- We have to really
think beyond efficiency,
beyond computing power,
beyond just connecting devices
and think about connecting people.
(guitar strumming)
- (Voiceover] Number one,
there's an incredible
physicality to this.
It's not just watching
video on a rectangle
on the wall or even on
your handheld phone.
You know in your head
that you can walk anywhere
in your room, but your
body is telling you,
no you can't.
Your knees start to
buckle, you start to shake,
because it's such a physical experience.
- What Jeremy Bailenson
is doing in Stanford VR,
what they're doing there
which I think would
provide a lot of insight
and what others may do
down the road is they're creating
a virtual world where, in
particular they're interested
in whether or not people
being in this environment
and engaging with this environment,
witnessing and having the ability to tour,
will have an impact on their behavior.
In particular they created
sort of an experience
around ocean acidification.
You can read about it,
you can talk about it
with others, you can project.
But having the opportunity
to walk the shore
and see the impact on the environment
of what's happening today.
This is I think an example
that is, kind of very clear,
that could suggest areas
of how we might use
these type of experience in education.
- To really create new
learning experiences.
- [Maya] There are
consumer devices coming out
on the market very soon which means
that they will be available, affordable
and lots of us can play with
them on the college campus
in various different
settings in the classroom,
outside of classroom.
Now with virtual reality
we can start thinking about
bringing students to the virtual campfire.
Having a story, having a conversation
that can transcend the
classroom, the campus,
connect us globally.
- We can't be doing PowerPoint
presentations for them.
It's already boring enough
in so many cases, you know
and we're gonna have to move on from that
and we can't just say,
oh the virtual world
is over here or something
else, we're just gonna deal
with the real world because our students
are gonna be growing up in a world
where they're gonna say I need the skills,
I need the knowledge to be able
to navigate both the real world
and the virtual environment.
It's already affecting the movie industry.
People are sitting around and going
how are we gonna create
movies in this environment
because you can't use
the standard techniques.
The standard techniques, the director,
the cinematographer, everyone guided
you through the experience,
and all of a sudden
you're gonna as the viewer have control
over that experience and there's gonna
have to be a new language of film,
a new language for how, you know,
sort of shaping the
viewer experience on this.
And you know there's been different ways,
I mean Chris Milk and
the Clouds Over Sidra
does a wonderful thing of dropping you
into almost like scenes,
but then taking you
to the other scene.
So you don't aimlessly walk
around the refugee camp
because you're not gonna do
VR as a traditional film.
You're gonna have to
come up with something
completely different.
And I think as this begins to
come into higher education,
and really it's coming right now,
and particularly next year
as consumer devices come out,
we're gonna have to think
very carefully about
what kind of, you know, what kind of media
do we do, do we produce,
what kind of media
do we have our students watch, you know,
how do you use this media.
(funky music)
