The Renaissance of Campus Spirit: Rediscovering Community in the Virtual University
Metaverse and Virtual 3D Worlds: The Evolution of Higher Education in the Browser
Executive Summary:
- The digital revolution and the pandemic have transformed traditional higher education.
- The university campus is a unique gathering place, defined by its “Genius Loci” (spirit of the place).
- Virtual 3D environments provide a spatial and social presence that other platforms can’t achieve.
- Current VR technologies are not yet ideal for everyday use in education.
- 3D platforms in browsers allow for an online campus experience — without the need for heavy VR headsets.
- A virtual campus can enable social interactions in a new dimension and enhance traditional learning.
- The ability for experts from anywhere to teach leads to a democratisation of education.
- Digital Twins — virtual replicas of real spaces — offer an immersive learning experience.
- Eco-conscious education: The metaverse reduces the carbon footprint.
The digital revolution has transported the campus right onto our screens. For some time now, online knowledge transfer has been challenging the very foundations of traditional higher education. The pandemic gave it an extra push. Think about the educators, confronted with a seemingly endless stream of anonymous, switched-off webcams during their online lectures, or the students who suddenly missed out on social interactions. It’s akin to the working world, where working from home and hybrid working have become the new standard.
So, what does this mean for the classic university campus, this place where learning and living intertwine?
Yearning for the Campus: The Heart of Teaching and Learning Is Community And Context
Universities have always been places of gathering — not just for educators and students, but also as spaces where buildings and community forge a unique atmosphere. This special vibe, only experienced on-campus, is often referred to as the “Genius Loci”. Can this unique “spirit of the place” be replaced by digital classrooms?
Multiple studies confirm that virtual 3D environments provide a sense of spatial and social presence that can’t be matched by video conferences, webinars, or even so-called 2.5D platforms (“fake” 3D). Self-directed avatars and stunning 3D spaces make all the difference.
And as online platforms and 3D spaces increasingly become the stage: Do we even need physical university buildings anymore? Can digital platforms truly offer the same experience as a physical campus?
Bulky VR Headsets and Headaches Aren’t the Answer.
10 universities in the US are exploring solutions in virtual reality, collaborating with companies like Meta (formerly Facebook) to launch Metaversities, offering students and professors a “digital twin” of the campus where they can attend lectures using VR headsets. This solution is an intriguing experiment for more traditional universities looking to enhance their physical campus with a fresh teaching method. However, modern European universities with high demands for security, accessibility, and data protection are rather deterred by a learning platform on the US servers of the data-hungry internet giant, Meta.
Even professionals struggle to wear the heavy VR headsets of the Meta Quest series for more than an hour and a half without suffering headaches and uncomfortable pressure points on their faces.
To attend multiple lectures, seminars, or training in virtual reality daily, I, along with other VR experts, eagerly await the next technological leap: a lightweight mixed reality headset styled like a futuristic pair of sunglasses, wireless and portable. Ray Ban has been pioneering this for years (although their latest Smart Glasses don’t offer VR access), and Apple is also heading in this direction with their Vision Pro. But we need to be patient.
So, what can innovative universities with online programmes do now to give online students a hint of that campus feel?
Browser-based Virtual Campus: Real Encounters In Virtual Venues For Social Learning
There are already 3D environments as easy to use as a website, and instead of bulky VR headsets, a simple laptop, PC, or Mac will suffice. Some even run on standard browsers and smartphones. They can also be accessed with VR headsets, but that’s more of an option for experts or specific demographics, not a necessity.
3D platforms offer incredible possibilities, overshadowing traditional webinars. They don’t just impart knowledge but also enable social interactions on a new level. It’s like a virtual campus where you still feel part of a community. For group work, learners can teleport to the beach, a spaceship, or the eerily accurate favourite seminar room at the university — Digital Twins make it possible. As the virtual campus is available round the clock, AI-driven omniscient tutors are also on hand, tirelessly answering questions in all languages.
Democratisation Through Luminaries with a Correct CO2 Footprint
Professors and learners can join from anywhere in the world. The luminary from San Francisco and the busy Nobel laureate from Australia deliver lectures in a virtual amphitheatre in the tropics or against the backdrop of the New York skyline, and even students from remote areas get to learn from the best.
This kind of democratisation of learning motivates me every day to work with the UNYTED team on an open, secure, and decentralised solution for the virtual campus of the future. My hope is that my daughter too can forge lifelong friendships at a “Genius Loci”. Until then, she’ll undoubtedly be sporting stylish VR glasses like Ray Ban X.0 or the latest Apple iGlasses ;-)
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UNYTED Co-founder Gaby K. Slezák is a pioneer of the metaverse from the very beginning and has been advocating for 3D in education for many years: As early as 2007, she operated an initial virtual campus with Moodle integration in the clouds of the 3D world Second Life, and two years ago, for instance, she trained Deutsche Bahn trainers in VR using HTC VIVE headsets in a virtual ICE train.
