflect users’ gestures and expressions, facilitating a more natural and engaging form of virtual interaction.
In conclusion, while immersive learning technologies offer significant potential to transform education, it’s crucial to recognize and address the challenge of social absence. By carefully designing immersive learning experiences that balance technological immersion with opportunities for real-world social interaction, educators can harness the full potential of these technologies while ensuring that students remain connected, engaged, and emotionally supported throughout their educational journey.
Building Immersive Learning Environments
In my work at the Future Hub at Kyoto University of Foreign Studies, we’ve been pioneering the U Theatre, an innovative approach to immersive learning that seeks to address the challenge of social absence head-on. Through a blend of physical and virtual environments, we’re experimenting with ways to connect learners across different spaces—be they in the same room or scattered across the globe.
The U Theatre serves as a communal viewing area where participants can share VR environments in real-time, blurring the lines between physical presence and digital immersion. This mixed-mode interaction platform is particularly evident in our recent simulations with the Model United Nations, where students engage in diplomacy and leadership exercises within a meticulously crafted digital twin of the UN Security Council chamber. This virtual space is not just a backdrop but a dynamic environment where students can explore, interact, and collaborate as if they were physically present at the UN headquarters.
The essence of the U Theatre is its ability to integrate individuals in a shared virtual experience while maintaining a connection to the physical world. For instance, as I navigate the space, both as a physical presence and through my digital avatar, I embody the dual roles of facilitator and participant, illustrating the potential for seamless interaction across realms. This dual presence allows for a unique educational dynamic, where learners can switch between being an observer in the physical world to an active participant in the virtual domain. Moreover, the U Theatre’s design acknowledges the importance of accessibility and inclusivity. Recognizing that not all learners may have access to VR equipment, the setup is engineered to accommodate various forms of participation, from VR headsets to tablets, smartphones, and PCs. This inclusivity ensures that immersive technology serves as a bridge rather than a barrier, enabling everyone to partake in the learning experience, regardless of their technological setup.
Through projects like the My Hometown Project, where students create virtual tours of their hometowns, and the Together Learning City, which connects digital twins with online learning platforms, we’re exploring how immersive environments can enhance educational content. These experiments not only push the boundaries of what’s possible with digital twins and VR but also demonstrate the potential for immersive technologies to transform learning into an engaging, interactive, and deeply personal experience.
However, the most exciting aspect of this work is the exploration of new affordances that spatial computing offers, such as manipulating scale to create experiences impossible in the physical world. By altering the perceived size of participants, we can transport them to environments that offer entirely new perspectives and learning opportunities, from the microscopic world to the vastness of space.
The U Theatre and the associated experiments at the Future Hub represent a deliberate effort to harness the power of immersive technologies for impactful learning while consciously addressing the risks of social absence. By creating spaces that allow for both physical and telepresence, we’re not just experimenting with new ways of teaching and learning; we’re reimagining the very fabric of educational experiences. This work is a testament to the belief that, with thoughtful design and a focus on human connection, immersive technologies can enhance rather than detract from our shared human experience.
About the Author
Eric Hawkinson
Learning Futurist
Eric is a learning futurist, tinkering with and designing technologies that may better inform the future of teaching and learning. Eric’s projects have included augmented tourism rallies, AR community art exhibitions, mixed reality escape rooms, and other experiments in immersive technology.
Roles
Professor – Kyoto University of Foreign Studies
Research Coordinator – MAVR Research Group
Founder – Together Learning
Developer – Reality Labo
Community Leader – Team Teachers