Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

Choose Your Own Adventure: AR, VR, MR and Games

Explore and create

Explore and create : Playground

Monday, June 24, 8:00–11:30 am
Location: Playground B, Level 2, Grand Hall

Dr. Michelle Arbogast   Mary Howard   Caitlin Krause   Angela Lopez   James McCrary   Scott Merrick   Clarence Tan  
The Games and Simulations and Virtual Environments networks will provide a choose-your-own-adventure (scaffolded experiential approach) for you to experiment, play and learn. Come join us for a fun and insightful look at the various platforms and options available for educators of all levels.

Audience: Coaches, Teachers, Teacher education/higher ed faculty
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: No software is required at this time.
Focus: Digital age teaching & learning
Topic: Augmented, mixed and virtual realities
Grade level: PK-12
ISTE Standards: For Students:
Creative Communicator
  • Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
For Educators:
  • Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
  • Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.

Proposal summary

Purpose & objective

Virtual reality in education is truly, finally here for practical use. And with it, you can enable powerful creation environments and foster digital humanitarianism. This playground will walk through a workflow available to anyone to ensure VR integration into education is about creation and agency rather than passive engagement.

This AR, VR, MR and Games playground will allow the participant to dabble and explore various technologies as they choose their own adventure through this digital playground. The technologies shared act as playful communicative apparatuses mediating the interactions and connectedness between students and teachers. Participants will walk away having been exposed to powerful, transformative tools for instructional use.

Playground consultants and presenters are all leaders in the area of augmented reality, virtual reality, mixed reality, games and simulations. They regularly use project based learning (PjBL), problem based learning (PBL), challenge based learning (CBL), and game-based learning (GBL) as part of their student centered pedagogy.


The objectives are:

*Provide resources through handouts, QR codes, and presentations for attendees to reference post conference.

*Advance digital age learning. Delve into systems, models, practices and strategies for creating meaningful digital age learning experiences, both virtual and face to face.

*Introduce educators to various the latest in virtual environments, games, game design, chatbots and AI, and other tools and platforms that they can utilize to challenge their classes.

*Strengthen and build on existing member networks for both K-12 and Higher Ed to facilitate and encourage collaboration throughout the year on member projects and initiatives.

*Provide best practices and consultation to groups and individuals for members to specifically address their interests and the challenges they are facing as they are trying to implement project-based, problem-based, challenge-based learning, and game-based learning at their schools and colleges.

Six table stations will operate concurrently according to a schedule to be announced by one week prior to the Playground and posted online at the presentation resource page. Each of these stations will include computers and devices where participants can experience the technology and have hands-on opportunities to learn from (and with) experienced educators. Our consultants will not only work with groups but also allow very focused discussions about an individual's challenges.

The playground will offer consecutive presentations at both of the presenter stations. These presentations will be held concurrently. As many sessions as possible will be livestreamed in full via Periscope.

Supporting research

10 Important Research Findings on Games by Sean Arnold.

The Virtual Education Journal (VEJ) is co-edited by Robert and Rosie Vojtek who are officers in ISTE Virtual Environments Network. The Summer 2018 was dedicated to applied articles on augmented and virtual reality.

Augmented Reality

Akcayir, M., & Akcayir, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 1-11.***

Huang, T.-C., Chen, C.-C., & Chou, Y.-W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 72-82.***

Jones S.(2016). Understanding the Pokemon Go phenomenon through augmented reality research. In Curran, M. and Jenkins, W. (Eds.), ISTE Digital Citizenship PLN Pokémon Go - Back to School Advice (ISTE Games & Simulations Network Trying to Catch’Em All). p. 122 - 124. ***

Lee, K. (2012). Augmented reality in education and training. TechTrends, 13-21.***

Martin-Gutierrez, J. (2012). Improving strategy of self-learning in engineering: Laboratories with augmented reality. Procedia - Social and Behavioral Sciences, 832-839.***

Virtual Reality and Virtual Environments

Calongne, C. (2017). The pioneering spirit in the virtual frontier. In (Ed.), Integrating an Awareness of Selfhood and Society into Virtual Learning edited by A. Sticker, C. Calongne, B. Truman and F. Arenas (pp. 279-297). Hershey, PA: IGI Global.

Calongne, C., Stricker, A., Truman, T. and Arenas, F. (2017). In (Ed.), Integrating an Awareness of Selfhood and Society into Virtual Learning edited by A. Sticker, C. Calongne, B. Truman and F. Arenas (180-197). Hershey, PA: IGI Global.

Howard, M., & Wheelock, A. (2015, August). The Heir of the King- An Epic Learning Adventure. Association for Middle Level Education, 40-42. Retrieved from

Merrick, S., & Wheelock, A (2015, May 5). 5 Worlds for Engaged Learning. ISTE. Retrieved from

Novak, K., Luchs, C., and Davies-Stofka, B. (2013). More than just logging in: A case study of learner engagement and immersion in cross-curricular events in Second Life. Immersive Environments, Augmented Realities and Virtual Worlds: Assessing Future Trends in Education edited by S. D'Agustino. Hershey, PA: IGI Global. DOI: 10.4018/978-1-4666-2670-6.

