Outline

Overview

This unit of study gives students the opportunity to design an interactive system using the emerging technology of virtual reality (VR). The unit focuses on the new kinds of interaction and compelling experiences that are made possible by VR rather than asset creation (modelling, animation, texturing, etc.) or game development. Specifically, students will be encouraged to push the boundaries on the ways people can interact in embodied interactive systems. The unit will introduce students to interaction design theory and principles for immersive environments, such as VR. Students will also learn how to create VR user experience prototypes using software tools, such as Autodesk 3ds Max and Unity.

Unit details and rules

Academic unit	Design Lab
Credit points	6
Prerequisites ?	DECO1008 and DECO2200
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Callum Parker, callum.parker@sydney.edu.au

Type	Description	Weight	Due	Length
Tutorial quiz	In-class quiz Two quizzes related to the lectures and readings	20%	Ongoing	Two quizzes - 30 minutes each
Outcomes assessed:
Assignment	VR app evaluation Evaluate existing VR apps and conceptualise a VR app.	20%	Week 04 Due date: 25 Mar 2021 at 23:59	Report – maximum 8 pages
Outcomes assessed:
Assignment	VR design proposal Presenting the design of a VR app.	25%	Week 08 Due date: 29 Apr 2021 at 23:59	Maximum 15 pages excluding references.
Outcomes assessed:
Assignment	VR experience prototype Creation of a functional VR prototype, video, and technical documentation	35%	Week 13 Due date: 04 Jun 2021 at 23:59	VR prototype, video, and documentation
Outcomes assessed:
= group assignment ?

Assessment summary

Brief descriptions of the assessment items here. Please see the design brief for more information.

VR app evaluation

The first steps towards being a VR app designer tasks students with writing a report which details a problem space and an evaluation of existing VR apps within it, including a summary of the key findings. Based on these findings, students are asked to conceptualise their own VR app which differs and improves on from apps they evaluated. The concept description should include a defined solution to a design problem that has been identified through research.

The deliverable is a document in the format specified in the design brief.

VR design proposal

The focus of the proposal is on presenting a design for an innovative and compelling experience that’s unique to VR. This could be in the form of a serious game, a data visualisation, an art installation, an interactive story, an educational experience, etc. The deliverable is a document in the format specified in the design brief.

The proposal should contain a description of the concept and the problem it is solving with a clear rationale, review of related apps, concept art, timeline, and a group charter containing the roles of each group member.

This report is linked to the next assessment (VR experience prototype), where you will implement the design by creating a functional prototype.

VR experience prototype

Working in groups, your task is to develop a functional VR prototype following the design your group created in the previous assessment (VR design proposal). The prototype itself will be assessed for its innovation (particularly in the interaction), its overall aesthetic, and its user experience. The technical execution (e.g. scripts, meshes, textures, animations or other assets) will be assessed on their originality and how they contribute to the innovative interaction, aesthetic, experience, and performance of the application (ie how well it runs).

Technical documentation and a demo video that demonstrates the VR experience should also be provided. The demo video should be shot as if you are using it to attract funding to continue the project — use it as an opportunity to explore what could be possible if your prototype were taken further than you were able to in this semester.

In-class quiz

Two quizzes will be released in-class during the semester (weeks 6 and 10). Each quiz is worth 10% of the final mark. The quizzes will be based on the content covered in the readings and lectures of prior weeks.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of outstanding quality, demonstrating mastery of the learning outcomes assessed. The work shows significant innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or exceptional skill.
Distinction	75 - 84	Work of excellent quality, demonstrating a sound grasp of the learning outcomes assessed. The work shows innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or superior skill.
Credit	65 - 74	Work of good quality, demonstrating more than satisfactory achievement of the learning outcomes assessed, or work of excellent quality for a majority of the learning outcomes assessed.
Pass	50 - 64	Work demonstrating satisfactory achievement of the learning outcomes assessed.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Penalties for late submission of work and related policies are included in the Resolutions of the University of Sydney School of Architecture, Design and Planning, which are available at http://sydney.edu.au/handbooks/architecture/rules/faculty_resolutions.shtml. It is your responsibility to familiarise yourself with these policies. Applications for special consideration must be lodged online at http://sydney.edu.au/current_students/special_consideration/apply.shtml.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	(1) Introduction to the unit and the assessment items; and (2) what is virtual reality (VR) and a brief history	Lecture (1 hr)
Week 01	(1) Ice breaking activity; (2) explore and test VR apps on the market; and (3) 3D modelling VR-ready assets in Blender	Tutorial (2 hr)
Week 02	Immersion and presence	Lecture (1 hr)
Week 02	Introduction to Unity	Tutorial (2 hr)
Week 03	(1) Interaction design in the 3D frontier; (2) best practices for VR applications; and (3) optimisation	Lecture (1 hr)
Week 03	Importing assets and optimisation in Unity	Tutorial (2 hr)
Week 04	VR hardware	Lecture (1 hr)
Week 04	(1) Building a basic VR app with Unity; and (2) exporting to a smartphone	Tutorial (2 hr)
Week 06	Designing virtual worlds and storytelling	Lecture (1 hr)
Week 06	(1) Scripting in Unity; and (2) in-class quiz	Tutorial (2 hr)
Week 07	3D user interface design	Lecture (1 hr)
Week 07	Creating menus and interfaces in Unity	Tutorial (2 hr)
Week 08	Prototyping VR apps and user research methods	Lecture (1 hr)
Week 08	Utilising APIs and libraries	Tutorial (2 hr)
Week 09	Novel interactions and sensors	Lecture (1 hr)
Week 09	Advanced scripting and tutorial recap	Tutorial (2 hr)
Week 10	Future directions of VR	Lecture (1 hr)
Week 10	Work on assessment and advice	Tutorial (2 hr)
Week 11	Guest lecture	Lecture (1 hr)
Week 11	(1) In-class quiz; and (2) work on assessment and advice	Tutorial (2 hr)
Week 12	Introduction to augmented reality	Lecture (1 hr)
Week 12	Work on assessment and advice	Tutorial (2 hr)
Week 13	Unit recap and assessment advice	Lecture (1 hr)
Week 13	Work on assessment and advice	Tutorial (2 hr)

Attendance and class requirements

Please refer to the Resolutions of the University School: http://sydney.edu.au/handbooks/architecture/rules/faculty_resolutions.shtml

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

See Canvas for more information.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. assess the user experience of an immersive application
LO2. identify appropriate design principles for designing immersive experiences
LO3. ability to conceptualise and prototype immersive experiences
LO4. reflectively document and present process and designed solutions
LO5. work effectively individually and as part of a team.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Reducing complexity and ensuring more time spent on gaining deeper knowledge of VR development. This was something that came up in the feedback and from our own observations.

Additional information

Additional costs

A recent iOS or Android smartphone that can run the Google Cardboard app: - iOS: https://apps.apple.com/us/app/google-cardboard/id987962261 - Android: https://play.google.com/store/apps/details?id=com.google.samples.apps.cardboarddemo&hl=en_AU&gl=US A smartphone virtual reality headset – such as a Google Cardboard. They can be purchased from retailers such as Officeworks and online through sites such as eBay. It is recommended you purchase a headset with a touchscreen button for interaction. The headset will be required in class from week 1.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

DECO3009: Designing for Virtual Reality

Semester 1, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect