Vibecoding for VR: Build Your Own 3D Learning Space

Description

Virtual reality can enrich learning when it gives students something meaningful to do that would be difficult, expensive, or impossible in a normal classroom.

In fact, browser-based 3D environments can help learners explore space, scale, perspective, movement, and interaction in ways that traditional materials cannot always provide.

At the same time, creating virtual learning experiences used to require technical skills that many teachers did not have.

Today, reality is completely different, since generative AI and browser-based tools make it possible to create small 3D or VR prototypes without becoming programmers.

This practical course helps participants turn a teaching idea into a working 3D or VR experience that can be opened in a browser.

Participants will explore examples of educational 3D and VR environments, learn how to use AI chat tools to generate and adapt simple HTML files, and collect or create the images, audio, video, and 3D assets needed for their own space.

The course will always keep the educational purpose at the center. As AI produces fast first drafts but doesn’t decide whether a virtual space is useful for learning, participants will gradually learn to reflect on when 3D or VR genuinely adds value, and when a simpler activity would work better.

They will learn how to design clear learner actions, meaningful choices, feedback, challenge and progression, using basic principles of game design and learning design.

Also, throughout the week, participants will have the chance to develop their own prototype: from first idea to browser-based virtual space.

They will test, refine and present their projects, receiving peer feedback and considering how the experience could be used with their own students.

No programming experience is required. Participants should be comfortable using a browser, managing files and working with an AI chat tool.

By the end of the week, each participant will have a working prototype and a practical process they can use to develop further 3D or VR learning experiences for their own students.

Concept by Tomasz Laskowski

Learning outcomes

The course will help participants to:

• Identify when 3D or VR offers a genuine educational advantage;
• Turn a curriculum topic into a clear concept for a virtual learning experience;
• Create and adapt a simple single-file HTML experience with a language model;
• Collect, create and organize images, audio, video and 3D assets for a virtual space;
• Apply basic game-design principles such as clear goals, meaningful choices, feedback, challenge and progression;
• Design a meaningful learner action using movement, scale, perspective or interaction;
• Distinguish an interactive visualization, a learning game and a scientific simulation;
• Recognize the assumptions and limits of generated content and scientific models;
• Combine a virtual space, selected assets and a learning idea into a working prototype;
• Present a course project, respond to peer feedback, and consider how it could be used with students.

Tentative schedule

Day 1 – Introduction to the course

• Introduction to the course, the school, and the external week activities;
• Icebreaker activities;
• Presentations of the participants’ schools.

When 3D and VR add value to learning

• What makes a virtual learning experience useful?;
• When 3D or VR adds value: space, scale, perspective, movement and interaction;
• Examples of browser-based 3D and VR learning environments;
• Identifying subjects, topics or learning situations that could benefit from a virtual space;
• Choosing the teaching idea participants will develop during the week.

Day 2 – Examples and a crash course in AI-assisted HTML

• Introduction to simple browser-based 3D/VR experiences;
• What a single-file HTML prototype is and how it can be opened in a browser;
• Participants examine a range of finished 3D and VR examples before taking a crash course in creating HTML with language models;
• A simple vibe-coding workflow: describe the idea, ask for a complete file, open it in a browser and request changes;
• Writing clear prompts for structure, interaction, and visual layout;
• Testing and troubleshooting first outputs;
• Workshop: creating a first small virtual space linked to a teaching idea.

Day 3 – Creating and organizing digital assets

• Understanding the role of assets in a virtual environment;
• Collecting and preparing images, textures, audio, narration, video and simple 3D objects;
• Using AI tools to create or adapt visual and audio materials;
• Copyright, attribution and classroom suitability of generated or downloaded assets;
• Organizing files so the virtual space remains usable and easy to edit;
• Workshop: building an asset folder for the final prototype.

Day 4 – Designing for learning, play and virtual space

• Basic game design principles for education: goals, choices, feedback, challenges and progression;
• Designing learner actions that support understanding, not just exploration;
• Using movement, scale, perspective and interaction for a clear learning purpose;
• Interactive visualization, learning game or simulation: choosing the right format;
• Recognizing the limits of generated content and simplified models;
• Workshop: improving the prototype with interaction and learning tasks.

Day 5 – Creating and presenting the final experience

• Combining HTML space, selected assets and design plan into a working course project;
• Refining prompts and using AI to improve structure, interaction and clarity;
• Creating with language models, trying one another’s experiences and making final improvements;
• Course evaluation: round-up of acquired competencies, feedback, and discussions;
• Awarding of the course Certificate of Attendance.

Day 6 – Structured cultural activities

• Structured cultural activity(ies) according to the hosting location;
• Learning journal: individual written reflection on the course experience;
• Course reflection: self-reflection and review of course materials and resources.

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