“Square Eyes”, Connected, level 3, November 2018

04 November 2018

Siali trials a new augmented reality device that affects his experiences in ways he doesn’t necessarily consent to.

You can find the story and teacher support material here:

Virtual Reality: The Good, Bad, and Ugly – This article provides a thorough summary of the positive and negative impacts of virtual reality (VR) on society.
The User Experience of Virtual Reality Human-Centered Design Principles for VR – This article describes the new visual design and interaction design conventions that Virtual reality designers may follow when creating their products.
Prototyping for Virtual Reality – In this article a designer discusses his approach to functional modelling and prototyping for VR.

These could include:

What are some of the different types of functional modelling that is likely to occur when designing VR products? What are they likely to test?
What are the benefits and limitations of some of the different types of functional modelling?
What might a prototype of VR product look like? What specifications does a VR prototype test?
Why do you think that both functional modelling and prototyping are needed to support decision making when developing a VR product?
What impact (both positive and negative) is VR likely to have on humans and society, and how they may change over time?

Component	Indicator	Level
Technological modelling	discuss examples to identify the different forms of functional models that were used to gather specific information about the suitability of design concepts identify the benefits and limitations of functional modelling undertaken in particular examples describe examples of particular prototypes that did not meet specifications. explain why functional modelling and prototyping are both needed to support decision making when developing an outcome.	3
Technological area	Progress outcome
Designing and developing digital outcomes	PO2: In authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques. They understand that digital devices impact on humans and society and that both the devices and their impact change over time. Students identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the "control role” that humans have in the system. They can select from an increasing range of applications and file types to develop outcomes for particular purposes.

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