New Efficacies for Audience/Performer Interactivity and Responsive Narrative in Immersive Theatre

Abstract

Immersive virtual reality (IVR) has substantial possibilities for students to learn remotely through exploration, collaboration, and socialization. IVR is well suited to theatre, which relies on interpersonal attributes to demonstrate actor relationships and character development. IVR theatre can break down the fourth wall to connect audience members and actors in the same physical space, thereby removing the barrier of the stage and placing the audience within the storyline. In this study, a high-caliber youth theatre group was tasked with writing, workshopping, directing, rehearsing, and performing a play for a live audience in AltspaceVR. Grounded by current literature on the affordances and limitations of IVR for learning, this research followed six high school students imagining, designing, and delivering an immersive theatrical performance. Findings report how youth are experimenting with immersive technologies to take traditional theatre in new directions, including audience interaction, responsive narrative, and actors/actresses performing as digital avatars. We highlight pedagogical strategies and design recommendations for working with youth to integrate IVR theatre experiences in secondary education.