1) List the top 20 questions your team needs to answer to advance the venture forward. Categorize the questions if necessary.

Partnerships:

1. What other informal learning centers, besides Lehigh Gap Nature Center, can we partner with?
2. Which kinds of learning centers should be prioritized in sharing our VR experience? (High proportion of local low-income families, underfunded, etc.)
3. Is there a limit to how many partners we can have?
4. What does the timeline look like regarding when the games are expected to reach our partners and be used?
5. How involved should our team remain after the VR experiences are implemented into learning centers?

 

Financial:

1. At what price would each game be sold to informal learning centers?
2. What are other affordable VR headset options given the current situation of Oculus headsets being discontinued?
3. What are the costs of maintaining the experience at various learning centers?

 

Game Development:

1. What game features can be implemented into the VR game to make it enjoyable for users?
2. What tools can we use to collect technical data/feedback about the software?
3. How do we create culturally sensitive, inclusive game avatars that don’t perpetuate stereotypes?
4. How do we create our games in a way which caters to a wide age group of 8-80 years? 
5. How should we consider the demographics of the Lehigh Valley in creating our game?
6. What art/aesthetic style should we be aiming for in our development? (low poly, realism, etc.)

 

Informal Education:

1. What are the current pitfalls of the Lehigh Valley educational system?
2. How can we correct these pitfalls in our informal educational game?
3. How can we expand our VR experience to other districts given our games focus on the Lehigh Valley watershed?
4. How do we measure the social impact/success of our VR experience?
5. How do we prove to potential partners that this game will improve user learning experiences?
6. How are we going to introduce or advertise the VR experience to informal learning centers?

 

2) Develop and Visualize the Theory of Change (Logic Model) for your venture.

(in the picture)

 

 

3) Develop a M&E plan for your venture.

List all assumptions:

• Through the use of a VR platform and its interactive features, it can make learning fun, engaging and educational. 
• Informal learning centers would be open to using virtual reality games to educate people about the Lehigh Valley watershed. 
• Learners have access to computers

Identify short-term and long-term success metrics:

• Short Term
  • Game compatibility with various devices. 
  • User survey feedback on the VR’s features and level of satisfaction with the product.
• Long Term
  • How many informal learning institutions were willing to accept our VR learning experience into their programs?
  • Did the students grasp learning concepts better through our VR experience instead of a traditional classroom setting?

Outcomes for Spring 2021

• Project Goals (Responsibilities): working prototype of iVR2
  • 1. Complete Unity training with Junior/ comfortable with UNITY game development tools. (All)
  • 2. Finish storyboarding in-game experience for iVR2 Puzzle 1. (All)
  • 3. Develop initial animation/visualization of the creation of the Lehigh Watershed. (Marcos, Mayra) 
  • 4. Develop interactive game to demonstrate transport of materials to/from Zinc Plant. (Udita, Josie)
  • 5. Present working prototype of Puzzle 1 for feedback from Lehigh Gap Nature Center staff. (All, Junior)
• Research Goals (Responsibilities)
  • 1. Complete data collection measures for iVR1, to be implemented when Covid restrictions lift. (All)
  • 2. Utilize/analyze Unity profiling data to maximize performance on a variety of systems. (All)
  • 3. Research alternate VR platforms. (All)
• Resources Needed
  • Lehigh Gap Nature Center
  • Unity collaboration monthly fee ($5.50/month) – $22 & VR assets $100.
  • Materials: VR headsets

 

Outcomes for Summer 2021 (MTSE + Fieldwork)

• Project Goals (Responsibilities)
  • 1. Learn history of land degradation caused by production plant from LGNC staff
  • 2. Finish storyboarding in-game experience for iVR2 Puzzle 2. (All)
  • 3. Develop initial animation/visualization of the environmental impact from the production plant’s pollutants (Marcos, Mayra) 
  • 4. Develop interactive simulation for user to test 1950s era methods of salvaging the damaged land (Udita, Josie)
  • 5. Present working prototype of Puzzle 2 for feedback from Lehigh Gap Nature Center staff. (All, Junior)
• Research Goals (Responsibilities)
  • 1. Analyze user data from Virtual Field Trip on ELI Website (All)
  • 2. iLRN conference. (All)
  • 3. Collaborate with nearby schools to receive student feedback/user data on iVR demo. (All)
• Resources Needed
  • Partnerships with local schools in the community.
  • Lehigh Gap Nature Center
  • Unity collaboration monthly fee ($5.50/month) – $22 & VR assets $100.
  • Materials: VR Headsets.

