Immersive VR Writing

This original activity, Immersive VR Writing, was developed for EDUC 618 and designed for heritage Spanish speakers in a college-level writing course. Using Google Street View and Google Cardboard, students explore a meaningful location discussed in a family interview, take voice notes, and craft a reflective narrative in Spanish. The activity combines personal storytelling with sensory observation, using low-cost, accessible tools. Structured in three phases—interview, virtual exploration, and reflective writing—it supports language development through immersion, cultural memory, and perspective-taking.

Core Competencies

  • Using Knowledge of Technology Affordances and Constraints

    This prototype was built with an awareness of both the capabilities and limitations of mobile VR. I chose Google Street View and Google Cardboard for their accessibility and ease of use which enable immersion without expensive hardware. These tools afford sensory engagement and perspective-taking, which I leveraged to support narrative writing rooted in place. The activity demonstrates my ability to align technological choices with pedagogical intent—designing within constraints without sacrificing depth or inclusion.

  • Applying Learning Theories and Design Frameworks

    This activity draws on theoretical frameworks emerging from immersive learning and narrative education—particularly the concepts of presence and first-person point of view. By inviting learners to virtually “visit” a personally meaningful place, the activity leverages the spatial and affective affordances of VR to deepen engagement, memory, and reflection. The design also draws on embodied learning principles, using visual immersion to ground narrative writing in situated, sensory experience.

This artifact pushed me to rethink what it means to design a meaningful learning experience—one that is both technically feasible and emotionally resonant. Working within the constraints of mobile VR and Google Cardboard required careful decisions about how to use the technology in service of the learning goals. I focused on creating a sense of immersion and personal relevance with the goal of students connecting emotionally and cognitively with the places they were writing about. Through this process, I began to see immersive technologies as tools that can deepen connection, especially in culturally responsive contexts. Designing this activity also challenged me to ask not just what tools can do, but how they can help learners connect with their stories, their language, and their sense of place.