We recently conducted some research looking at adults’ experience with VR, and how things like the platform used and the way viewers perceive their role in the story influence how they engage with narratives in VR. This write-up details one small part of that research, where we looked at the language people used to talk about the VR experience. Results suggest that the language people use to describe their experiences with VR does reflect how connected they feel to the experience.
Using dramatic arts pedagogy, students in a summer school work on engaging with literacy in a non-traditional style! In summer 2017, foundry10 partnered with a school district to develop this program for the third year in a row. Read this report for details and results.
This report covers our internship program for the 2016-2017 academic year. We focused on better understanding the role of creative space and time in the exploration of passion areas and potential career interests.
Our applied VR study has put headsets and content into the hands of teachers and students across 40 locations, all over the world. About half of these were schools who participated in a formal research study on how VR functions in classrooms. Spanning over 1,300 students, this report goes over what the students had to say about having VR be a part of their academic experience and where they think improvements could be made.
These are the findings from our applied VR study of over 20 classrooms from 2016-2017. Our work focused on immersion in classroom settings, student content consumption and creation and perspective taking in VR.
This report includes a description of the schools involved, feedback from the students and teachers involved, the outcomes of their work with VR, and an outline of the technical challenges of implementing VR with younger audiences.
As part of our work focused on after school programming, we partnered with an elementary school in the greater Seattle area to run a Lego building club for early elementary students (kindergarten and first grade) and a Lego Robotics club for intermediate elementary students (grades 4, 5 and 6). This report covers what the students learned from the programs and directions for future research in this area.
Having students and teachers interface with working professionals is a big part of many of our programs. Automotive technology presents interesting opportunities to learn from how students and professionals interact, given the diversity of roles in the industry and sometimes unclear pathways to careers. This report covers student and teacher accounts of meeting with professionals in Long Beach.