 

Outcomes for Fall 2021

• Project Goals (Responsibilities)
  • 1. Collect data about/learn the types of soil/grass/fertilizers that were able to help the area recover from its state as a “moonscape” from LGNC staff (All)
  • 2. Finish storyboarding in-game experience for iVR puzzle 3. (All)
  • 3. Develop interactive, trial-and-error style simulation to help user determine which combination of materials is successful in revegetating the area (Udita, Marcos)
  • 4. Present working prototype of Puzzle 3 for feedback from Lehigh Gap Nature Center staff. (All, Junior)
  • 5. Prototype the UI/UX for iVR2 as a whole to connect them all but maintain unique games for each (Josie, Mayra)
• Research Goals (Responsibilities)
  • 1. Collect user data from informal STEM education centers using the hardware (All)
  • 2. Potential paper exploring VR as a form of informal STEM education (All)
• Resources Needed
  • Partnerships with local schools in the community.
  • Lehigh Gap Nature Center
  • Unity collaboration monthly fee ($5.50/month) – $22 & VR assets $100.
  • Materials: VR Headsets.

 

Give three compelling examples of how cultural issues affect your project.

Our project educates students on the Lehigh Valley Watershed through virtual reality game-based technology. One of the cultural issues I foresee is the disparity between the number of males and females being given access to participate in these games in certain communities. Unfortunately, women in many communities are not encouraged to pursue STEM fields and engage in STEM learning. STEM fields are promoted more towards men. In many schools, teachers choose to give STEM opportunities (whether it’s in terms of participating in events, conferences, competitions, etc)  to men. Thus, I foresee that in some communities, there could potentially be a significant difference in the number of males being given access to engaging in our games as compared to females.

Our project uses immersive virtual reality technology. This type of experience might be very new and almost alien to students of lower-income communities. Unfortunately, due to the lack of resources being given to them, they might not have experienced something like this before. Hence, they may be unfamiliar with how to engage with the game. Help would have to be provided to these students so that they can maximize their benefit from engaging with this game and learn something out of it.

Game-based learning via technology is still a relatively newer concept, particularly in developing countries of the world. Some educational institutes may have orthodox, restrictive opinions about this type of teaching. Their curriculum may be more strict and reserved towards the traditional forms of learning. Thus, they may not be very open to adapting their curriculum and including game-based learning technologies. They may want to stick to their traditional teaching methods.

 

Have you experienced or observed any of these social situations at home? Describe at least three such situations.

I have observed all 3 situations at home. I grew up in New Delhi, India. While I have a very supportive and progressive family and I studied at one of the best schools in India, I did notice all the 3 situations I described above at various points of my life. Although my family nor high school never discouraged me from engaging in STEM fields, I did notice a disparity between the number of males and females engaging in STEM fields around me. STEM-related activities were very often catered more towards males and it was a very male-dominated field in my country. In many schools, STEM events were only reserved for males which is extremely unfortunate and disheartening to see.

I have worked closely for many years with children from lower-income families in India on various projects to help uplift them and give them resources. I have first hand seen their lack of experience with technology and the fact that this domain is extremely new for them. Thus, I am aware that engaging in game-based virtual reality technology would be a huge learning curve for them. But that being said, if they are given the correct guidance and adequate support, I’m confident that they would become comfortable with this technology. Despite their lack of experience, they should definitely be given access to game-based learning so that they can learn and grow.

The Indian education curriculums set by the government are very restrictive and orthodox. They focus a lot on rote learning and less on discussion and opinion-based learning. However, the type of teaching methods used to educate students depends significantly on the education institutions. Thus, the incorporation of game-based learning like our project depends on the institution. Through my experiences, I have noticed that most premier schools in the country are more open to flexible curriculums and incorporations of different teaching styles as compared to lower-ranked ones.

 

Give three examples of cultural practices that can be leveraged to addressed community/market problems.

In today’s day and age, STEM-related fields are being promoted and appreciated a lot. Society is welcoming of new technologies. Especially women in STEM-related fields are being supported a lot and are beginning to being encouraged particularly in more progressive communities. This narrative can be leveraged to address problems.

Given the COVID-19 pandemic and the shift to a virtual environment for most tasks, I think our project fits into this change well. Through our games, students are being given a tour of the Lehigh Valley Gap and are being educated on the watershed. This immersive virtual reality allows students to experience the Lehigh Valley area almost as if they are there physically. During a time like this where it isn’t advisable to be in places physically and where there’s been a shift to the virtual world, I think our project would be instrumental, and we can leverage this.

