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WNEU’s XR Lab Expands Immersive Learning Frontiers

WNEU’s XR Lab Expands Immersive Learning Frontiers
Western New England University introduces XR Lab to broaden immersive learning

With a single click of a mouse in Western New England University’s D’Amour Library, an ordinary conference room fades away, replaced by a computer-generated environment. In this transformed space, an avatar named “Susan” appears, visibly upset and making vague references to self-harm. If a user approaches her in a calm and supportive manner — using her name, offering gentle reassurances, and maintaining eye contact — her demeanour softens, and a scoring model later provides feedback on those effective responses. Conversely, a careless remark triggers a far more distressed reaction, as Susan sobs and buries her face in her hands.

Following that exchange, the BodySwaps software shifts the scenario’s perspective to Susan’s avatar, allowing the user to review the encounter from her vantage point. University officials view this as a way to learn from extended reality (XR) rather than merely learning about XR. Marcus Davis, dean of the College of Arts and Sciences, indicates that books can be considered one of the earliest forms of immersive media since readers use imagination to enter the world described on the page.

Davis explains that the goal is to extend such XR capabilities throughout the campus, starting from this specialised lab. He estimates a cost of approximately $100,000 for software licensing and related needs and notes that each XR headset is priced at about $2,000. The university is holding an official opening on Thursday, 30 January, for the Extended Reality Lab. This facility combines the physical and digital realms in three-dimensional environments, including virtual reality (VR) and various extended reality approaches that integrate the real environment with computer-generated elements. Such techniques encompass augmented reality (AR) and mixed reality (MR), in which tangible objects and virtual visuals react to one another in real-time.

Western New England University alumni and industry professionals observe that augmented reality is finding increasing use in marketing. Mobile phone applications can measure objects or digitally place a new piece of furniture into a real living room, enabling potential buyers to see how a sofa or other item would appear in their own space. There are also apps for virtually experimenting with new hairstyles or cosmetics, offering a near-lifelike experience that, while not identical to reality, is considered impressively close.

Staff members involved in Educational Technology and Training at Western New England emphasise that these immersive approaches are significant for students’ prospects. They point out that the real threat in the workforce is not AI displacing human employees outright, but that individuals proficient in AI may replace those who lack familiarity with such technologies. These discussions underscore how understanding and utilising XR tools, particularly when powered by artificial intelligence, can position graduates for growing career opportunities.

In 2016, Western New England alumnus Edward Zemba established Link to VR, evolving it from a family business, Robert Charles Photography, located in East Longmeadow. With the support of Workers Credit Union, Western New England undergraduates have been working together on a number of XR projects, such as developing an augmented reality treasure hunt activity for the Worcester Red Sox at Polar Park. In that case, fans use QR codes on their phones to unlock videos displaying bats and balls in three-dimensional animations. Students have also assisted Link to VR in creating virtual reality experiences for trade show exhibits, transporting participants first to a data centre and then to a representation of the James Webb Space Telescope, which orbits the sun roughly 30,000 miles beyond Earth’s orbit.

Such innovations exemplify how XR-driven experiences, powered by artificial intelligence, are steadily becoming more commonplace in higher education and business settings. Other institutions, including the University of Massachusetts Amherst, have set up their extended reality centres, and Western New England representatives have visited facilities in Connecticut to gather insights for developing this lab. Although only a few students tested the XR Lab in the previous semester, six classes are incorporating it during the current spring term. These courses span disciplines such as communications, marketing, and psychology, rather than focusing exclusively on the sciences or engineering.

University representatives reiterate that XR environments enable certain types of practical training that would be either too expensive or too hazardous to arrange in real life. Surgeons, for instance, can practise procedures in a virtual setting, and architectural students can work on designs without incurring the substantial costs of physical construction. A less life-threatening but equally valuable scenario involves novice counsellors, who can rehearse their skills with avatars like Susan without worrying about real-world consequences for a person in crisis.

Davis points out that students often respond well to coaching in a virtual environment, partly because the critique is technically aimed at a digital avatar rather than the individual personally. For example, those attending a virtual speech class can view themselves through an avatar’s lens to see if they rely excessively on gestures or fail to establish sufficient eye contact. Younger learners, already accustomed to digital and gaming environments, tend to adapt quickly to XR and soon begin applying it to practical tasks. They frequently propose new uses for the technology, illustrating how swiftly imagination can stretch once the so-called ‘wow factor’ subsides.

Digital twin technology is another aspect under discussion, involving the creation of a virtual duplicate of a physical structure or person. Architects, designers, and historians find this capability valuable, allowing them to visualise and explore models in a detailed, interactive format. In addition, Davis highlights that extended reality can help students hone specialised skills without incurring the substantial risks or expenses often associated with real-world training.

In the case of counselling simulations, if a student responds poorly to the avatar’s distress, the resulting reaction is displayed, offering a valuable lesson in empathetic communication. The same principle applies when students practise public speaking. They receive immediate feedback on issues ranging from speech pace and tone to eye contact and overuse of hand gestures. This form of self-observation can be less intimidating than traditional critique sessions because remarks are directed at a digital representation. As a result, learners may feel more comfortable applying corrections and refining their presentations.

Once students become familiar with these tools, they rapidly look for ways to integrate them into various academic or extracurricular projects. Graduate assistants involved in this initiative have noticed that soon after mastering the basics, learners begin proposing creative XR applications that go beyond initial expectations. This inventive process illustrates how the technology can evolve in unexpected directions when placed in the hands of enthusiastic users.

Ultimately, Western New England University leaders assert that XR and AI-based methods are poised to become increasingly essential in many professional fields. By establishing the Extended Reality Lab, the institution aims to prepare students for a workplace in which cutting-edge technology plays a dominant role. The lab’s presence on campus aligns with the broader goal of helping learners become adept at both adapting to and leveraging AI and XR innovations. Through ongoing experimentation and collaboration with industry, the university intends to remain at the forefront of immersive education, bridging the gap between theoretical concepts and their real-world applications.

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