Picture this: you're up in the clouds—flying—doing the impossible, and next, all of a sudden, you're down in the ocean swimming with the vibrant, yet unexplored ecosystem of life. Realistically, you may have been quick to assume that this was either some dream you were having, or, perhaps, the situation described may have been the elements of some new game on the market. For some, virtual reality (VR) and augmented reality (AR) may be just that: a game. However, these manifested and graphics worlds can mean so much more to people with disabilities, people suffering from social anxiety disorders, and even students and teachers within a classroom setting.

Harping in on that note, virtual worlds can be used in a plethora of methods—other than just a simple gaming experience. For example, one use of modeling reality with virtual worlds is that it can be used as a stimulation of senses for those with disabilities, who may not have the ability to leave their houses and be exposed to the "real world" outside their home-inclined parameters. Another use of these alternate universes is one in relation to education. Thanks to large advancements in technology and new media, lucky students are now able to become more engaged and compelled with the topics they're learning. As Earle stated, "They’re taking virtual field trips to faraway places, learning about the lives of refugee families or studying the inner workings of volcanoes." (Earle, 2). Since technology is constantly evolving, it may be too soon to limit the potential uses of these virtual worlds, but in general, there's a common lining in transporting individuals from confined settings and placing them otherwhere to enhance some aspect of their lives. 

Essentially, the applications of virtual words outline the benefits of said matter. To elaborate, in lieu of those with disabilities, one virtual world, under the branded game Second Life, allows high-achieving persons, who otherwise have Asperger's syndrome and are subsequently unable to perform up to societal standards in a social construct, to be able to become part of the online community and build up their self-confidence in practice all within the comforts of their own bedrooms. David Savill, a fellow human who is not defined by his diagnosis of Asperger's syndrome, explained his stance on Second Life acting as a creative bridge between community and convergence: "So you're not going out into the real world meeting people, you're going meeting people online and in your own home, so you're perfectly relaxed. It's just a fantastic tool to use to bring people together." (Saidi, 1). To add on, this context can also correspond to aiding those with social anxiety disorder; namely, it gives them a positive space with other like-minded individuals in a nurturing community to help each other bring one's confidence and rapport up enough to where one may feel courageous to apply their newly refined skills in the real world.

Additionally, another advantage of utilizing virtual worlds is that it fosters creativity within a classroom setting. Teachers are able to take students on virtual "trips" to other parts of the world in order to truly grasp the meaning behind their lessons, as a supplement, on a more kinesthetic and tactile level. Augmented reality allowing students to see things on a first-line basis or in the shoes of another person half-way across the world has proven to be the case with Marie Graham's class at Mount Vernon: "Students who went into in their world virtually, she said, left it with opinions that differed from the ones they had held before. "The kids said, 'They’re like us.' I said, 'yes.' Then I realized [the students’] language about refugees had changed. I thought, 'How do we harness this and use it?'"" (Earle, 5)

With all that said, given how relatively new this innovation really is, there are still some skeptics about how beneficial virtual reality really is. As Marsha Maxwell, who is the head of educational technology for the Atlanta International School in Buckhead, said: “We’re looking at the ramifications and how to use it.” (Earle, 2). Other potential cons include potential glitches in the technological systems (i.e. lag times), and pixelated graphics not accurately depicting the modeled "reality" of an alternate world, creating some sort of known block as a disruption to the overall experience. Also, despite Google World's presence in the field, other fictional settings may require time for development of specific requirements. And, regardless of  "St. Pius X Catholic School social studies teacher Ellis Thomas" (Earle, 3) comparing the price of a VR set to a plane ticket to France, that does not diminish how costly these popularly sought-after technological devices actually are.

Considering how VR and AR are major innovations at the forefront of further development and research, I believe that these technologies will be the leaders for the future in the field of virtual worlds. Having originally started from something 2D in front of a computer screen, this has already come a remarkably long way into a headset that allows for 3D augmentation and field of view. Perhaps, the next step could be along the lines of a more 4D experience with sensory capabilities heightened and enhanced for further beneficial experiences of various parties.


References:

• Earle, Joe. "The virtual world moves into the classroom," Reporter Newspapers, September 14, 2018. https://www.reporternewspapers.net/2018/09/14/the-virtual-world-moves-into-the-classroom/
• Saidi, Nicole. "iReport: 'Naughty Auties' battle autism with virtual interaction," CNN, March 28, 2008. http://www.cnn.com/2008/HEALTH/conditions/03/28/sl.autism.irpt/index.html#cnnSTCText