Wonderscope is an augmented reality (AR) app that was developed by Within Unlimited, Inc. It is designed for children aged between 6 and 8 years old and has received a rating of 3.3 stars. Wonderscope uses AR technology to fully immerse children in an interactive, narrative adventure (Wonderscop, 2022). AR refers to a technology that integrates virtual information to display real-world environments in real-time (Yilmaz et al., 2016). Wonderscope offers seven different stories priced at $7.99, however, it does come pre-loaded with the full version of the story Clio’s Cosmic Quest to allow users to trail the app for free. The app is only compatible with iOS devices such as an iPad or an iPhone which prevents those who do not hold an iOS-operated device from accessing the app.

Clio is a dust particle, who dreams of lighting up the universe as a big star but, Lewis, another dust particle pushes her and other particles around in the hopes that he will become the only star. Yet, when their nebula is endangered by a red giant, all the dust and particles including Lewis must come together to become one giant star. In addition to the fantasy storyline, Clio’s cosmic adventure embeds scientific facts about the solar system. It explores the topic of astronomy and looks at the formation of nebulae, supernovas, and stars through realistic scenes, colourful images, and vivid graphics. Exploring such topics through AR allows users to better visualise abstract scientific concepts by making them concrete in a way that would never be possible in the real world (Wu & Wen, 2021).

Clio’s cosmic quest is approximately 10 minutes long and follows a linear narrative with an orientation, complication, and resolution. This is ideal for younger users as the predictable story structure allows them to easily comprehend and anticipate the events of the story. The linear structure is also less overwhelming for younger users to follow along as they can easily sense how much of the content they have explored and locate subplots (Alexander, 2011). Throughout the story, users are instructed by Clio to tap, swipe, and pinch to assist her with her quest. The app even makes use of vibrations that are felt whilst holding the device to exacerbate action scenes. For instance, as Lewis pushes Clio out of his way, the device vibrates to simulate the push movement. This kinesthetic use of touch, motion, and gesture adds further value to a user’s interaction with the text (Walsh, 2013). 

Clio’s cosmic quest contains scripted closed captions that appear at the bottom of the screen. To progress in the story, users must read the text out loud. A voice recognition system highlights what is being read in green to ensure reluctant readers, and children with dyslexia and autism can follow along. Clio is then programmed to respond back, make eye contact, and react expressively. This back-and-forth interaction allows users to play an active role in the narrative. Users feel as though they are an integral part of the story rather than merely listeners or observers which results in higher levels of engagement (Yilmaz & Goktaz, 2016). However, for an even more personal experience, the app could have benefited from having more choices in the dialogue exchanged between users and the characters. For example, the app could have been programmed to be triggered by specific words relating to the context. Clio would then potentially have different responses that ultimately all lead to the main storyline. In this way, the experience can be more personal and less controlled. 

The combination of AR, read-out louds, voice recognition, and touch certainly allow for an extremely memorable storytelling experience. Clio’s cosmic quest is a prime example of digital literature that lamb believes integrates technology in a meaningful way (Lamb, 2011). Lamb (2011) argues that as the reading continues to expand beyond the printed texts, it is essential to recognize digital literature that contributes positively to the narrative. Incorporating VR narratives in the classroom will allow students to explore different dimensions of storytelling and highlight the hybrid nature of narratives in today’s technological age. 

 

References

Alexander, B. (2011). The new digital storytelling : Creating narratives with new media. Santa Barbara.

 

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17. http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live

 

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

 

Wonderscop. (2022). Amira learning. Wonderscope: https://wonderscope.com/

 

Wu, L., & Wen, Y. (2021). A research map to leverage Augmented Reality in K12 Science Education . In A. Gokce, Designing, deploying, and evaluating virtual and augmented reality in education (pp. 204-213). Hershey, Pennsylvania : IGI Global.

 

Yilmaz, R. M., & Goktas, Y. (2016). Using augmented reality technology in storytelling activities: examining elementary students’ narrative skill and creativity. The journal of the Virtual Reality Society, 21(2). https://doi.org/10.1007/s10055-016-0300-1