Two University of Saskatchewan graduate students, Kristin Moskalyk and Nicole Lamoureux, developed a metaverse for their final project, aiming to teach about the United Nations’ Sustainable Development Goal 14: Life Below Water. Despite having no prior experience in designing virtual worlds, the duo wanted to create empathy and support for SDG 14 from people in landlocked provinces. They used the Frame VR platform to develop a user-friendly virtual world filled with learning materials such as tasks, games, and videos. Their professor encouraged them to enter the Metaverse for Sustainable Development Goals Global Prize and Virtual Reality Competition, where they were selected as one of the 15 winning teams from 257 teams in 70 countries, earning a $10,000 prize.
The team, named Techy Teachers, presented their metaverse at the United Nations’ Science Technology and Innovation Forum, where they met with delegates and gave them a tour of their virtual world. The project was well-received, with people expressing excitement about the opportunities for student engagement in this type of learning. Moskalyk and Lamoureux hope that teachers will use their resource in classrooms and are looking to provide VR headsets to more schools. They view the success of their project as a testament to their hard work and passion, and are proud of how far it has come.
Moskalyk emphasized the importance of innovative approaches in educational development roles to engage students and create meaningful learning opportunities. The focus on SDG 14 was motivated by the students’ awareness of their peers from landlocked provinces who may not fully understand the issues facing oceans and marine resources. The duo wanted to bridge this gap through their virtual world, offering a unique and immersive way for students to connect with and support SDG 14. By using Frame VR, they were able to concentrate on the content within the metaverse, making it accessible and engaging for users.
The project’s success in winning a global competition and presenting at the United Nations highlights the impact of their innovative approach to teaching and learning. The team’s dedication to creating a platform that promotes empathy and understanding for SDG 14 resonated with audiences, leading to a positive reception at the forum. Moskalyk and Lamoureux’s goal is to expand the reach of their metaverse by encouraging teachers to integrate it into their classrooms and providing VR headsets to schools. Their journey from pitching the idea to winning an international competition demonstrates the power of passion, hard work, and innovative thinking in education.
Overall, Moskalyk and Lamoureux’s metaverse project showcases the potential of technology in enhancing educational experiences and promoting global sustainability goals. By utilizing virtual reality as a tool for learning, they were able to create a platform that engages students and encourages them to support SDG 14. The recognition and success they achieved through their project underscore the importance of utilizing innovative approaches in educational settings and the value of empowering students to become active participants in global initiatives. Their journey serves as an inspiration for educators, students, and innovators looking to leverage technology for positive social impact and environmental conservation.
