Task 1: Using Tilt-brush to enhance student creativity

The implementation of modern technology is allowing students and teachers to enhance their understanding on how to create, ultimately fostering creativity. Tilt-brush is a Virtual reality (VR) painting app that enables users to create 3D imagery via a simple controller in a fully immersive digital environment, (Chittenden, 2018).

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Fostering Creativity:

Tilt-brush provides a platform for self-expression. Tilt Brush allows students to create art in a completely new and unique way. They can paint in three dimensions, exploring and experimenting with ideas in Tilt-brush that is not possible in the physical world. Students can make “abstract knowledge concrete, visual and realistic”, (Lei et al., 2018).

Students are encouraged to take risks and experiment with different colours, textures, shapes, and sizes without any limitations. This facilitates more innovative and creative output.

Tilt-brush can be used in the classroom by implementing the software in stage 2 mathematics when satisfying the outcome MA2-3DS-01 (NESA, 2023). Students can create models and nets of three-dimensional objects through Tilt-brush.

Tilt Brush requires students to think in three dimensions, which improves their spatial and visual

thinking skills. Tilt-brush can generate a specific

geometric model, allowing children to observe from

all angles which according to a mathematics teacher CC by Harrison Britton

in Leis's (2018) experiment, “will result in much better

outcomes on student learning”, (Lei et al., 2018).

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Pedagogical Reflection:

Thinking critically, a concern with using a contemporary technology is the issue of access and equity. Not all students have equal access to virtual reality technology, and this can create inequalities in the classroom. It is important to ensure that all students have equal access and opportunity to Tilt-brush in order to learn and create.

Students must be digitally literate to effectively use Tilt-brush. This includes being responsible and effective while using the technology A study by Ramsier (2019) used 20 adult participants, 10 with formal training in Tilt-brush and 10 without. Data collected displayed “A lack of control, issues navigating virtual reality, and a lack of familiarity with Tilt Brush negatively impacted the usability” of the 10 participants without training, (Ramsier, 2019). Teachers need to ensure that students are developing digital literacy skills before embarking on their creations.

It is important to balance digital activities with non-digital activities. Students need to have opportunities to engage in hands-on, tactile activities that allow them to explore their creativity in different ways. “VR does somewhat limit human interaction" which disempowers practical collaboration and may force students to be alienated and confused in their approach (Aldaheri et al., 2022)

CC by Harrison Britton

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References

Aldhaheri, A., Hamad, M. (2022). The future of education is in experiential learning and VR. World Economic Forum.Chittenden, T. (2018). Tilt brush painting: Chronotopic adventures in a physical-virtual threshold. Journal of contemporary painting, 4(2), 381-403.

Google. (2016). Tiltbrush: Painting from a new perspective. Youtube. https://www.youtube.com/watch?v=TckqNdrdbgk

Mayhem, S. (2021). Teaching Tilt-brush: Clean shapes with guides. Youtube. https://www.youtube.com/watch?v=X_S1zp3Atgs

NSW Education Standards Authority (NESA) (2023). Stage 2. Mathematics K-10. https://curriculum.nsw.edu.au/learning-areas/mathematics/mathematics-k-10-2022Lei, X.,

Zhang, A., Wang, B., & Rau, P. L. P. (2018). Can virtual reality help children learn mathematics better? The application of vr headset in children’s discipline education. Cross-Cultural Design, 60-69.

Ramsier, L. (2019). Evaluating the usability and user experience of a virtual reality painting application.