Linking VR and Web to create a Hybrid Environment
While the previous post already explains the initial goal of this project, the creation of a digital, virtual exhibition environment centred around the Skušek Collection, it does not yet explore how such a space may function. The envisioned space, which aims to go beyond simply translating objects into a virtual form and creating a digital twin, will have to be expanded. A simple recreation of the objects will not be enough. Instead, the goal will be to seek and create an immersive and interactive experience that tries to capture and transfer the meaning of the original collection – one that engages users, across multiple platforms, both on the web and as part of the actual exhibition. It will be geared towards creating different layers of engagement and allowing for multiple interpretations.
The stage, upon which such an engagement may happen, will be a hybrid format that enables direct interplay between the created virtual reality application and this very website. While the created VR environment provides a sense of spatial immersion, that allows users to explore and engage directly with the different digitised objects of the collection, the website offers a second layer of context in parallel: a structured space for background and meta-information, reflections, and documentation as well as narrative input. The VR application and website thereby do not compete, but rather complement each other – each one offering strengths that the other cannot, while building a bigger whole.
Illustration of the planned experience and flow, © Max Frühwirt 2025
The envisioned result is not two separate platforms, but one integrated e-learning environment that allows both cognitive and social learning (Wu, Hsieh and Wu 2022). Visitors engaging with the immersive VR experience will be able to select and access narrated website content directly within the virtual space, whether through contextual pop-ups, embedded narrative cues – such as Easter Eggs to be discovered – or direct hyperlinks within texts or the interfaces. Likewise, web users will be able to explore the 3D reconstructions and spatial environment via virtual walkthroughs on their screens, even without a VR headset. This deliberate overlap ensures the project remains accessible while still offering depth.
This dual structure approach also aligns with the principle of constructionist learning. This concept is believed to have first been envisioned by Socrates (Amineh and Asl 2015), who is said to have emphasised the importance of learning and attainment of new knowledge through active engagement, questioning and personal meaning-making. By giving users the ability to explore, interact with, and even curate within the virtual space, the project encourages active engagement with the collection. This freedom also invites users to question the original form of presentation and arrangement. At the same time, layers of narrative and contextual reflection are provided through the web interface. Together, these elements aim to foster not just passive knowledge transfer, but build a foundation for deeper, experience-driven understanding.
As development continues, this hybrid environment has the potential to be further expanded, adapted and updated, thereby laying the groundwork for additional future narrative layers and curatorial intervention. At the same time, it provides a flexible, accessible and inclusive experience – whether through a VR headset, a desktop screen, or even a mobile device. Ultimately, this approach aims to move beyond traditional exhibition models by creating a dynamic and interactive platform for exploring both the Skušek Collection and its curatorial heritage.
The following post will focus on exploring how constructionism may influence the design of virtual interactive spaces, and why the idea of giving users room to play, explore, and co-curate can be such a powerful tool for the dissemination of knowledge, therefore being paramount.
References
Amineh, R. J. and Asl, H. D. (2015): ‘Review of Constructivism and Social Constructivism’. in: Journal of Social Sciences, Literature and Languages, Vol. 1(1), p. 9-16.
Wu, I. L., Hsieh, P. J., Wu, S. W. (2022): ‘Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement’. in: The Internet and Higher Education (55).