Geography and virtual reality

Abstract

Whilst virtual reality (VR) has a long history, recent technological advancements, increased accessibility and affordability have seen its usage become widespread within western consumer society. Despite the relevance of VR to Geography, these more recent developments have escaped scholarly attention. This paper takes a critical perspective on the development of VR and its varied applications, and how emerging theoretical debates within cultural and digital geography can critically attend to the social and cultural implications of VR technologies. The paper begins by considering how VR spaces are imagined and communicated to publics in ways that promote popular understandings of, and desires for, virtual spaces. Next, the paper critically addresses the cultural politics of VR content, particularly drawing attention to the socio-spatial differences evoked through VR. The paper goes on to argue for the need to consider VR through the concept of interface as a way of critically attending to the broader techno-socio relations and the embodied spatial encounters they produce. Finally, some methodological implications for thinking with and through VR are outlined.

Time geography in a hybrid physical–virtual world

“…VR also can create imagined spaces that are very different from the real world. Bos ( 2021 , p.2) argues that “Whilst VR technologies offer much to the teaching and the dissemination of geographical research, such an emphasis overlooks the broader implications of VR concerning the mediation of space and time, the representations of people and places, and embodiment in virtual environments.” When people work in a VR environment, they are at a particular location in physical space (e.g., home) while they also could experience very different locations in virtual space (e.g., virtual office). This deviates from a basic principle of time geography that a person can be at only one location at a given time point.…”

Embodied virtual geographies: Linkages between bodies, spaces, and digital environments

“…Since the ‘re‐emergence’ of consumer VR from 2014, geographers have had a surprisingly limited engagement with these technologies (Blackman, 2019; Bos, 2021). Nonetheless, there have been thorough and extensive discussions on the spatialities of the digital (Ash et al., 2018; Haefner & Sternberg, 2020; McLean, 2020).…”

Virtual reality as a spatial prompt in geography learning and teaching

“…Like other digital technologies that have become integral features of university curricula, virtual reality (VR) applications have found their way into geography education (Detyna & Kadiri, 2020). VR has been described as a computer‐generated visual environment that allows for different levels of interaction and sensory immersion (Bos, 2021; Kitchen, 2020). As a technology, VR generates three‐dimensional (3D) representations of real and fantastical phenomena, objects, places, and/or events that can be accessed using various devices including desktop computers, game consoles, headsets, smartphones, and theatre screens.…”

“…As a technology, VR generates three‐dimensional (3D) representations of real and fantastical phenomena, objects, places, and/or events that can be accessed using various devices including desktop computers, game consoles, headsets, smartphones, and theatre screens. VR has been integrated with sound, touch, and other sensory technologies and, more recently, with social networking technologies that provide real‐time “affective connections” (Bos, 2021; Nakamura, 2020). Since the early 2000s, VR applications in geography education have facilitated myriad learning activities.…”

“…that provide real-time "affective connections" (Bos, 2021;Nakamura, 2020). Since the early 2000s, VR applications in geography education have facilitated myriad learning activities.…”