Anti-Racism Project Seeks to Leverage Extended Reality Technology

February 2nd, 2021

A University of Arizona expert in applying immersive learning to the classroom is embarking on a new project that uses virtual and augmented reality to re-create common experiences of racism and discrimination.

 

While the old idiom “to walk a mile in someone else’s shoes” is a familiar reminder to empathize with others, it can be little more than an imaginative exercise. Using advanced immersive technology to place a person in a typical scenario can create a much more realistic experience, says Bryan Carter, Director of the University of Arizona Center for Digital Humanities.



With $50,000 in Challenge Grant funding from the Office of Research, Innovation & Impact, Carter will lead a pilot project, Anti-Racism Extended Reality Studio, or UA-ARXRS, to test the capacity of immersive and interactive “Extended Reality” tools, including volumetric video capture, virtual reality and digital narrative.

 

“Knowing the power of immersive education and knowing that the national conversation is about racism and inequality now, we’re looking at leveraging this new technology to help with that dilemma,” says Carter, an Associate Professor of Africana Studies. “By creating these scenarios, we’re hoping to engage people differently and help people step into the shoes of others by being an actual first-person observer. You’re within a space and observing things that are happening around you and to you.”

 

Designing scenarios to deliver extended-reality experiences “can alter perspectives and make possible more honest, concrete, and productive discussions about racism than similar discussions initiated without the assistance of immersive technology,” Carter says. “The invisibility of systemic racism can be uncloaked.”

 

The project combines elements of culture, art, community engagement, accessibility and research on immersive technology as a medium for personal transformation, Carter said. His collaborators on the project  include Joseph Farbrook, associate professor of art; Cynthia Stokes, assistant professor of music; Sonja Lanehart, professor of linguistics; and Ash Black, director of the Eller College of Management's Tech Core team of student developers.

The pilot project will center on creating two scenarios. The first will be a fully immersive experience, created with a high-resolution 360-degree camera. The participant will be placed as a first-person observer via headset into an immersive video setting, like a department meeting or classroom, with actors carrying out scripted interactions that convey common experiences of racism, like snide comments and hostility.

 

“Those are the kinds of microaggressions that typically go unaddressed. They’re difficult to track and we want to take people into the world of someone who experiences things like that so they can differently understand what that experience is like,” Carter says.

 

The second scenario will be an augmented experience, designed to be viewed through a mobile device or tablet and geolocation software, so that the environment will play into the experience. Participants will be able to scan the area and through augmented reality, view a police officer, re-creating another common interaction. The first-person perspective will show what it’s like to be treated unfairly, with different responses guiding different interactions.

 

“We take it out of the realm of the cartoonish, so to speak,” Carter says. “We’re talking about real life actors playing these roles as opposed to avatars. We’re hoping the visceral reaction people will have to something more realistic will have more of an impact.”

 

Carter and the collaborators will be in development phase over the spring semester, conducting usability testing in the summer and launching the pilot to various groups next fall semester. The goal is to integrate the simulated UA-ARXRS experiences into orientations or diversity training on campus, for groups like incoming faculty, resident assistants and new employees. It’s designed to be one element of trainings, to be used alongside readings and discussions.

 

“We don’t just want this to be someone putting on a headset and then going away when it’s over. It’s meant to be combined with other activities,” Carter says. “The plan is after we’ve piloted this, we’ll be able to invite community groups, students and faculty who have an idea or scenario, or a group they’d like to go through this, and we’ll be able to assist them with the development of that idea.”

 

Carter compared the project to the “1,000 Cut Journey” project created by Courtney D. Cogburn of Columbia University. That project uses virtual reality to create an experience “through which a participant can viscerally embody an avatar who encounters various forms of racism.” The various scenarios follow students through developmental years, showing how ongoing experiences of discrimination build on one another.  

 

“We’re taking that idea to the next level, to make this something that’s realistic for adults and college students, to help people understand how that sort of racism can be internalized,” Carter says. “Now that we know this is a problem, how can we have others understanding that from their own perspective?”