Climate change and environmental degradation are very real and happening at a rapid pace. Our project focuses on educating students specifically about the Lehigh Valley Watershed through virtual reality games because having a clear understanding of watersheds is crucial to make decisions regarding a sustainable future. Pressing environmental issues like air pollution, land usage, water quality, etc can only be tackled once concepts about watersheds are properly understood. Only then can one effectively strategize to deal with these urgent environmental issues. Through educating students about the watershed, our project supports a sustainable future. Thus, this cultural practice of the collective aim towards a more environmentally conscious future can be leveraged.

Why did you enroll in this course (motivation, prior interests)?

Being a Lehigh Valley Social Impact Fellow will give me a hands-on learning experience in research. Conducting research and presenting my work in conferences will equip me with valuable skills as well as experiences. This program will give me the opportunity to build relationships with a cohort of intelligent students and work with esteemed faculty members who are pioneers in their respective fields. Moreover, it will enable me to explore different disciplines and make me comfortable with the uncomfortable.

I’m extremely passionate about research and have had a strong interest in it since high school. Through my previous research experiences, I’ve learned to think critically and problem solve. Through this fellowship, I hope to build on my previous research experiences and grow as a learner. As a prospective Computer Science major, I’m intrigued by virtual reality and am eager to learn more about it through this fellowship. I’m looking forward to exploring this rapidly growing domain and build on my programming skills.

Most importantly, through this program, I hope to make an impact. Being a woman in the South Asian community, growing up, I didn’t have as much access to STEM learning experiences as I would have ideally liked to. Through this fellowship, I hope to help change that by not only helping make STEM learning experiences more easily accessible to students from a younger age (especially girls) but also making them excited to further explore STEM-related fields after engaging in virtual reality games.

Along with making an impact with respect to STEM education, through this fellowship, I hope to make an impact towards a more sustainable and environmentally conscious future. Our project focuses on educating students specifically about the Lehigh Valley Watershed through virtual reality games because having a clear understanding of watersheds is crucial to make decisions regarding a sustainable future. Pressing environmental issues like air pollution, land usage, water quality, etc can only be tackled once concepts about watersheds are properly understood. Only then can one effectively strategize to deal with these urgent environmental issues. Thus, I hope to make an impact by educating future generations about watersheds so that we can work towards a more sustainable future.

How do you envision this course making you a better <your major> student?

As a prospective Computer Science major, being a member of this project would definitely make me a better Computer Science student. Through this fellowship, I will be learning a new interface called Unity which is used to create immersive virtual reality games. Moreover, I would receive the opportunity to learn to program in a programming language called C#. Thus, my programming skills would definitely get enhanced. Since I have been programming for less than a year, I’m certain that through this project, I would learn new concepts and skills. Moreover, I have never worked with a team of programmers before so I’m excited to do that in this fellowship. I would receive the opportunity to collaborate with other Computer Science students and learn together. Furthermore, this fellowship would serve as an introduction to the realm of virtual reality and game programming for me. I have always been curious about these fields but have never received the opportunity to actually explore them. Thus, this project would enable me to do that. By working in different areas of Computer Science and programming, I hope to gain a deeper understanding of my passion and area of interest within the realm of Computer Science.

The World Health Organization estimates that over one billion people who need eyeglasses do not have access to them. The vast majority of these people live in developing countries like Kenya where there is barely one optometrist per one million people. Given the high poverty levels, access to eyeglasses is almost nonexistent. Lack of proper eyeglasses severely impacts people and their livelihoods by decreasing their productivity at work, limiting or eliminating new opportunities, affecting their quality of life, deteriorating their general health, and possibly leading to (preventable) blindness. What solution do you propose to address this problem?

Given the high poverty levels in these countries, I think this problem requires government intervention or United Nations intervention. Since people in these countries are unable to afford eyeglasses, there should be a government fund that sponsors eyeglasses for people. Governments should see this as an investment because lack of proper eyeglasses negatively impacts work output thus affecting the countries’ economies. If people had access to proper eye glasses, their productivity at work would increase and hence boost the countries’ economies. Since eyeglasses could be an alien concept for citizens of developing countries, to combat social ridicule of people opting to wear eyeglasses, people should be educated about the importance of eyeglasses and public figures (like politicians and celebrities) should lead by example and wear them. This would influence the general public and make them view eyeglasses more favourably.

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