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Edtech Solutions
Network Summit
Edtech Advocacy &
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Games & Simulations and Virtual Environments Playground: Generation VR2 (Squared)

Explore and create

Explore and create : Playground

Monday, November 30, 11:00 am–12:30 pm PST (Pacific Standard Time)

Nancye Blair Black  
Dr. Cynthia Calongne  
Jennifer Chance Cook  
Nicholas Clayton  
Jaime Donally  
Michael Fricano II  
Maria Galanis  
Mary Howard  
Sherry Jones  
Caitlin Krause  
Lauren Krumholz  
David Lockett  
Chris Luchs  
James McCrary  
Kae Novak  
Clarence Tan  
Christina Zientek  

There are so many reasons AR/VR in the classroom can help enrich student learning -- engagement, creativity, critical thinking, the list goes on and on. But, AR/VR is not only for consumption. Let's learn how to move from AR/VR consumption to creation! One amazing tool for AV/VR creation is CoSpaced Edu. In this session you’ll learn how CoSpaces Edu works for creating both AR and VR and you’ll even have an opportunity to collaborate in a CoSpaces Edu environment with others! Participants are asked to create a CoSpaces Edu account prior to the session, if possible.

Audience: Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Games for learning & gamification
Grade level: 6-12
Subject area: Special education, STEM/STEAM
ISTE Standards: For Educators:
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
  • Pursue professional interests by creating and actively participating in local and global learning networks.
For Students:
Innovative Designer
  • Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
Influencer Disclosure: This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.

Proposal summary

Purpose & objective

The purpose of the Generation VR2 playground is to provide ISTE members with a friendly and supportive environment where they can explore a myriad of emerging and existing VR, AR, and XR gaming and simulation technologies in collaboration with fellow educators. This playground will be designed around Gartner’s Generation Virtual Levels of Engagement. When Gartner Inc. first proposed Generation Virtual in 2008, they proposed four levels of engagement - The Creators, The Contributors, The Opportunists and the Lurkers. With the rise of VR, AR and XR, we are finding that engagement and immersion are not defined by demographics (age and gender) but instead by technology usage. Virtual worlds, games and simulations are experiences that educators at all four of these engagement levels want to learn more about.

Additionally, many academic disciplines are exploring how these technologies can be used to improve student performance, reduce the cost of learning, and provide students opportunities for career exploration through games and simulations. This adoption started in the health sciences but has extended to other disciplines. One example is the rise of cybersecurity games to introduce students at multiple grade levels to both internet safety but also the foundational concepts of cybersecurity. These include games such as AGGIE Life ( developed by Texas A&M to teach incoming students about cybersecurity through gameplay. Nova Labs (PBS) is also now offering cybersecurity games that provide players with coding, password-cracking, and social engineering challenges and network cyber battles. Some additional resources can be found at the Help System’s 6 cybersecurity games

The playground will include consultants at each station and multiple presenters who 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 for the Generation VR2 playground are:
Provide an engaging learning environment for ISTE members
Identify emerging and existing trends in the adoption of VR, AR, and XR games, simulations, and virtual environments
Identify ISTE PLN resources available to members
Describe best practices for VR, AR, and XR technologies in the traditional, hybrid and online classrooms
Provide hands on opportunities for members to explore multiple technologies
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, an Internet connection, 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. This workshop historically gets more and more detailed and specific about presenters as planners collaborate for months prior to the actual event.

The speaker station will feature educators and experts from Second Life and other virtual worlds and games as part of a #NotatISTE event.

Supporting research

Sarner, A. (2008, April 30). General virtual. Forbes. Retrieved from
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.

Miller M.R., Jun H., Herrera F., Yu Villa J., Welch G., & Bailenson, J.N. (2019) Social interaction in augmented reality. PLoS ONE 14(5): e0216290.

Virtual Reality and Virtual Environments

Bailey, J.O., Bailenson, J.N., Obradovic, J., & Aguiar, N.(in press). Virtual Reality’s Effect on Children’s Inhibitory Control, Social Compliance, and Sharing. The Journal of Applied Developmental Psychology.

