Changemakers as digital makers: Connecting and co-creating

Abstract

This paper presents data from two international projects focused on the interaction between changemaking and digital making in university students. The data is drawn from the contributions of 63 university students located in the United States, Romania, Spain, Belgium, Norway, Denmark and England. Using a design thinking methodology and a thematic analysis of student responses, the aim was to understand how the creative use of immersive technologies, such as augmented and virtual reality, might create an environment for changemaking practices in an international context. Findings suggest that students demonstrated not only enhanced digital skills and student engagement but increased cultural competence and global mindfulness. International digital collaboration can create conditions for students to develop changemaker attributes and identify as changemakers within the spheres of entrepreneurship and education, preparing them to be a force for change in the world.

Design-thinking skill enhancement in virtual reality: A literature study

“…As VR sketching or prototyping tools are more intuitive and require less effort (Gül, 2014), it strongly supports human-human interaction and HCI (Merrick et al, 2011). In teamwork scenarios, VR aids engagement and promotes motivation (Whewell et al, 2022;Skrupskaya et al, 2021) because of its advantages in sharing, interaction, and collaboration (Rive and Karmokar, 2016). In particular, VR displays immense potential in brainstorming and prioritization (Petrykowski et al, 2018).…”

“…As a CMC, VR can simultaneously support collaboration in creative design thinking. According to an empirical study conducted in international projects, VR can enhance digital skills and engagement and assist with cultural competence and global mindfulness (Whewell et al, 2022). Furthermore, contemporary designs require communication between multiple stakeholders.…”

“…In our reviewed studies, on the one hand, almost all used wired VR devices driven by computers, such as HTC Vive (Roupé et al, 2020;Lee L. H. et al, 2021) and Oculus Rift (Tabrizian et al, 2017;Jenek et al, 2021), to ensure the performance and visual effects. Google Cardboard VR, on the other hand, was an economical choice in some studies (Whewell et al, 2022). One study used a standalone device Oculus Go but highlighted its limitations in operating time and weak performance (Skrupskaya et al, 2021).…”

Understanding the Role of Digital Immersive Technology in Educating the Students of English Language: Does it Promote Critical Thinking and Self-directed Learning for Achieving Sustainability in Education with the Help of Teamwork?

“…The investigation discovered that group work forti ed the connection between computer-generated reality and powerful reasoning abilities. In particular, students who worked in bunches showed more critical upgrades in vital reasoning abilities than those who worked separately [44].Another review explored the effect of a gami ed mastering climate on strong reasoning abilities in essential schooling. The investigation discovered that group work forti ed the connection between gami ed mastering and basic reasoning abilities.…”

Exploiting multimedia technologies in education, research, and university-community projects

“…Students apply their knowledge of the subject matter while using technology to share what they have learned through the process of digital creation. Students develop skills and foster a culture of changemakers by fusing active learning with problem-solving through digital creating that is motivated by a common goal for collaboration and communication [7]. As a result, Covid-19's beneficial effects on greater remote employment and online education are expected to endure.…”