Digital Health & Safety
PROBLEM IT ADDRESSES
The COVID-19 pandemic has made confinement a defining part of our lives. The interaction with our families and friends happens digitally. The children are remotely- schooled, their parents are working from home. In many countries the mobility is limited to getting food and medical services. To compensate for the lack of movement people exercise in the solitude of their living rooms. For the majority of the world’s population, this has become a reality because of the highly contagious nature of COVID-19. For people with disabilities, it has been the way of living long before.
Being isolated and relying on the media and social media for information has created yet another risk for health. Misinformation about the virus, dramatic economic situation, and other stress-provoking news create panic and generate fear.
From March 2020 onwards, we saw the rise of online education and entertainment. Educational institutions are implementing online and hybrid classes. Books are available in digital or audio formats. Museums and theatres are building virtual representations. Still the possibility of practicing new knowledge is seriously limited.
It contributes to SDG 3: Good Health, SDG 4: Quality Education, SDG 9: Innovation, SDG 10: Reduced inequalities
OUR APPROACH: GAMIFIED EDUCATION
Mixed reality applications allow us to experience the world outside from the comfort of our homes. There we can roam freely without a face mask, race without a driver’s license, fly without a pilot’s certificate, and forget about a wheelchair. In the virtual world we are free from the physical limitations. We can visit any place on Earth remotely with a pleasant visual and auditory experience.
The schools and universities are receiving funds to introduce large-scale remote learning and educational programs delivered through digital technology for children and adults. The latter have to acquire new skills to adapt to the post-COVID labour market. For both, it is here to stay. Game developers have started replacing the content of their games with real content, so the simulation becomes closer to reality and can be used as a training or educational tool.
The educational content already exists. But it is dispersed among many different schools, institutions, and independent indexing systems. What is missing is the “Info-verse” where this knowledge would be connected.
Another challenge is the form of delivery: either written or audio without a way to practice the new knowledge acquired. Through the “Info-verse” it will be available at a moment’s notice in a shape that is easy to learn and practice. At the core of the platform is a game engine where the real-world facts are integrated into the experience. The content of each game level will be aligned with different learning paths. Eventually, it can be mapped to official education programs.