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.

Herrera, F., Bailenson, J.N., Weisz, E., Ogle, E. & Zaki J. (2018) Building long-term empathy: A large-scale comparison of traditional and virtual reality perspective-taking. PLoS ONE 13(10): e0204494.

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

Markowitz, D., & Bailenson, J.N. (2019). Virtual Reality and Communication. Oxford Handbook of Virtuality.

Markowitz, D.M., Laha, R., Perone, B.P., Pea, R.D. & Bailenson J.N. (2018). Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change. Frontiers in Psychology, 9, DOI=10.3389/fpsyg.2018.02364

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.

More [+]


Nancye Blair Black, The Block Uncarved
ISTE Certified Educator
Dr. Cynthia Calongne, Colorado Technical University
Jennifer Chance Cook, Perry Township Schools
Nicholas Clayton, Puesta Del Sol Elem School/Victor Elemen
Jaime Donally, ARVRinEDU

Jaime Donally is a passionate technology enthusiast. She began her career as a math teacher and later moved into instructional technology. Her desire to build relationships has created opportunities to collaborate with students and educators around the world. She provides staff development and training on immersive technology as an edtech consultant, and her latest adventures include the launch of Global Maker Day and the #ARVRinEDU community. She’s also an author and speaker on the practical use of augmented reality and virtual reality in the classroom.

Michael Fricano II, 'Iolani School
Maria Galanis, Deerfield Public Schools
Mary Howard, Grand Island Central School District
ISTE Certified Educator
Sherry Jones, Rocky Mountain College of Art & Design
Caitlin Krause, MindWise

Caitlin focuses on the intersection of technology and wellbeing. She teaches at Stanford University. In September of 2020 she released Designing Wonder: Leading Transformative Experiences in VR. She co-authored the XR Collaboration Global Resource Guide, unveiled at AWE 2020. Caitlin runs numerous collaborative experiences in social XR, fusing presence, mindfulness, curiosity & storytelling. After two decades of classroom teaching and leadership, she authored Mindful By Design (Corwin Press, 2019) helping individuals and teams navigate complexity and change, prioritizing wellbeing, design and imagination. Caitlin is Community and Business Development Director at the Virtual World Society. Find out more at

Lauren Krumholz, Chippewa Valley Schools
David Lockett, School of Applied Computational Sciences

David Lockett has served as an elementary and middle STEM and Computer Science teacher 15 years. As a national leader in STEM, leading both statewide and national initiatives. Lockett’s philosophy of “STEM for ALL” has been at the heart of his STEM outreach and advocacy work. He is currently an Albert Einstein Distinguished Educator Fellow.

Chris Luchs, Colorado Community College System
James McCrary, River Parishes Community College

James McCrary is the director of technology and innovation at St. James Episcopal Day School in Baton Rouge. He has a background as a social studies educator and technology specialist. An Apple Distinguished Educator, Google Innovator, and Common Sense Media Certified Educator, he is passionate about integrating technology skills into the classroom and positively impacting students globally. James presents at local, state and international conferences on innovation in education, with a focus on 3D development, especially for augmented reality (AR) and virtual reality (VR). He also cohosts "The VR Podcast" discussing how immersion technology is impacting education and business.

Kae Novak, Front Range Community College
Clarence Tan, Boddle Learning
ISTE Certified Educator

Clarence Tan is a game designer and a Co-founder of Boddle Learning— a gamified education platform that makes learning math fun and personalized. He started designing educational games during his junior year in college when he started a game development company in Colombia, South America in 2011. Now, he is a veteran in the games industry with over 9 years of experience designing engaging interactive learning experiences for schools, government institutions, and large corporations. He is also a speaker on classroom gamification at educational conferences such as KCPT(PBS), LearnFest, Games for Change, and ISTE.

Christina Zientek, St. Jude Graduate School

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