Novak, K. (2017). It Takes A Guild - Social Metacognition and Collaborative Creation of a Learning Organization: Massively Multiplayer Online game. In (Ed.), Integrating an Awareness of Selfhood and Society into Virtual Learning edited by A. Sticker, C. Calongne, B. Truman and F. Arenas ( pp.198-224). Hershey, PA: IGI Global.

Truman, B. (2017). New constructions for understanding using virtual learning- Towards Transdisciplinarity. In (Ed.), Integrating an Awareness of Selfhood and Society into Virtual Learning edited by A. Sticker, C. Calongne, B. Truman and F. Arenas (pp. 298 -316). Hershey, PA: IGI Global

Vojtek, R. (2016) Google, Cardboard and iOS Apps. Virtual Education Journal, Winter 2016. P. 23 - 30.

Wheelock, A. (2012, May). Immerse Your Students in History. Leading and Learning, 26-27. Retrieved from

Wheelock, A. (2010, March/April). Social Studies in a Virtual World. Leading and Learning, 26-27. Retrieved from

Wheelock, A., & Merrick, S. (2015, February). Fizzle or Sizzle: Virtual Worlds in Education. ISTE Professional Learning Series. Retrieved from

Yonekura, F. (2017). Musings on co-designing identity aware realities in virtual learning. In (Ed.), Integrating an Awareness of Selfhood and Society into Virtual Learning edited by A. Sticker, C. Calongne, B. Truman and F. Arenas (pp. 97- 104). Hershey, PA: IGI Global.

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Dr. Michelle Arbogast, Owens Community College

Michelle Arbogast is a passionate educational innovator, researcher, and teacher at The University of Toledo. While recently completing her Ph.D. in educational technology, Michelle taught innovative technology integration to preservice teachers, including augmented reality design. When not working on her dissertation, she pursued certifications as a Master Online Educator and Quality Matters Peer Reviewer to continue her pursuit of excellence in teaching. Dr. Arbogast earned her doctorate in Curriculum & Instruction/Educational Technology, as well as her Master’s degree in Higher Education from The University of Toledo. She earned her Bachelor’s degree in Business Administration from Bowling Green State University.

Mary Howard, Grand Island Central School District

Mary Howard is a sixth grade teacher in Grand Island, New York. She teaches science and ELA and puts a great deal of effort into the support of STEAM in her classroom. Mary was a New York State Teacher of the Year finalist and the 2018 Virtual Pioneer of the year. She works as a CoSpaces and Merge Cube ambassador and is passionate about finding ways to integrate AR/VR into the classroom. You can find her on Twitter @mrshoward118 and follow her classroom activities on her blog at

Caitlin Krause, MindWise

Caitlin Krause is a globally-recognized learning expert, author, and keynote speaker. In her book Mindful by Design and through her organizational consulting, she helps leaders and teams leverage mindfulness, storytelling, and design principles to connect more deeply with their communities. As founder of MindWise, co-founder of the Center of Wise Leadership, and a VR and AI specialist, Caitlin creates experiences that promote humanity, innovation and emotional intelligence. She speaks extensively worldwide, leading professional development and learning workshops. She holds a BA from Duke University and an MFA from Lesley University, and believes in connecting creatively, with passion, purpose and presence.

Angela Lopez, The University of Toledo

Angela M Dunn. A Teaching Assistant and Digital Marketing Strategist for the Judith Herb College of Education. She teaches sections of Multimedia in Education for preservice teachers and helps guide the college with increasing enrollment for graduate programs. Angela recently completed a PhD program in Curriculum & Instruction: Educational Technology at The University of Toledo and has worked in higher education for 12 years.

James McCrary, River Parishes Community College

James McCrary is a director of technology & consultant based in Baton Rouge. He leads PD at the local, state, & national level. He has a background as a social studies educator & technology specialist, receiving his B.S. from LSU and his M.Ed. from SELU. An Apple Distinguished Educator, Google Certified Educator, Common Sense Media Certified, and an Alpha Squirrel Class, he has a great desire to integrate technology skills in the classroom. He also has a fascination with 3D development, especially for AR & VR with a focus on immersion technologies presenting on the topic at national and international tech conferences.

Scott Merrick, Metro Nashville Public Schools

Currently Middle School Computer Teacher at a Public School in Nashville, Tennessee, Scott has been a singer, a songwriter, a musician, a poet, a novelist, a cruise ship director, a librarian, a salesman, a bartender, a restaurant manager, a blogger, a podcaster, and a few other things. He enjoys his Professional life as a technologist who builds and delivers learning opportunities for a large and broadly diverse population of students attending McMurray Middle School. For fun, he creates. Connect with Scott digitally at and always, “Be Good and Have Fun.”

Clarence Tan, Boddle Learning

Clarence Tan is the CEO & co-founder of Boddle Learning, a education gamification platform that helps teachers deliver engaging practice & assessments in K-8 math. He started his game/product design career while he was a junior in college where he and a couple friends he met online launched their first gaming company in South America, Colombia in 2011. Since then, Clarence has helped develop educational games, e-learning platforms, and mobile/web applications, and for the government municipalities, institutions, and corporations. He spends his free time reading, playing the electric guitar, rock climbing, and playing video games.

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