As freshmen at the University of Miami, students have the chance to experience running out of the tunnel with the football team, exploring the Lowe Art Museum, taking a glassblowing class, or paddling through the mangroves, all from the comfort of their own homes.
The UMverse, a new virtual reality application created for incoming students, is the latest innovation from the university’s XR Initiatives. This technology is integrated into a first-year seminar course assignment that encourages new students to explore the campus, with the hope of enhancing their sense of belonging and their comfort with using new technology.
The background: First Year Directions is the University of Miami’s first-year seminar program, which was launched in 2019 to introduce students to support services, foster a sense of belonging, and familiarize them with the Coral Gables campus and southern Florida, among other objectives, according to director of student retention Nicole Maarraoui.
The course is primarily taught by staff members, with each section consisting of around 20 students. In 2019, there were two sections of FYD; this fall, there are 85.
Throughout the semester, students engage in reflection pieces on various aspects of college life, including social, personal, and academic, as well as a Miami adventure project, Maarraoui explains. However, getting off campus to explore Miami has been a challenge, as very few first-year students have cars, and some are intimidated by public transportation.
In 2023, Thomas Merrick, senior project manager of XR initiatives and adjunct lecturer of interactive media, approached Maarraoui and her team to explore the use of virtual reality in the FYD class.
“We’re pushing the envelope by normalizing the use of XR technologies, and we aim to be leaders in that space,” Merrick says. This includes introducing younger students to innovative technology.
Over the past year, Maarraoui’s and Merrick’s teams collaborated to develop the UMverse, which features 360-degree videos of unique experiences for students to learn more about the campus and what makes Miami distinctive.
How it works: To enter the virtual world, students have three options: They can visit the XR Community Lab to borrow a VR headset, take a headset home to try it there, or participate in a class led by an XR team member and their instructor.
Inside the UMverse, students can explore, participate in various activities (such as defending penalty shots on the soccer field), and watch 360-degree videos. The “digital twin” of the campus was created by students under the supervision of faculty and software engineers, drawing inspiration from feedback from staff. While the virtual campus is not an exact replica of Coral Gables, it provides a similar experience.
All participants complete a consent form and a pre-survey, which is used for assessment and research.
The university owns approximately 350 VR headsets, mostly Meta’s Quest models, with around 250 managed by the provost’s office and funding available to purchase another 100, according to Merrick.
The impact: Since its launch this fall, 500 students (out of the 1,700 in FYD courses) have submitted pre- and post-surveys. Through these surveys, the staff hopes to gain a better understanding of students’ experiences with VR and their perception of the university’s brand, among other insights.
So far, students have shown enjoyment of the VR experience. Merrick has been surprised by the number of students who had never used a headset before. Instructors have also shown enthusiasm and excitement for engaging in this work.
“A lot of the questions students ask are, ‘Where else can we do that? Where else can I experience that?'” Merrick notes.
One aspect Maarraoui and her team are mindful of is striking a balance between the accessibility of the technology and ensuring that students still venture out of their dorms to visit these places on campus in real life.
“Obviously, as first-year students, we want them to explore what we have to offer. But we realized that during the first semester, many students are unaware of everything available to them. They might also feel hesitant to explore,” Maarraoui explains.
The in-class experience can motivate students to engage more with the technology and on-campus activities.
“It’s about opening doors for them to see what they could potentially do, things they had no idea existed before,” Maarraoui says. The VR component is just one of four assignments that require students to try new things, so they will also engage with the other three experiences in real life.
DIY: For institutions looking to implement similar initiatives, Merrick advises patience as the adaptation and implementation process may be gradual.
“You may need to provide some guidance as you move forward. But as students gain skills and confidence, they will feel more comfortable using the technology,” he adds.
Maarraoui has found value in integrating the VR demonstration into the class experience, as it makes it easier for students to try it.
“Ultimately, we want students to use these VR headsets at home or in their dorms, but for some, especially first-year students, the idea of going out, visiting the library, and trying it on their own can be overwhelming,” Maarraoui observes. “Having a space or classroom where we can bring it to them and spark their interest is crucial.”
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